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Jennifer Peterson Lundine is a speech pathologist, researcher, and professor. She focuses on clinical therapies and is a secondary professor at Ohio State University. Lundine also runs the speech pathology and rehabilitation research department located in the Division of Clinical Therapies and the Inpatient Rehabilitation Program at Nationwide Children’s Hospital. From 2001 to 2014, she worked as a speech pathologist on the Rehabilitation Unit and Acute Care at Nationwide Children's.

Career
Lundine earned a bachelor’s degree in Speech and Hearing and a Master of Arts in Speech-Language Pathology from Ohio State University, after which she began working as a speech pathologist on the rehabilitation unit and then in acute care at Nationwide Children’s Hospital. She remained there for ten years before returning to Ohio State University for her Ph.D. in Speech and Hearing, which she earned in 2016. The following year she began working as a secondary professor at Ohio State University.

She is a researcher at the Center for Pediatric Trauma Research, where she serves as the Principal Investigator on numerous research projects.

Research
Lundine's research typically focuses on traumatic brain injury (TBI), also known as acquired brain injury (ABI), paying attention to the gaps in access to medical care for children with TBI. She also researches certain methodologies that would improve assessment and treatment following a traumatic brain injury.

Working memory, stimulus generalization and anomia treatment
Jennifer Lundine recently conducted a research experiment in 2018 on the influence of working memory on stimulus generalization in anomia treatment. When this study was carried out, seven individuals with aphasia completed verbal and nonverbal assessments of working memory prior to participating in a cued picture naming treatment for anomia. This study displayed that your working memory is interrelated with stimulus generalization from picture- naming theory to definition naming. An individual has verbal and nonverbal communication. This presented that verbal and nonverbal span tasks were highly correlated. When this study showed this, it potentially exhibited that nonverbal and verbal communication shared a processing mechanism.

Traumatic brain injury and the field of speech pathology
A more recent study that Lundine accomplished was in 2019. It was published in the American Journal of Speech-Language Pathology and the publisher was the American Speech- Language- Hearing Association.Traumatic brain injury is commonly referred to as TBI. The injury affects thousands and even millions of young people, especially teenagers, each year. Newborns and children of just four years of age are very prone to these types of injuries. The Center for Disease Control and Prevention saw these numbers and immediately released recommendations for their providers. The goal of this research was to bring opinions on the application of the CDC guidelines that were directly to speech- language pathology clinical practice. They wanted to have special attention brought to assessment, symptom monitoring, and intervention using a family centered approach to care for these adolescents of all ages. These ages ranged from infants to even early elementary students with a mild cause of traumatic brain injury. This study presented that in each pediatric practice location, speech language pathologists are an exceedingly critical component of the care team linked with children who experience mild traumatic brain injury. These adolescents should all participate in symptom monitoring, assessment, intervention, education, and advocacy. The researchers determined that Speech language pathologists should abide by the CDC guidelines to advocate for their position in the upkeep of young children with mild traumatic brain injury. These individuals can then use these guidelines and generate an outline for urgent, critical care provision when working with young children with mTBI, which is mild traumatic brain injury.

Language of Learning—cognition and language
In 2016, Lundine authored an article by herself about the language of learning titled The Language of Learning: Expository Discourse and the Influences of Cognition and Language. Exposition is well-defined as a particularly vital discourse genre that allows individuals to share facts and information. According to Nippold and Scott, this is an imperative component in academic success. Nippold and Scott, in their book, define the use of expository discourse in the school setting as “the use and understanding of informative language in spoken and written modalities.” No matter the age of the student, they must show that he or she in proficient in expositionary reading, writing, speaking, and listening. Yet, expository discourse is unstudied in language development. In this first study, a group of 50 normal teenagers were asked to give a summary of a cause-effect and a compare-contrast lecture. The cognitive and language performance the group was found to be a possible factor that contributes to summary quality. In the second study, a small group of teens with traumatic brain injury (TBI) completed the same tasks. The overall results showed “adolescents may rely on cognitive skills differentially when summarizing different types of exposition.” Interestingly, the teenagers with normal development were able to a difficult lecture by increasing the quality of the summary. But in the group with a TBI, they were not able to do so.

Awards, honors, and organizations
Lundine has received several awards, honors, and is a member of many societies in the field of speech pathology. Since 2000, she has been an active member in the American Speech-Language-Hearing Association. In 2014, she was elected as a Board-Certified member of the Academy of Neurology Communication Disorders and Sciences. Since her major research is focused on traumatic brain injury, she is also a member of the American College of Rehabilitation Medicine, specifically the pediatric brain injury group, since 2016.

In 2015, she received the New Century Doctoral Scholarship from the American Speech Language Hearing Association. A year later, she received The Speech-Language Pathology Student Researcher Award from Ohio State University.