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Jessica L. Fanning

Jessica L. Fanning's picture

Contact Info

Office Location: 
259 HEDCO Education Building
Phone: 
(541) 346-2539
Faculty
Clinical Associate Professor
Education: 
B.A. University of Colorado, Boulder, 1989: Dual degree - CDSS & PT
M.A. University of Colorado, Boulder, 1996: Communication Disorders & Speech Sciences
Ph.D. University of Oregon, Eugene 2007: Communication Disorders & Sciences
Ph.D. Postdoctorate University of Oregon, Eugene 2011: Neuroscience

Dr. Fanning is a Clinical Associate Professor in the Communication Disorders and Sciences (CDS) Program. In addition to teaching graduate and undergraduate courses within the CDS program, she is the director of the University of Oregon Fluency Center within the UO HEDCO Clinic. She has been an ASHA certified speech-language pathologist for 22-years and she has worked with children and families in K-12 school-based settings, behavior-based residential programs, clinic settings, and private practice. She is passionate about teaching, translational research, and evidence-based clinical practice. Her primary clinical interests include fluency disorders, behavior management and conduct disorders, autsim spectrum disorders, and family-centered intervention. She has lectured both nationally and internationally on: (a) evaluating and treating fluency disorders; (b) using iPad technology in clinical practice; (c) using parent-directed intervention to influence children's cognitive, linguistic, and emotional regulation development; and (d) striking the balance of evidence-based practice and practice-based evidence as a clinical scientist.

Dr. Fanning's research has focused on caregiver training, computerized language intervention, and the effectiveness of family-centered intervention with families from lower socioeconomic backgrounds. Currently, she is co-PI on a funded research project with her colleague, Dr. Heather Moore, investigating how the use of Case-Example instruction influences faculty and student perspectives of curriculum quality. Dr. Fanning also conducts clinical research investigating the effectiveness of integrated stuttering treatment that aligns with the World Health Organization's International Classification of Functioning, Disability and Health (ICF) and queries whether that type of stuttering intervention correlates with (a) increased speech fluency, (b) increased problem-solving skills related to preventive and responsive strategy use; (c) increased positive client-perceptions of quality of life measures related to personal, social, and communicative changes; and (d) increased resources for mechanisms of therapuetic change. 

Publications: 

Neville, H.J., Stevens, C., Pakulak, E., Bell, T., Fanning, J., Klein, S., Isbell, E. (2013). Family-based training program improves brain function, cognition, and behavior in lower socioeconomic preschoolers. Proceedings of the National Academy of Sciences, 110(29), 12138-12143. doi: 10.1073/pnas.1304437110.

Neville, H., Bell, T., Fanning, J.L., Stevens, C., & Yamada, Y. (2008). Effects of music training on brain and cognitive development in under-privileged 3- to 5-year-old children: Preliminary results. In C. Asbury & B. Rich (Eds.) Learning, Arts, and the Brain: The Dana Consortium Report on Arts and Cognition (pp. 105-116). New York, NY: Dana Press.

Stevens, C., Fanning, J.L., Coch, D., Sanders, L., & Neville, H.J. (2007). Neural mechanisms of selective auditory attention are enhanced by computerized training: Electrophysiological evidence from language-impaired and typically developing children. Brain Research, 1205, 55–69.

Nippold, M.A., Fanning, J.L., & Ward-Lonergan, J. (2004). Persuasive writing in school-age children, adolescents, and adults: Syntactic, semantic, and pragmatic attainments. Language, Speech and Hearing Services in the Schools, 36(2), 125-138. 

Invited Speaking Engagements & Research Seminars

Fanning, J.L., Doherty, T., & Filatov, N. (October, 2017). Integrated school-age stuttering treatment: Investigating traditional fluency outcomes & mechanisms of change. Paper & technical presentation presented to the Oregon Speech-Language & Hearing Association (OSHA), Salem, OR.

Fanning, J.L., & Britton, J. (October, 2016). Studying the efficacy of using a comprehensive, integrated intervention with a 7-year-old child who stutters. Paper & technical presentation presented to the Oregon Speech-Language & Hearing Association (OSHA), Salem, OR.

Fanning, J.L., & Hill, N. (October, 2016). Testing the efficacy of using the Cycles Phonological Remediation
Approach with a 10-year-old bilingual child with Down syndrome and hearing-impairment. Paper & technical presentation presented to the Oregon Speech-Language & Hearing Association (OSHA), Salem, OR.

Fanning, J.L., & Moore, H.M. (2015). Investigating how clinical university programs can use case-based instruction to enhance curriculum across undergraduate & graduate curricula.  Invited speaker at the American Speech-Language-Hearing Association (ASHA) annual meeting, Denver, CO.

Moore, H.M., Fanning, J.L., & Dilley, M. (2015). Clinical case-based instruction: Creating multimedia case examples for guided observation & applied instruction across undergraduate & graduate curricula.  Invited speaker at Oregon Speech-Language & Hearing Association (OSHA) annual meeting, Portland, OR.

Fanning, J.L., & Larson, H. (October, 2015). A hybrid literacy intervention for a child with Down syndrome and hearing impairment: Investigating the efficacy of modified phonics-based literacy program. Paper presented to the Oregon Speech-Language & Hearing Association (OSHA), Portland, OR.

Fanning, J.L., & Flynn, A., (October, 2015). Investigating effectiveness of “Integral Stimulation/Dynamic Temporal and Tactile Cueing”: Addressing apraxia and speech disfluencies in an adolescent with IDD. Paper presented to the Oregon Speech-Language & Hearing Association (OSHA), Portland, OR.

Fanning, J.L. (2015). Assessing fluency across the lifespan: Preschool, school-age, & adults. Invited speaker for international webinar with Video Continuing Education, Portland, OR. 

Fanning, J.L. (2015). Treating fluency across the lifespan: Preschool, school-age, & adults. Invited speaker for international webinar with Video Continuing Education, Portland, OR. 

Pakulak, E., Bell, T., Stevens, C., Fanning, J.L., & Neville, H. (2015). Assessment and expansion of a dual-generation intervention targeting attention and self-regulation in at-risk preschoolers. Research poster at Society for Research in Child Development (SRCD) biennial conference, Philadelphia, PA.

Fanning, J. L., & Frank, S. (2014, October). Tailoring Narrative-Based Language Intervention for a child with specific expressive language impairment and stuttering-like disfluencies: Investigating the efficacy of NBLI to improve expressive syntax and speech fluency. Supervised master’s research poster at Oregon Speech-Language & Hearing Association (OSHA) annual meeting, Eugene, OR.

Fanning, J. L., Fong, M., & Miller, A. (2013, October). Behavior management before stuttering: Investigating a 4-year-old’s positive fluency changes as a function of improved behavior conduct. Supervised master’s poster at Oregon Speech-Language & Hearing Association (OSHA) annual meeting, Salem, OR.

Fanning, J. L., & Whalen, R. (2013, October). Multimedia summer program to stabilize and generalize fluency gains: Improving home-practice outcomes for an adolescent who stutters. Supervised master’s poster at Oregon Speech-Language & Hearing Association (OSHA) annual meeting, Salem, OR.

Fanning, J. L., Silvey, M., & Lee, M. (2013, October). Bilingual/bicultural stuttering intervention: Investigating the efficacy of a multifactorial and multicultural approach to fluency treatment. Supervised master’s poster at Oregon Speech-Language & Hearing Association (OSHA) annual meeting, Salem, OR.

Andersson, A., Sanders, L.D., Fanning, J.L., & Neville, H.J. (2013, April). An ERP study of nonword rhyming in 6- to 8-year-old bilingual children: Exploring the role of age of acquisition and language proficiency. Research poster at Cognitive Neuroscience Society (CNS) annual conference, San Francisco, CA.

Fanning, J.L., & Lemoncello, R. (2011, November). Practice-based evidence: Strategies for generating your own evidence. Invited Speaker at American Speech-Language and Hearing Association (ASHA) annual meeting, San Diego, CA.

Fanning, J.L. (2011, August). Navigating the challenges of stuttering intervention: From research to meaningful practice in the public schools. Invited speaker for international webinar at Advanced Healthcare Education continuing education program, Vancouver, WA.

Fanning, J.L., Shah, M., & Starlin, S. (2011, August). iPad apps: How to search, evaluate, & use effectively in treatment. Invited speaker for international webinar at Advanced Healthcare Education continuing education program, Vancouver, WA.

Fanning, J.L. & Lemoncello, R. (2010, October). Evidence-based practice and practice-based evidence in 2010: Declaring all clinicians as scientists. Invited speaker at Oregon Speech-Language-Hearing Association (OSHA) annual meeting, Vancouver, WA.

Fanning, J.L. & Klein, K. (2010, February). Attending to attention: Family-centered intervention approach to boosting preschool attention. Invited speaker at Love for Literacy annual meeting, Salem, OR.

Fanning, J.L. (2010, January). Stuttering intervention services in the public schools: An uphill trek. Invited speaker for Linn Benton Lincoln Education Service District, Salem, OR.

Fanning, J.L. & Stevens, C. (2009, June). Neuroscience & clinical intervention: Implications for parent-training and evidence-based practice. Invited keynote speaker at the University of Dundee Believe in Children annual meeting, Dundee, Scotland.

Fanning, J.L., Klein, S., Stevens, C., & Neville, H. (2008, August). Enhancing children’s neurocognitive functions: The effectiveness of parent- and children-directed training programs that target language, attention, and behavior. Invited speaker at University of British Columbia, Human Early Learning Partnership meeting, British Columbia, Canada.  

 

Supervisor/Mentor for Graduate Student Thesis / Capstone Clinical Research projects

Nicole Hill (2017). Application of the Cycles Phonological Remediation Approach for children with Down syndrome. Faculty mentor.

Jessie Britton (2017). Studying the effectiveness of using a Comprehensive, Integrated intervention with a 7-year-old child who stutters. Faculty mentor.

Hannah Lichter-Larson (2016). The effectiveness of using a phonological awareness reading intervention to treat a reading impairment to a child with Down syndrome and hearing impairment. Faculty mentor.

April Flynn (2016). Evaluating the effectiveness of a modified hybrid approach in treating childhood apraxia of speech in an adolescent with complex communication needs. Faculty mentor.

Samantha Frank (2015). Investigating the effectiveness of Narrative-Based Language Intervention (NBLI) with a school-age child with Autism Spectrum Disorder: Targeting expressive language organization and language-based disfluency. Faculty mentor.

Karla Cisler (2015). Use of Narrative Based Language Intervention (NBLI) to improve language-based disfluency in a child with Down syndrome. Faculty mentor.

Karee Anderson (2015). Use of Narrative Based Language Intervention (NBLI) with a child with Down syndrome to target syntactic complexity and story grammar components of personal narrative expression. Faculty mentor.

Carly Jones (2015). Treatment for school-age children who stutter: An integrated approach. Faculty mentor. Faculty consultant.

Megan Silvey (2014). Investigating the effectiveness of using the Comprehensive Approach to Stuttering with a bicultural/bilingual individual who stutters. Faculty mentor.

Andrea Millar (2014).  An evaluation of treatment effectiveness of an Extended Length of Utterance (ELU) fluency intervention for a student with co-occurring disorders. Faculty mentor.

Kali Piro (2014). Stuttering and Down syndrome in an adolescent: Effectiveness of an integrated approach. Faculty mentor.

Kerry Schaffer (2014). Cluttering intervention for a school-aged child who clutters and stutters. Faculty mentor.