Kelly Knollman-Porter, Ph.D., CCC-SLP

Kelly Knollman-PorterEducation

Doctorate of Philosophy, University of Cincinnati, 2012

Master of Arts, University of Cincinnati, 1992

Bachelor of Science, University of Cincinnati, 1990

Professional Recognition and Affiliation

Member of American Speech Language Hearing Association (1990-present)

Special Interest Division: Neurocognitive Disorders (2010-present)

Member of the Academy of Neurologic Communication Disorders and Sciences (2017-present)

Strategies to accommodate reading in aphasia:  Using assistive technology to support reading by people with aphasia.  National Institute of Health (NIDCD), Academic Research Enhancement Award R-15.  Received July, 2017.  Role:  Co-PI.          

Increasing the preference-based care of people in Ohio’s Nursing Homes with a special focus on people living with dementia.  Ohio Department of Medicaid.  Received September, 2019. Role: Consultant                                                                

Center for the Enhancement of Learning: Staff Commendation (2013-2019)

Center for the Enhancement of Learning, Teaching and University Assessment Top 100 Faculty member, 2014, 2015, 2016

Golden Apple Award: ASHA Leader Publication, May 2010


Concussion Management

Neurogenic Communication Disorders

Miami University Stroke Support Group

Select Publications

Knollman-Porter, K., Wallace, S., Brown, J., Hux, K., *Hoagland, B., & *Ruff, D. (2019).  Effects of written, auditory and combined modalities on comprehension for people with aphasia.  American Journal of Speech Language Pathology, 28, 1206-1221.  doi:  10.1044/2019_AJSLP-19-0013. 

Knollman-Porter, K., & *Julian, S. (2019).  Book club experiences, engagement, and reading support use by people with aphasia.  American Journal of Speech Language Pathology, 28, 1084-1098.  doi:  10.1044/2019_AJSLP-18-237.

Knollman-Porter, K., *Thaxton, S., Hughes, M. & Constantinidou, F. (2019).  Management and recovery patterns following sport-related mild traumatic brain injury in male and female college athletes.  Topics in Language Disorders, 30(3), 257-275. doi:  10.1097/TLD.0000000000000187. 

Brown, J. & Knollman-Porter, K. (2019).  Evaluating cognitive-linguistic deficits post-concussion in adults:  Contributions of self-report and standardized measures.  Topics in Language Disorders, 30(3), 239-256. doi:  10.1097/TLD.0000000000000186. 

Wallace, S., Knollman-Porter, K., Brown, J., & Hux, K.  (2019). Narrative comprehension by people with aphasia given single versus combined modality presentation.  Aphasiology. 33(6), 731-754.

Knollman-Porter, K., Constantinidou, F., Beardslee, J., & Dailey, S. (2019).  Multidisciplinary management of collegiate sports-related concussions.  Seminars in Speech and Language, 4 (1), 3-12.  doi:  10.1055/s-0038-1676363. 

Knollman-Porter, K., Dietz, A., & *Dahlem, K. (2018). Intensive auditory comprehension treatment for severe aphasia:  A feasibility study.  American Journal of Speech Language Pathology, 27, 936-949.  doi: 10.1044/2018_AJSLP-17-0117.

Knollman-Porter, K., Brown, J., & *Flynn, M. (2018).  A preliminary examination of collegiate athletes and non-athletes knowledge of concussion definition, symptoms, and post-injury services. American Journal of Speech Language Pathology, 27, 778-795.  doi:10.1044/2018_AJSLP-17-0108.