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Individuals who use augmentative and alternative communication (AAC)

Individuals who use augmentative and alternative communication (AAC)

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Individuals who use augmentative and alternative communication (AAC)
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)
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
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
Jackie Havens

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) Medically complex children Preschool-aged children Speech sound disorders (articulation, phonology) AAC (Augmentative and Alternative Communication) systems IEP/IFSP development (school-based settings) Private practice clinics Public elementary schools
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

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

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

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) 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 Clinical assessment and diagnostic reasoning Counseling and family education Cultural responsiveness and sensitivity Dysphagia (swallowing) assessment skills Education and special education systems IEP/IFSP development (school-based settings) Neuroscience and brain-behavior relationships Relationship-building with clients and families Strong verbal and written communication Public elementary schools
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)

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
Lisa Potruch

WISH Community Charter Schools

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

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) 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) Early intervention programs (birth–3 years) Public elementary schools
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

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
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)
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