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Early childhood centers/head start programs

Early childhood centers/head start programs

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Early childhood centers/head start programs
Suzanne Curlis

Davis Joint Unified School District

Early childhood centers/head start programs Special education programs Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) Medically complex children Preschool-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology)
Ricky Dumpit

School-aged children Language development and communication sciences Early childhood centers/head start programs
Chloe Fromdahl

Preschool-aged children School-aged children Speech sound disorders (articulation, phonology) Toddlers (early language development delays) Data tracking software Evidence-based practice application Treatment planning and goal development Early childhood centers/head start programs Early intervention programs (birth–3 years) Home health care Private practice and specialized settings
Priya James

Autism spectrum disorder (ASD) Language development and communication sciences Neuroscience and brain-behavior relationships Relationship-building with clients and families Autism treatment centers Early childhood centers/head start programs Pediatric clinics Special education programs
Jessica Johanson

California Baptist University

Language disorders (receptive and expressive language delays/disorders) Preschool-aged children Speech sound disorders (articulation, phonology) Toddlers (early language development delays) Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Relationship-building with clients and families Strong verbal and written communication Early childhood centers/head start programs Early intervention programs (birth–3 years)
Sandra Kaul

Adolescents Autism spectrum disorder (ASD) Brain tumors and neurological conditions Cognitive-communication disorders (e.g., TBI, dementia, stroke) Deaf and hard of hearing individuals (speech/language support) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Infants (feeding and early communication) Language disorders (receptive and expressive language delays/disorders) Medically complex children Older adults / geriatric population Parkinson’s disease and other neurodegenerative diseases Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stroke (aphasia, dysarthria, apraxia) Stuttering and fluency disorders Toddlers (early language development delays) Traumatic brain injury (TBI) Voice disorders (e.g., vocal strain, neurological voice changes) Working-age adults Young adults Early childhood centers/head start programs Early intervention programs (birth–3 years) High schools Home health care Hospitals (acute care, inpatient, outpatient) Middle schools Pediatric clinics Private practice and specialized settings Public elementary schools Rehabilitation hospitals Research institutions Skilled nursing facilities (SNFs) Special education programs Telepractice (remote/virtual services) Universities (teaching and research roles) University/college clinics (training and supervision sites) AAC (Augmentative and Alternative Communication) systems Active listening and observation Assistive technology and innovation Clinical assessment and diagnostic reasoning Cognitive-communication therapy strategies Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Data collection and progress monitoring Documentation and report writing Education and special education systems Empathy and patience Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Neuroscience and brain-behavior relationships Patient advocacy Rehabilitation and recovery processes Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Telepractice platforms Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques
Mary Kelly Malone

Early childhood centers/head start programs Early intervention programs (birth–3 years) Public elementary schools Special education programs Language disorders (receptive and expressive language delays/disorders) Preschool-aged children Speech sound disorders (articulation, phonology) Toddlers (early language development delays)
Sarah O'Connor

Adolescents Autism spectrum disorder (ASD) Cognitive-communication disorders (e.g., TBI, dementia, stroke) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Medically complex children Preschool-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Voice disorders (e.g., vocal strain, neurological voice changes) Young adults AAC (Augmentative and Alternative Communication) systems Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Data collection and progress monitoring Data tracking software Dysphagia (swallowing) assessment skills Evidence-based practice application Fluency shaping and stuttering modification approaches IEP/IFSP development (school-based settings) Autism treatment centers Early childhood centers/head start programs Early intervention programs (birth–3 years) Middle schools Pediatric clinics Public elementary schools
Nicole Rodgers

Adults with swallowing disorders due to neurological or structural causes Autism spectrum disorder (ASD) Cognitive-communication disorders (e.g., TBI, dementia, stroke) Preschool-aged children School-aged children Toddlers (early language development delays) AAC devices and speech-generating technology Education and special education systems Language development and communication sciences Speech and language evaluation tools Strong verbal and written communication Treatment planning and goal development Early childhood centers/head start programs Special education programs
Claudia Velasquez Lopez

AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Basic office productivity tools Cognitive-communication therapy strategies Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Cultural responsiveness and sensitivity Data tracking software Education and special education systems Empathy and patience Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation IEP/IFSP development (school-based settings) Language development and communication sciences Patient advocacy Public health and accessibility Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Telepractice platforms Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques Early childhood centers/head start programs Early intervention programs (birth–3 years) High schools Hospitals (acute care, inpatient, outpatient) Middle schools Pediatric clinics Private practice clinics Public elementary schools Special education programs State or county health departments University/college clinics (training and supervision sites)
Emily Vincent

Early childhood centers/head start programs Early intervention programs (birth–3 years) Private practice and specialized settings Adolescents Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Infants (feeding and early communication) Language disorders (receptive and expressive language delays/disorders) Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Toddlers (early language development delays) Counseling and family education Cultural responsiveness and sensitivity Education and special education systems Evidence-based practice application Flexibility and adaptability across settings IEP/IFSP development (school-based settings) Language development and communication sciences Patient advocacy Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication
Alicia Young

Adolescents Autism spectrum disorder (ASD) Deaf and hard of hearing individuals (speech/language support) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Toddlers (early language development delays) Voice disorders (e.g., vocal strain, neurological voice changes) Young adults Cultural responsiveness and sensitivity IEP/IFSP development (school-based settings) Early childhood centers/head start programs Middle schools Public elementary schools Special education programs Universities (teaching and research roles)
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