Strong verbal and written communication

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

Claudia Cruz-Fuller

ClaudiaCF Bilingual SLP, LLC

More Details

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

Theresa Dawson

Cognitive rehabilitation centers (e.g., traumatic brain injury programs) Research institutions Universities (teaching and research roles) University/college clinics (training and supervision sites) Cognitive-communication disorders (e.g., TBI, dementia, stroke) Parkinson’s disease and other neurodegenerative diseases Stroke (aphasia, dysarthria, apraxia) Traumatic brain injury (TBI) Clinical assessment and diagnostic reasoning Cognitive-communication therapy strategies Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Evidence-based practice application Neuroscience and brain-behavior relationships Strong verbal and written communication

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

Caitlin Francis

Irvine Unified School District

AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Basic office productivity tools Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Documentation and report writing Education and special education systems Evidence-based practice application 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

Tami Hansen

Speak Right Now

Telepractice (remote/virtual services) Adolescents Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Language disorders (receptive and expressive language delays/disorders) 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 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 Cultural responsiveness and sensitivity Documentation and report writing 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

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

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

More Details

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

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

MARK Power

self

Private practice and specialized settings Private practice clinics Telepractice (remote/virtual services) Universities (teaching and research roles) Stuttering and fluency disorders 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 Data tracking software Documentation and report writing 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) Neuroscience and brain-behavior relationships 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

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

Leann Schouten

Jump And Schout Therapy

Adolescents Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Infants (feeding and early communication) Language disorders (receptive and expressive language delays/disorders) Medically complex children Preschool-aged children School-aged children Speech sound disorders (articulation, phonology) Toddlers (early language development delays) Traumatic brain injury (TBI) Assistive technology and innovation Basic office productivity tools Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Documentation and report writing Patient advocacy Public health and accessibility Strong verbal and written communication Time management and caseload organization Treatment planning and goal development Outpatient rehabilitation centers Private practice clinics Universities (teaching and research roles)

Colleen Sheh

Autism spectrum disorder (ASD) 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 Toddlers (early language development delays) AAC (Augmentative and Alternative Communication) systems Clinical assessment and diagnostic reasoning Counseling and family education Cultural responsiveness and sensitivity Documentation and report writing 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 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 Telepractice platforms Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques Private practice and specialized settings Private practice clinics

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

Danielle Ward

Adolescents Brain tumors and neurological conditions Cognitive-communication disorders (e.g., TBI, dementia, stroke) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Infants (feeding and early communication) Infants with feeding difficulties Medically complex children Post-surgical patients affecting swallowing function Toddlers (early language development delays) Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Dysphagia (swallowing) assessment skills Flexibility and adaptability across settings Language development and communication sciences Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Hospitals (acute care, inpatient, outpatient)

Strong verbal and written communication

Strong verbal and written communication

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