Esther Kim, PhD, MS, BSc
Associate Professor, Interim Chair, Faculty of Rehabilitation Medicine - Communication Sciences & Disorders
- (780) 492-5980
3-79 Corbett (E.A.) Hall
8205 - 114 St NWEdmonton ABT6G 2G4
Chair, Faculty of Rehabilitation Medicine - Communication Sciences & Disorders
PhD – Speech, Language & Hearing Sciences – University of Arizona – 2006
MS – Speech-Language Pathology – University of Arizona – 2000
BSc – Psychology – University of Alberta – 1998
Research Affiliate - Glenrose Rehabilitation Hospital
After receiving her BSc (Psychology) from the University of Alberta, Dr. Kim completed graduate and post-graduate training at the University of Arizona. She has worked in several settings with adult neurogenic clients, including skilled nursing facilities, home health and the Aphasia Research Project at the University of Arizona. She joined the Department of Communication Sciences and Disorders in December 2009.
Dr. Kim's research focuses on investigating cognitive factors contributing to language processing (particularly written language processing) and treatments to remediate acquired language disorders. She also investigates treatment-induced neuroplasticity in adults with acquired neurological communication disorders. She is a Research Affiliate of the Glenrose Rehabilitation Hospital, and a member of the Centre for Neuroscience and Alberta Cognitive Neuroscience.
The ultimate goal of our research lab is to improve the quality of life for individuals affected by acquired language disorders. Research in the lab includes studies designed to investigate cognitive mechanisms underlying language processing, developing evidence-based treatments, examining methods for increasing neural plasticity and promoting quality of life through Life Participation Approach for Aphasia (LPAA) based interventions.
We use a combination of behavioural and clinical methods to examine cognitive (e.g., attention, working memory) and linguistic (e.g., semantic, orthographic, phonologic) processing in adults with acquired and progressive language disorders, and healthy aging populations. We also use non-invasive brain stimulation techniques - specifically transcranial direct current stimulation (tDCS) - in conjunction with behavioural speech-language treatment to investigate neural plasticity in aphasia.
- Voice Adaptive Training for Adults with Aphasia (VoiceAdapt Trial)
- Community-Based Programming for People with Aphasia
- Enhancing neural plasticity in aphasia
Dr. Kim is currently recruiting individuals with aphasia for these research studies. Please contact her via email (firstname.lastname@example.org) for more information.
Study of acquired aphasia including the nature of the underlying neuropathologies, methods of differential diagnosis and comprehensive assessment, and clinically-pertinent behavioral management strategies. Students will develop their understanding of the course material via a series of clinical problem solving and treatment planning exercises. Prerequisite: CSD 502 or equivalent. (Restricted to MScSLP students only.) Not open to students with credit in SPA 520.
A variety of topics will be offered. Students can register in this for credit toward the MScSLP requirement of 1 credit in elective coursework.
Research - Community-Based Programming for People with Aphasia
This study examines the impact of education on aphasia and communication support on the participation of people with aphasia in their communities.
Research - Neuroplasticity in Aphasia: Impact of Non-Invasive Brain Stimulation
Participants will receive speech-language treatment directed towards verbal expression or reading comprehension, coupled with transcranial direct current stimulation (tDCS). This study takes place in collaboration with clinicians at the Glenrose Rehabiltitation Hospital.
Research - Voice Adaptive Training for Adults with Aphasia
20200301 to 20201231
This study examines language outcomes following training with a voice adaptive tablet-based training application for naming impairments in aphasia. Participants will be randomly assigned to received training for 5 weeks using a tablet-based home program, or to a waitlist control group, who will receive the training after a 5-week waitlist period is up.