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Preschool-aged children

Preschool-aged children

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Preschool-aged children
Claire Couron

Adolescents Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Preschool-aged children AAC (Augmentative and Alternative Communication) systems Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Private practice clinics
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
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
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
Diana Lynn

Adolescents Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) 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) AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Cultural responsiveness and sensitivity Data collection and progress monitoring Empathy and patience 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 Patient advocacy Relationship-building with clients and families Speech and language evaluation tools Early intervention programs (birth–3 years) Home health care Private practice clinics Telepractice (remote/virtual services)
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)
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)
Sarina Murrell

The Airplane Spoon

Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Infants (feeding and early communication) Infants with feeding difficulties Medically complex children Preschool-aged children School-aged children Toddlers (early language development delays) Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Dysphagia (swallowing) assessment skills Education and special education systems Empathy and patience Flexibility and adaptability across settings Relationship-building with clients and families Treatment planning and goal development Pediatric clinics Private practice and specialized settings
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
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

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)
Le Etta Vanderpool

Ready Children’s Health

Pediatric clinics Autism spectrum disorder (ASD) Language disorders (receptive and expressive language delays/disorders) Preschool-aged children School-aged children Speech sound disorders (articulation, phonology) Toddlers (early language development delays)
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