Hillary Ganek

Assistant Professor, Applied Linguistics

PhD (University of Toronto)

Office: MCD 450J
905-688-5550 x3757
hganek@brocku.ca

Dr. Ganek completed her PhD in Rehabilitation Sciences at the University of Toronto in 2017. She also holds an MA in Speech-Language Pathology from Northwestern University (2006) and a BA in Linguistics from McGill University (2004). Dr. Ganek completed two post-doctoral fellowships, in the Cochlear Implant Lab and the Centre for Global Child Health, at the Hospital for Sick Children in Toronto. She worked clinically as a speech-language pathologist and certified auditory-verbal therapist, guiding families of children with hearing loss to listen and talk, in an Australian family-centred practice and as part of the cochlear implant team at Johns Hopkins in the US. Dr. Ganek has taught students and professionals working with children with hearing loss in Vietnam, Ethiopia, and at numerous institutions across Ontario.

Research Interests

Dr. Ganek’s research focuses on the influence of social determinants of health on language acquisition for children with hearing loss. Her research investigates how children learn to listen and talk in their natural environments. She incorporates the use of automated vocal analysis tools along with population-based methodologies to highlight the diversity of the language learning process that must be accounted for when implementing intervention practices in low- and middle-income countries. Dr. Ganek has conducted research with partners in Vietnam, Ethiopia, Pakistan, and Kenya.

Publications

Peer Reviewed Journal Articles

  • Ganek, H., Gebre Ab, A., Abate, F., Abera, B., Demissie, H., Demissie, Y., Gebrehanna Habte, M., Egil Gravem, P., Hakonsen, H., Teklemariam Haye, A., Holmefjord, A., Mollenhauer, C., Rose, M., Shepherd, T., Wadhwaniya, Z., & Eshete, M. (2024). Experiences establishing a new speech-language pathology training program in Ethiopia, a resource limited setting: Lessons learned. International Journal of Speech-Language Pathology, https://doi.org/10.1080/17549507.2024.2367518.
  • Ganek, H., Madubueze, A., Merritt, C., & Bhutta, Z. (2022). Prevalence of hearing loss in children living in low- and middle-income countries over the last 10 years: A systematic review. Accepted by Developmental Medicine & Child Neurology, https://doi.org/10.1111/dmcn.15460.
  • Ganek, H. & Cardy, J. (2021). Exploring speech and language intervention for preschoolers with hearing loss: A scoping review. Journal of Early Hearing Detection and Intervention, 6(2), 87-100.
  • Gordon, K., Daien, M., Negandhi, J., Blakeman, A., Ganek, H., Papsin, B., & Cushing S. (2021). Exposure to spoken communication in children with cochlear implants during COVID-19 lockdown. JAMA Otolaryngology, 147(4), 368-376.
  • Ganek, H., Forde-Dixon, D., Papaioannou, V., Cushing, S., Papsin, B., & Gordon, K. (2020). Cochlear implant datalogging accurately characterizes children’s ‘auditory scenes.’ Cochlear Implants International, 22(2), 85-95.
  • Cychosz, M., Romeo, R., Soderstrom, M., Scaff, C., Ganek, H., Cristia, A., Casillas, M., de Barbaro, K., Bang, J., & Weisleder, A. (2020). Longform recordings of everyday life: Ethics for best practice. Behavior Research Methods, 52, 1951-1960.
  • Ganek, H., Feness, M., Goulding, G., Liberman, G., Steel, M., Ruderman, L., Papsin, B., Cushing, S., & Gordon, K. (2020). A survey of pediatric cochlear implant recipients as young adults. International Journal of Pediatric Otorhinolaryngology, 132, 109902.
  • Ganek, H., James, A., Papaioannou, V., & Gordon, K. (2020). Can differences in early hearing development be distinguished by the LittlEARs auditory questionnaire? Ear & Hearing, 41(4), 998-1008.
  • Ganek, H., Cushing, S., Papsin, B., & Gordon, K. (2019). Cochlear implant use remains consistent in children with single sided deafness. Ear & Hearing, 41(3), 678-685.
  • Ganek, H., Nixon, S., Smyth, R., & Eriks-Brophy, A. (2018). A cross-cultural mixed methods investigation of language socialization practices. Journal of Deaf Studies and Deaf Education, 24(2), 128-141.
  • Ganek, H., Smyth, R., Nixon, S. & Eriks-Brophy, A. (2018). Using the LENA system to investigate cultural differences in conversational turn count. Journal of Speech, Language, and Hearing Research, 61(9), 2246-2258.
  • Ganek, H. & Eriks-Brophy, A. (2018). Language ENvironment Analysis (LENA) system investigation of daylong recordings in children: A literature review. Journal of Communication Disorders, 72, 77-85.
  • Ganek, H. & Eriks-Brophy, A. (2018). A concise protocol for the validation of Language ENvironment Analysis (LENA) conversational turn counts in Vietnamese. Communication Disorders Quarterly, 39(2), 371-380.
  • Ganek, H., Niparko, J., & McConkey-Robbins, A. (2012). Language outcomes after cochlear implantation. Otolaryngologic Clinics of North America, 45,173-185.

Conference Proceedings

  • Ganek, H. & Eriks-Brophy, A. (2016). The LENA System: a review of current literature. In Proceedings of the 1st Workshop on NLP for Language Acquisition at SLTC 2016, Umeå, Sweden, 16th November, 2016. Linköping University Electronic Press.

Book Chapters

  • Eriks-Brophy, A., Ganek, H., & DuBois, G. (2020). Evaluating the research and examining outcomes of auditory-verbal therapy using an evidence-informed practice approach. In W. Estabrooks, K. MacIver-Lux, & H. Morrison (Eds.), Auditory-Verbal Therapy: Science, Research and Practice. San Diego, CA: Plural Publishing, Inc.
  • Bernstein, A., Eriks-Brophy, A., Ganek, H., Bazzocchi, N., & DuBois, G. (2017). Supporting and engaging families of children with hearing loss. In E. Rhoades & J. Duncan (Eds.), Auditory-Verbal Practice: Toward a Family-Centered Approach – 2nd Edition. Springfield, IL: Charles C. Thomas Publisher, LTD.
  • Eriks-Brophy, A., Ganek, H., & DuBois, G. (2016). Evaluating the research examining AVT outcomes: Moving from evidence-based to evidence-informed practice. In W. Estabrooks, K.T. Houston, K. MacIver-Lux, & Rhoades, E. (Eds.), Auditory-Verbal Therapy for Young Children with Hearing Loss and Their Families, and the Practitioners Who Guide Them. San Diego, CA: Plural Publishing, Inc.
  • Ganek, H, & Wilson, K. (2012) Can an “older” child, who was diagnosed late, benefit from Auditory-Verbal Practice? In W. Estabrooks (Ed.), 101 Frequently Asked Questions about Auditory-Verbal Practice (pp. 451-454). Washington D.C: AG Bell Association.
  • Ganek, H, & Rhoades, E. (2012) Can older children who know a signed language benefit from auditory-verbal therapy and education? In W. Estabrooks (Ed.), 101 Frequently Asked Questions about Auditory-Verbal Practice (pp. 261-265). Washington D.C: AG Bell Association.

Web-Based Publications

  • Ganek, H. & Nagesh, S. (2021). Colonialism in speech-language pathology: Moving forward. BMJ Global Health Blog. https://blogs.bmj.com/bmjgh/2021/09/07/colonialism-in-speech-language-pathology-moving-forward/
  • Ganek, H. (2021). Book review. [Review of the book Auditory-verbal therapy: Science, research and practice, edited by W. Estabrooks, K. MacIver-Lux, & H. Morrison]. Canadian Audiologist, 8(1), https://canadianaudiologist.ca/issue/volume-8-issue-1-2021/department/book-review/

Courses

Hillary’s teaching at Brock has included:

  • LING 1P93 Introduction to Communication Disorders
  • LING 3P93 Introduction to Audiology
  • LING 4P20 Evaluation of Speech and Language Disorders
  • LING 4P27 Assistive Listening Devices and Aural Rehabilitation

Service

Dr. Ganek serves as the chair of the Department of Applied Linguistics Naming subcommittee and is a member of the New Program Development subcommittee. She is the department’s representative for the Ontario University Fair and Spring Open House. Dr. Ganek is also a founding member of DARCLE, an international group of researchers using daylong audio recordings to investigate early language learning as well as a member of the VOICE Directory Committee, an Ontario-based advocacy group for families of children with hearing loss who have chosen listening and spoken language as their primary means of communication.