Dr. Marshall is currently a Professor in the Department of Communication Sciences and Disorders and a member of the Editorial Board for the journal Aphasiology. He was elected to Fellowship in the American Speech-Language-Hearing Association (ASHA) in 1981. In 1996 he received the Honors of the Academy of Neurological Communication Disorders and Sciences and was elected to the Department of Veterans Affairs Audiology-Speech Pathology Hall of Fame. In 2015, Dr. Marshall received ASHA’s highest recognition, Honors of the Association. Since coming to the University of Kentucky in 2001 his contributions in teaching, service, and scholarship have been recognized with the receiving of the Richard D. Kingston Award for Outstanding Teaching (2012), selection as the Nominee of the Year of the Kentucky-Indiana Stroke Association (2012), and the Distinguished Scholar Award from the College of Health Science (2014).
Before coming to UK, Dr. Marshall was the Chief of the Audiology and Speech-Pathology Service at the Department of Veterans Affairs Medical Center in Portland, Oregon (1969-1995) and an Associate Professor in the Department of Neurology at the Oregon Health Sciences Center (1981-1995), and a Professor in the Department of Communication Disorders at the University of Rhode Island (1996-2001).
Dr. Marshall’s research has focused on the assessment and treatment of adults with acquired neurogenic cognitive-communicative disorders. He has published more than 135 papers in refereed journals, 19 book chapters, and two books. He has made over 200 refereed presentations at international, national, state, and regional meetings and has been invited to speak to researchers and clinicians in most of the 50 states, throughout Canada, and the world. Dr. Marshall has been recognized as a clinician, particularly for his scholarly works on Wernicke’s aphasia and the use of group therapy. His funded research has examined (1) the role of self-correction in the recovery from aphasia, (2) efficacy of aphasia treatment, (3) treatment of aphasic naming deficits, and (4) problem solving in neurologically compromised individual. Since coming to UK, his research efforts have focused on developing clinician-friendly tests for use in today’s fast-paced medical environment such as the Kentucky Aphasia Test (KAT; Marshall & Wright, 2007), Rapid Assessment of Problem Solving Test (RAPS; Marshall & Karow, 2008), and Everyday Speech Production Assessment Measure (E-SPAM; Watts, Marshall, Olson, & Kleinert, 2014).
Teaching, Clinical Supervision, and Mentoring
Dr. Marshall teaches undergraduate (Introduction to Communications Disorders) and graduate courses (Aphasia, motor speech disorders); he supervises graduate students in the University of Kentucky Aphasia Program (UKAP); he serves as a mentor for students doing research at the undergraduate, graduate, and doctoral level. Most of his students have been collaborators on his publications and presentations. Many of Dr. Marshall’s students and clinical fellows have gone on to obtain a Ph.D. and have become major contributors to the profession of speech-language pathology.
Selected publications while at the University of Kentucky
Watts, T., Marshall, R., Olson, A., and Kleinert, J. (2014). A Clinical Measure for Quantifying Changes in Everyday Speech Production for Patients with Motor Speech Disorders. Journal of Medical Speech-Language Pathology, 21 (3), 165-178.
Olson, E., Freed, D., and Marshall, R. (2012). Generalization of Personalized Cueing to Enhance Word Finding in Natural Settings. Aphasiology, 26, 618-631.
Marshall, R., Golper, L., Boysen, A., and Katz, R. (2009). Contributions of the Department of Veterans Affairs to Clinical Aphasiology. Aphasiology, 23, 1079-1086.
Marshall, R. and Karow, C. (2008). Update on a Clinical Test of Problem Solving. American Journal of Speech-Language Pathology, 17, 377-388.
Marshall, R. (2008). The Impact of Intensity of Aphasia Therapy on Recovery. Stroke, 39, http://stroke.ahahjournals.org/content/39/2/e48.
Wright, H., Marshall, R., Wilson, K., and Page, J. (2008). Using a Written Cueing Hierarchy to Improve Verbal Naming in Aphasia. Aphasiology, 22, 522-536.
Rider, J., Wright, H., Marshall, R., and Page, J. (2008). Using Semantic Feature Analysis to Improve Contextual Discourse in Adults with Aphasia. American Journal of Speech-Language Pathology, 17, 161-172.
Marshall, R. and Wright, H. (2007). Developing a Clinician-Friendly Aphasia Test. American Journal of Speech-Language Pathology, 16, 295-315.
Marshall, R., McGurk, S., Karow, C., and Kairy, T. (2007). Problem-solving in Subjects with and without Diffuse Neurologic Involvement. Aphasiology, 21, 750-762.
Marshall, R., Capilouto, G., and McBride, J. (2007). Treatment of Problem-solving in Alzheimer ’s disease. Aphasiology, 21, 235-247.
Marshall, R., McGurk, S., Karow, C., Kairy, T., and Flashman, L. (2006). Performance of Subjects with and without Severe Mental Illness on a Clinical Test of Executive Function. Schizophrenia Research, 84, 331-334.
Marshall, R. and Freed, D. (2006). The Personalized Cueing Method: From the Laboratory to the Clinic. American Journal of Speech-Language Pathology, 15, 1-9.
Tompkins, C., Scharp, V., and Marshall, R. (2006). Communicative Value of Self-Cues in Aphasia: A Re-evaluation. Aphasiology, 20, 684-704.
Marshall, R., and English, L. (2004). Functional Strategies for Enhancing Auditory Comprehension for Persons with Aphasia for the Neurological Physical Therapist. Journal of Neurologic Physical Therapy, 28, 38-43.
Marshall, R., Davis, A., Horner, J., Linebaugh, C., McNeil, M., Simmons-Mackie, N., and Wertz, R. (2004). Clinical Aphasiology Classics: An Introduction. Aphasiology, 18, 1039-1043.
Marshall, R., Karow, C., Morelli, C., Iden, K., Dixon, J., and Cranfill, T. (2004). Effects of Interactive Strategy Modeling Training on Problem-solving by Persons with Traumatic Brain Injury. Aphasiology, 18, 659-673.
Freed, D., Celery, K., and Marshall, R. (2004). A Comparison of Personalized and Phonological Cueing on the Long-term Naming Accuracy by Subjects with Aphasia. Aphasiology, 18, 674-686.
Starch, S., Marshall, R., Cranfill, T., and Karow, C. (2004). A Program for Follow-up Services to Persons with Mild Traumatic Brain Injury. www.speechpathology.com.
Marshall, R., Karow, C., Morelli, C., Iden, K., and Dixon, J. (2003). Problem-solving by Traumatically Brain Injured and Neurologically Intact Subjects on an Adaptation of the Twenty Questions Test. Brain Injury, 17, 589-608.
Marshall, R., Karow, C., Morelli, C., Iden, K., and Dixon, J. (2003). A Clinical Measure for the Assessment of Problem-solving in Brain-Injured Adults. American Journal of Speech-Language Pathology, 12, 333-348.
Marshall, R., Karow, C., Freed, D., and Babcock, P. (2002). Effects of Personalized Cue Form on the Learning of Subordinate Category Names by Aphasic and Non-brain-damaged subjects. Aphasiology, 16, 763-771.
Marshall, R. (2002). Having the Courage to Be Competent: Persons and Families Living with Aphasia. Journal of Communication Disorders, 35, 139-152.
Marshall, R. and Karow, C. (2001). Post-treatment Examination of Failed Rate Control Intervention. American Journal of Speech-Language Pathology, 11, 3-16.
Karow, C., Marquardt, T., and Marshall, R. (2001). Affective Processing in Left and Right Hemisphere Brain Damaged Subjects with and without Subcortical Involvement. Aphasiology, 15, 715-730.
Marshall, R., Freed, D., and Karow, C. (2001). Learning of Subordinate Category Names by Aphasic Subjects: A Comparison of Deep and Surface-level Training Methods. Aphasiology, 15, 585-598