Individuals who use augmentative and alternative communication (AAC)

Fresno Unified School District

Adults with swallowing disorders due to neurological or structural causes Autism spectrum disorder (ASD) Brain tumors and neurological conditions Cognitive-communication disorders (e.g., TBI, dementia, stroke) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Head and neck cancer patients (speech and swallowing impacts) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) Older adults / geriatric population Parkinson’s disease and other neurodegenerative diseases Preschool-aged children Respiratory conditions affecting speech/swallowing School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stroke (aphasia, dysarthria, apraxia) Stuttering and fluency disorders Traumatic brain injury (TBI) Voice disorders (e.g., vocal strain, neurological voice changes) Working-age adults Active listening and observation Assistive technology and innovation Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Cultural responsiveness and sensitivity Data collection and progress monitoring Dysphagia (swallowing) assessment skills Evidence-based practice application Flexibility and adaptability across settings Goal tracking and compliance documentation Patient advocacy Rehabilitation and recovery processes Relationship-building with clients and families

Vicki Brumberg

Adolescents Autism spectrum disorder (ASD) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) Medically complex children Stuttering and fluency disorders Young adults Empathy and patience IEP/IFSP development (school-based settings) Language development and communication sciences Speech and language evaluation tools Time management and caseload organization High schools Universities (teaching and research roles)

Elizabeth Burcham

Folsom Cordova Unified School District

High schools Public elementary schools Adolescents Autism spectrum disorder (ASD) 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) Language disorders (receptive and expressive language delays/disorders) Medically complex children Preschool-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Basic office productivity tools 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 Speech and language evaluation tools Strong verbal and written communication Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques

Megan Burns

Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) School-aged children AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Strong verbal and written communication Special education programs

Jennifer Cao

Adolescents 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) Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Young adults Active listening and observation Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Data tracking software Documentation and report writing Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Patient advocacy Relationship-building with clients and families Speech and language evaluation tools Telepractice platforms Treatment planning and goal development Voice and fluency intervention techniques High schools Middle schools Pediatric clinics Private practice clinics Public elementary schools Telepractice (remote/virtual services)

Claudia Cruz-Fuller

ClaudiaCF Bilingual SLP, LLC

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Special education programs Telepractice (remote/virtual services) 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) School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Active listening and observation Clinical assessment and diagnostic reasoning Cultural responsiveness and sensitivity Data collection and progress monitoring Documentation and report writing Evidence-based practice application Flexibility and adaptability across settings Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences 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

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)

Emily Edson

Adolescents Autism spectrum disorder (ASD) 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) Language disorders (receptive and expressive language delays/disorders) Medically complex children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Young adults AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Data collection and progress monitoring Documentation and report writing Education and special education systems Empathy and patience Evidence-based practice application 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 Public health and accessibility Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Treatment planning and goal development Voice and fluency intervention techniques High schools Middle schools Special education programs

Kate Elahi

Early intervention programs (birth–3 years) Private practice clinics Public elementary schools 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) 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) Young adults Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Documentation and report writing Education and special education systems Empathy and patience Evidence-based practice application Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Time management and caseload organization Treatment planning and goal development

Shamim Haldankar

self

Autism treatment centers Private practice and specialized settings Autism spectrum disorder (ASD) 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 Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Active listening and observation Clinical assessment and diagnostic reasoning Cognitive-communication therapy strategies Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education 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 Speech and language evaluation tools Strong verbal and written communication Telepractice platforms Time management and caseload organization

Jackie Havens

Xiaoge He

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 School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Toddlers (early language development delays) AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Clinical assessment and diagnostic reasoning Cognitive-communication therapy strategies Counseling and family education Cultural responsiveness and sensitivity Data collection and progress monitoring Education and special education systems Empathy and patience Evidence-based practice application IEP/IFSP development (school-based settings) Neuroscience and brain-behavior relationships Public health and accessibility Relationship-building with clients and families Speech and language evaluation tools Time management and caseload organization Private practice clinics

Estefania Holbert

Autism spectrum disorder (ASD) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) AAC (Augmentative and Alternative Communication) systems Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Data collection and progress monitoring IEP/IFSP development (school-based settings) Language development and communication sciences Time management and caseload organization Public elementary schools

Cherie Hovey

Santa Maria Bonita School District

Public elementary schools 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) Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Assistive technology and innovation Clinical assessment and diagnostic reasoning Empathy and patience Evidence-based practice application Flexibility and adaptability across settings Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Voice and fluency intervention techniques

Mary Huang

Fremont Unified School District

Middle schools Adolescents Autism spectrum disorder (ASD) 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) Language disorders (receptive and expressive language delays/disorders) Medically complex children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Traumatic brain injury (TBI)

Maureen Jennings

Pediatric clinics Private practice and specialized settings Private practice clinics Universities (teaching and research roles) University/college clinics (training and supervision sites) Adolescents Autism spectrum disorder (ASD) 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) Infants with feeding difficulties 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) Young adults AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Documentation and report writing Dysphagia (swallowing) assessment skills 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 Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Voice and fluency intervention techniques

Bronwyn Kao

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) School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Cultural responsiveness and sensitivity Data collection and progress monitoring Documentation and report writing Education and special education systems 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 Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Time management and caseload organization Treatment planning and goal development Public elementary schools Special education programs

Sandra Kaul

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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

Alexandra Lopez

Julie Marcel

Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) Medically complex children Preschool-aged children Stuttering and fluency disorders Toddlers (early language development delays) Counseling and family education Empathy and patience IEP/IFSP development (school-based settings) Telepractice platforms Early intervention programs (birth–3 years)

Ruchi Narkar

Adventist Health, Glendale

Hospitals (acute care, inpatient, outpatient) Rehabilitation hospitals Adults with swallowing disorders due to neurological or structural causes Brain tumors and neurological conditions Cognitive-communication disorders (e.g., TBI, dementia, stroke) Head and neck cancer patients (speech and swallowing impacts) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) Older adults / geriatric population Parkinson’s disease and other neurodegenerative diseases Post-surgical patients affecting swallowing function Respiratory conditions affecting speech/swallowing Stroke (aphasia, dysarthria, apraxia) Traumatic brain injury (TBI) Voice disorders (e.g., vocal strain, neurological voice changes)

Thao Nguyen

Middle schools Adolescents 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) School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Basic office productivity tools 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 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 Patient advocacy 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

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

Lisa Potruch

WISH Community Charter Schools

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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) Early intervention programs (birth–3 years) Pediatric clinics Public elementary schools Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Data collection and progress monitoring Documentation and report writing Education and special education systems Empathy and patience Flexibility and adaptability across settings Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Relationship-building with clients and families Speech and language evaluation tools Time management and caseload organization Treatment planning and goal development

Liareza Marie Poyatos

n/a

AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Basic office productivity tools 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 Data tracking software Documentation and report writing Education and special education systems Electronic medical records (EMR) 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 Public health and accessibility Rehabilitation and recovery processes Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques Adolescents Adults with swallowing disorders due to neurological or structural causes 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) Head and neck cancer patients (speech and swallowing impacts) Individuals who use augmentative and alternative communication (AAC) Infants (feeding and early communication) Infants with feeding difficulties Language disorders (receptive and expressive language delays/disorders) Medically complex children Older adults / geriatric population Parkinson’s disease and other neurodegenerative diseases Post-surgical patients affecting swallowing function Preschool-aged children Respiratory conditions affecting speech/swallowing 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

Adrienne Reible

San Gabriel Unified

Melissa Reynoso

Adolescents 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) School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders 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 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 IEP/IFSP development (school-based settings) Relationship-building with clients and families Speech and language evaluation tools Time management and caseload organization Treatment planning and goal development High schools Middle schools Public elementary schools Special education programs

Lynette Ridder

More Details

Public elementary schools 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) Medically complex children Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders

Giselle Santana

Adolescents Autism spectrum disorder (ASD) 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) Language disorders (receptive and expressive language delays/disorders) Medically complex children Older adults / geriatric population Preschool-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) Working-age adults

Teri Sauber

Gateway Unified

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Public elementary schools Autism spectrum disorder (ASD) 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) 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) Traumatic brain injury (TBI)

Sharlyn Schweitzerhof

Adolescents Autism spectrum disorder (ASD) Individuals who use augmentative and alternative communication (AAC) Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) IEP/IFSP development (school-based settings) Language development and communication sciences Speech and language evaluation tools Early intervention programs (birth–3 years) Outpatient rehabilitation centers Private practice clinics

Stephanie Sweigart

High schools Middle schools Public elementary schools 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) Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Young adults AAC (Augmentative and Alternative Communication) systems Active listening and observation Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Education and special education systems Empathy and patience Evidence-based practice application IEP/IFSP development (school-based settings) Language development and communication sciences Relationship-building with clients and families Speech and language evaluation tools Time management and caseload organization Treatment planning and goal development

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

Gillian Amber Vista

Adults with swallowing disorders due to neurological or structural causes Brain tumors and neurological conditions Cognitive-communication disorders (e.g., TBI, dementia, stroke) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) Older adults / geriatric population Parkinson’s disease and other neurodegenerative diseases Stroke (aphasia, dysarthria, apraxia) Toddlers (early language development delays) Working-age adults 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 Dysphagia (swallowing) assessment skills Education and special education systems Evidence-based practice application Flexibility and adaptability across settings Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Patient advocacy Rehabilitation and recovery processes Relationship-building with clients and families Speech and language evaluation tools Telepractice platforms Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques Early intervention programs (birth–3 years) Home health care Hospitals (acute care, inpatient, outpatient) Long-term care facilities Skilled nursing facilities (SNFs)

Individuals who use augmentative and alternative communication (AAC)

Individuals who use augmentative and alternative communication (AAC)

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