Schools 2012: Faculty
View the Schools 2012 Disclosures [PDF] document for information on speakers' financial and non-financial interests relevant to the content of their presentations.
Jennifer Abrams, MA, is an international communications and educational consultant. She trains educators and others on successful teaching practices, new employee support, supervision and evaluation, creating identity safe classrooms and workplaces, generational savvy, having hard conversations, and effective collaboration skills. Her book, Having Hard Conversations, was published by Corwin Press in 2009. Her next book, Being Generationally Savvy: Working Effectively with Educators Across Generations, will come out in 2013, also through Corwin Press. Jennifer considers herself a "voice coach," helping professionals learn how to find their voices as coaches, supervisors, colleagues, or public speakers. She specializes in helping professionals address difficult issues with authenticity, integrity, and concern for others.
Joan C. Arvedson, PhD, CCC-SLP, BRS-S, is program coordinator of feeding and swallowing services at the Children's Hospital of Wisconsin, Milwaukee. She is clinical professor in the Division of Gastroenterology, Department of Pediatrics, Medical College of Wisconsin. A Board Recognized Specialist in Swallowing and Swallowing Disorders, Arvedson received her BS, MS, and PhD degrees from the University of Wisconsin, Madison. She has three books in publication: Pediatric Swallowing and Feeding: Assessment and Management (with L. Brodsky, MD); Pediatric Videofluoroscopic Swallow Studies: A Professional Manual with Caregiver Guidelines (with M. Lefton-Greif, PhD); and Interpretation of Videofluoroscopic Swallow Studies of Infants and Children. She has numerous contributions in peer reviewed literature. Arvedson has given workshops and seminars on the topic of swallowing and feeding disorders in infants and children throughout the United States, Canada, Europe, Asia, and South America. Arvedson is past-president of the Society for Ear, Nose, Throat Advances in Children (SENTAC) and New York Speech-Language-Hearing Association (NYSLHA). She is an ASHA Fellow.
Michael Campbell, MA, MBA, CCC-SLP, is the director of the telerehabilitation program at the University of North Carolina, Greensboro. He has a strong background administering rehabilitation programs in healthcare settings both in Oklahoma and North Carolina. Over the past five years, he has focused on telespeech service delivery for underserved rural areas in North Carolina. Campbell was a member of the Ad Hoc Committee on Telepractice in Speech-Language Pathology, which drafted the ASHA document "Professional Issues in Telepractice for Speech-Language Pathologists." Currently he is the CE Administrator for Special Interest Group (SIG) 18 (Telepractice) and incoming chair of the American Telemedicine Association, Telerehabilitation SIG. Campbell received a bachelor's degree from Phillips University, a master's degree from the University of Arkansas, and a master of business administration from Meinders School of Business.
Sue Caspari, MA, CCC-SLP, is recognized as a leading practitioner in childhood apraxia of speech (CAS). Over her career as an SLP, she has worked extensively with children and adults in a variety of settings including education, private practice, and the Mayo Clinic. In her current practice, she works with, and serves as a consultant and advocate for, children with severe speech production disorders. She has advanced knowledge and experience in the areas of CAS as well as alternative and augmentative communication. Caspari has published scholarly articles on CAS; conducted workshops and seminars nationally on CAS; spoken on CAS at ASHA's annual convention; and is regularly invited to speak at the annual conference of the Childhood Apraxia of Speech Association of North America (CASANA). She is a professional advisory board member of CASANA, an associate member of the Academy of Neurologic Communication Disorders and Sciences, and a member of ASHA's Neurophysiology and Neurogenic Speech and Language Disorders Special Interest Group.
Shelly Chabon, PhD, CCC-SLP, is a professor in and chair of the speech and hearing sciences department at Portland State University. She specializes in ethics education and multicultural/bilingual issues in communication disorders. Her research has most recently focused on speech and language disabilities in diverse populations, and she continues to write on topics related to ethical and evidence-based practice as well as to develop training programs and opportunities for culturally and linguistically diverse SLPs. Chabon has written a number of articles and chapters, has coauthored four books and a language intervention program for preschoolers, and has made numerous presentations on issues related to clinical practice, ethics, language disorders, and multicultural education. She most recently coauthored Ethics Education and coedited and coauthored the Instructor's Manual and Test Bank to Accompany Human Communication Disorders: An Introduction (8th ed.) and The Communication Disorders Casebook: Learning by Example. Chabon is an ASHA Fellow and currently serves as the ASHA president.
Craig E. Coleman, MA, CCC-SLP, BRS-FD, received his bachelor's and master's degrees at the University of Pittsburgh. He has served as president of the Pennsylvania Speech-Language-Hearing Association (PSHA) and on ASHA's Legislative Council. Coleman currently serves as a clinical coordinator in the department of audiology and speech-language pathology at Children's Hospital of Pittsburgh of the University of Pittsburgh Medical Center. He is also co-director of the Stuttering Center of Western Pennsylvania. Coleman is the current president-elect of the Pennsylvania Speech and Hearing Association.
Catherine Crowley, JD, PhD, CCC-SLP, is a distinguished senior lecturer in the communication disorders program at Teachers College, Columbia University, where she founded and coordinates its bilingual/multicultural program focus. Crowley originated and directs Columbia's Bilingual Extension Institute, where more than 500 bilingual SLPs have acquired knowledge and skills to provide quality bilingual services. She established and leads annual international opportunities for her graduate students in Bolivia and Ghana. She works with Ghana's Ministry of Education to develop policy for students with disabilities, develops sustainable programs such as a telepractice program from the TC clinic to a school in La Paz, and builds capacity by connecting funding sources to promising teachers. An experienced attorney, Crowley regularly consults with federal, state, and local agencies, particularly regarding assessment of multicultural populations. She is currently working with NYCDOE, with its 1.1 million students, on a major multi-year project to reduce the disproportionate referral of minority and bilingual students and students from lower-income homes. An ASHA Fellow, Crowley received ASHA's "Special Contributions to Multicultural Issues" and "Outstanding International Achievement" awards. She has also received the ASHA Foundation's Van Hattem award for her contribution to speech language pathology in the schools.
Barbara J. Ehren, EdD, CCC-SLP, BRS-CL, is a professor at the University of Central Florida and director of a doctoral program that focuses on language and literacy for learners who struggle. Prior to this position, she was a research scientist with the University of Kansas Center for Research on Learning, where her emphasis was on strategic reading for adolescents, collaboration among professionals in schools, and school-wide literacy initiatives in secondary schools, including response to intervention (RTI). Her experience includes many years in public schools as an SLP, teacher, and district administrator. She is an ASHA Fellow and has served on several key ASHA committees, including the Ad Hoc Committee on Reading and Writing, and is currently chair of the ASHA Working Group on the Roles of Speech-Language Pathologists in Schools. She serves on several other committees and editorial boards, including the Advisory Board of the RTI Action Network and the International Reading Association Commission on RTI. She is the author of many publications on language and literacy, as well as school practice. She has a special interest in assisting school systems to build capacity at the school level for more effective literacy programs for diverse learners. A recurrent theme of her work is shared responsibility for literacy acquisition. She is a frequent consultant to states, school districts, and professional associations on literacy related issues. Her current research activities revolve around strategic reading with older students.
Joleen R. Fernald, MS, CCC-SLP, is a PhD candidate studying infant mental health and developmental disabilities. Fernald partnered with Easter Seals New Hampshire in 2008 to begin a multi-disciplinary assessment and treatment clinic specifically for selective mutism. She has a special interest in the social and emotional development of young children and its relationship to their speech and language skills. Fernald is national speaker and, in addition to selective mutism, has presented on the topics of childhood apraxia of speech, autism spectrum disorders, and visual supports.
Perry Flynn, MEd, CCC-SLP, is a consultant for the North Carolina Department of Public Instruction in speech-language pathology, and is an associate professor in the communication sciences and disorders department at the University of North Carolina, Greensboro. He is an ASHA Advisory Council member. Flynn also serves as the director of the Equestrian Sport Development Team for Special Olympics, North Carolina and is an Operation Smile volunteer.
Laura Justice, PhD, CCC-SLP, is professor in the department of teaching and learning at Ohio State University, where she is also director of the Children's Learning Research Collaborative, a research center that conducts large-scale investigations of interventions to support young children. Justice is the author or co-author of ten books (including Language Development: Theory to Practice) and more than 100 peer-reviewed papers. She is a past editor of the American Journal of Speech-Language Pathology and is the current editor of EBP Briefs. She has been a Fellow at the University of Canterbury, the University of Zagreb, and the University of Bologna.
Jane O'Regan Kleinert, PhD, CCC-SLP, is an associate professor in the division of communication sciences and disorders in the College of Health Sciences at the University of Kentucky. She has more than 35 years of clinical experience specializing in services to children with severe or multiple disabilities, use of AAC in the schools, motor speech, and oral feeding disorders, and she has published and presents nationally on these topics. Kleinert's research, teaching, and grant work focus on support of self-determination and communication via AAC for school-aged students with significant disabilities. She is currently the co-principal investigator (PI) for Teaching Age-Appropriate Learning via Communication, a state wide grant to improve communication services in schools to students with the most significant disabilities. She is also a co-PI for the National Center for Educational Outcomes GSEG sub-grant to HDI/University of Kentucky. She was the co-PI for the National Alternate Assessment Center assisting in developing the Learning Characteristic Inventory for students in the alternate assessment, for which data on more than 44,000 students is currently under analysis.
Timothy P. Kowalski, MA, CCC-SLP, is internationally known for his work on Asperger's syndrome. Currently his practice is limited to individuals of all ages diagnosed with the disorder. He regularly presents on this subject at national and international conferences, universities, and district-wide in-service trainings. He is the author of Social-Pragmatic Success for Asperger Syndrome and Other Related Disorders, Are You In The Zone? and The Source for Asperger's Syndrome. He received the "2010 Clinician of the Year Award" from the Florida Association of Speech-Language Pathologists and Audiologists and was Florida's nominee for the ASHA DiCarlo award. He also holds the "TEAMS 2000 Speech-Language Pathologist of the Year" award for his work with autism in the four-county Orlando area. He has previously served on the Board of Directors for the Greater Orlando Chapter of the Autism Society of America and the Center for Independent Living of Central Florida. Kowalski is a graduate of Case Western Reserve University in Cleveland and of Southern Connecticut State College in New Haven.
Ann W. Kummer, PhD, CCC-SLP, is senior director of speech pathology at Cincinnati Children's Hospital Medical Center, and professor of clinical pediatrics and otolaryngology at the University of Cincinnati Medical Center. Kummer gives many lectures on national and international levels in the areas of craniofacial anomalies, velopharyngeal insufficiency, and resonance disorders. She is the author of many professional articles, 16 book chapters, and the book Cleft Palate and Craniofacial Anomalies: The Effects on Speech and Resonance, 2nd Edition (Delmar Cengage Learning, 2008). She is co-author of the SNAP test of nasometry (KAYPentax), a co-inventor of the Oral & Nasal Listener (Super Duper Publications), and an author of the text Business Practices: A Guide for Speech-Language Pathologists published by ASHA. Kummer has received honors of the Ohio Speech-Language-Hearing Association and the distinguished alumnus award of the Department of Communication Sciences and Disorders of the University of Cincinnati. She was elected an ASHA Fellow in 2002.
Judith Maginnis Kuster, MS, CCC-SLP, is professor emeritus and adjunct instructor at Minnesota State University, Mankato, in the department of speech, hearing, and rehabilitation services. She has an MS in speech pathology from the University of Wisconsin, Madison and an MS in counseling from Minnesota State University, Mankato. Kuster is an ASHA Fellow and has presented extensively in the U.S. and abroad, including being awarded Fulbright Specialist opportunities in Bulgaria and China. Since 1995, she has authored a regular column for the ASHA Leader featuring Internet resources. Among her Internet activities are an extensive guide (Net Connections for Communication Disorders and Sciences), a major database on stuttering (The Stuttering Home Page), and an online conference in conjunction with International Stuttering Awareness Day hosted each October since 1998. Her work on the Internet has been recognized with the 1996 DiCarlo Award for recent clinical achievement from ASHA, the 2003 Distinguished Contributor Award from the International Fluency Association, the 2007 Outstanding Contribution Award from the International Stuttering Association, the 2008 Distinguished Service Award from ASHA, and the 2009 National Stuttering Association Hall of Fame award.
Gregory L. Lof, PhD, CCC-SLP, is a professor and chair of the department of communication sciences and disorders at the MGH Institute of Health Professions, a graduate school founded by Massachusetts General Hospital in Boston. His research, teaching, and clinical interests focus on children who have speech sound disorders. He has served on numerous ASHA convention planning committees and has been an editorial consultant to Language, Speech, and Hearing Services in Schools and American Journal of Speech-Language Pathology. With ASHA's National Center for Evidence-Based Practice in Communication Disorders, he was part of a group that conducted evidence-based systematic reviews of oral motor exercises. He currently serves on the communications committee of the Council on Academic Programs in Communication Sciences and Disorders. He is an elected representative of Massachusetts on the ASHA Speech-Language Pathology Advisory Board. Lof has published numerous articles and has presented more than 80 peer-reviewed and invited presentations/workshops at ASHA conventions, universities, school districts, and state and international conventions. He recently was the keynote speaker at the annual convention of Speech Pathology Australia (2010) and at the Velo-Cardio-Facial Syndrome international conference (2011).
Jacquelyn R. Moore, PhD, CCC-SLP, is an assistive technology specialist on the Interdisciplinary Augmentative and Alternative Communication and Technology (InterACT) Team of Montgomery County Public Schools in Maryland. Moore's expertise lies in integrating AAC systems and strategies into classrooms and helping users of AAC with language development. Her research interests include clinical application and training of AAC, language development for children who use AAC, child language, and literacy. As a guest lecturer at universities in the Washington, DC area, Moore teaches courses in introduction to AAC and assessment. She has instituted a field study component in the AAC classes of Howard University, which allows graduate students to observe children who are AAC users in the school setting. She is co-author of "A Consultative Model for AAC/AT Support: A Team Approach," Perspectives on School-Based Issues, Vol. 6, No. 2 (2005, June), and contributing author of "AAC and Children with Developmental Disabilities" in Handbook of Augmentative and Alternative Communication, Singular Publishing Group, Inc. (1997). Moore presents on AAC topics at state, national, and international conferences.
Lissa Power-deFur, PhD, CCC-SLP, is a professor and graduate coordinator of communication sciences and disorders at Longwood University, where she was instrumental in creating the graduate program, which links graduate students with local school districts as part of the students' clinical experiences. Before joining the Longwood faculty, Power-deFur served at the Virginia Department of Education as a speech-language consultant, policy analyst, and special education and student services director. She has provided and supervised speech-language screenings, evaluations, academic-based interventions, and response to intervention in local schools. She received her bachelor's, master's, and doctorate in speech-language pathology at the University of Virginia, and is a Fellow of ASHA and the Speech-Language-Hearing Association of Virginia. She regularly presents on the relationship between speech-language pathology and the general curriculum.
Celeste Roseberry-McKibbin, PhD, CCC-SLP, is a professor of speech pathology and audiology at California State University, Sacramento. She is also a part-time itinerant speech pathologist in San Juan Unified School District where she provides direct services to elementary and high school students. She has worked in educational and medical settings with a variety of clients ranging from preschoolers through geriatric patients. Roseberry-McKibbin's primary research interests lie in the assessment and treatment of multicultural students with communication disorders as well as language skills of children from low-income backgrounds. She has more than 50 publications, including six books, and has made more than 260 presentations at the state, national, and international levels. Roseberry-McKibbin is an ASHA Fellow and winner of the national Upton Sinclair Outstanding Educator Award for service to children in poverty.
Paul R. Rao, PhD, CCC-SLP, is the chief operating officer for inpatient services at the National Rehabilitation Hospital (NRH) in Washington, DC. He is a visiting professor at the University of Maryland and a Commission on Accreditation of Rehabilitation Facilities (CARF) surveyor. In 2000, he became a certified professional in health care quality and a certified health care executive. Rao has published numerous articles and chapters on such topics as customer service, policy and procedures, supervision, health literacy, and management, and has presented more than 100 lectures on a variety of clinical and administrative topics. He has been a guest editor for Topics in Stroke Rehabilitation and serves on that journal's editorial board, as well the editorial board for Advance for Directors in Rehabilitation. He is the primary editor of Managing Stroke: A Guide to Living Well After Stroke, published in 2000 by NRH Press, and is the lead editor for the second edition of this text, currently in production. An ASHA Fellow, Rao is ASHA's immediate past-president and has also served on the Board of Ethics, among many other ASHA committees and boards.
Samuel Sennott, MEd, is a PhD candidate at Pennsylvania State University, who focuses on augmentative and alternative communication, universal design for learning, and assistive technologies, working under the mentorship of Janice Light and David McNaughton. He is the co-creator of the original Proloquo2Go for the iPhone, iPod touch, and iPad. Sennott's experience has focused on providing the necessary content and tools from clinical, large scale advocacy, and research perspectives.
Julie J. Weatherly, Esq., is the owner of Resolutions in Special Education, Inc. in Mobile and a member of the state bars of Alabama and Georgia. For more than 26 years, Weatherly has provided legal representation and consultative services to educational agencies across the country in their efforts to comply with the laws applicable to educating students with disabilities. In June 1996, Weatherly appeared with Leslie Stahl on CBS news program "60 Minutes" to discuss the cost of meeting the legal requirements of the IDEA. She has been a member of the faculty for many national and state legal institutes and is a frequent speaker at special education law conferences. Weatherly has developed a number of videotape training series on special education law and has been published nationally as a part of her trainings, workshops, and seminars. She is the author of the legal update article for the National CASE quarterly newsletter and is a member of LRP's Special Education Attorneys Advisory Council. In 1998, Weatherly was honored by Georgia's Council for Exceptional Children as Georgia's Individual Who Had Contributed Most to Students with Disabilities.
Pamela Wiley, PhD, CCC-SLP, has more than 35 years of experience working with children. Wiley is president of the Los Angeles Speech and Language Therapy Center, Inc., a private practice that provides a range of services to children with autism spectrum disorders and other diagnoses. Wiley's professional career began in Los Angeles Unified School District where she worked for five years as an itinerant SLP, a classroom teacher in the severe oral language-handicapped/aphasia program, and as a district-wide teacher consultant and member of the IEP team. Wiley is known for her work with students with social cognitive deficits and has conducted workshops and other professional presentations locally, nationally, and internationally. She is the co-author of two comprehensive therapy manuals targeting social skills in children aged 4–9 and 10–12. Her book, Autism: Attacking Social Interaction Problems: The Basics and Beyond, provides an integrative and practical approach to social cognitive instruction. She recently completed a study to examine the efficacy of her program using pre- and post-treatment data, the results of which were presented at the 2011 ASHA Convention. Wiley is an ASHA Fellow.