Meet the Schools Conference Speakers
Anita Archer, PhD, consults with school districts on effective instruction, classroom management, reading and writing instruction, and design of effective literacy programs. She has taught elementary and middle school students and is the recipient of ten Outstanding Educator awards. Anita has been a faculty member at San Diego State University, the University of Washington, and the University of Oregon. She co-authored Skills for School Success, a study skills program for elementary and middle school students, Advanced Skills for School Success, REWARDS, a program to teach students advanced decoding and fluency skills, and REWARDS PLUS and REWARDS Writing with Dr. Mary Gleason. She also co-authored Phonics for Reading and has authored many other curriculum materials, chapters, books, and training materials.
Kristin A. Chmela, MA, CCC-SLP, BRS-FD, is a member of the initial cadre of Board Recognized Specialists and Mentors in Fluency and Fluency Disorders. She is the founder and current director of the Chmela Fluency Center at Central Speech and Language Clinic in Long Grove, Illinois, and serves as an adjunct faculty member at Northwestern University. She has worked extensively with the Stuttering Foundation of America, consults with school districts, and is internationally recognized for her expertise as a clinical teacher in childhood stuttering. She has served as a leader and member of the Task Force on Fluency Services in the Schools of ASHA's Special Interest Division 4. She is the author of practical materials for stuttering therapy, and for over twenty years has focused on helping school-based clinicians become more successful stuttering therapists.
David R. Denton, JD, MA, CCC-SLP, is the director of ethics of the American Speech-Language-Hearing Association and an ex-officio member of the association's Board of Ethics. In addition to overseeing ASHA's ethics program, David's duties include providing administrative support to ASHA's ethics education activities and ethics complaint adjudication procedures. David's professional background is in speech-language pathology and law. He practiced as an SLP with the Veterans Administration from 1975 to 1986. Following that experience, David was a prosecutor and civil trial lawyer for twelve years before joining ASHA in early 2001. David also has a Certificate of Graduate Studies in Health Care Ethics from Rush University. Of particular interest to David is the development of ethics education activities to enhance the critical thinking skills of students in our training programs before they enter the crush of professional practice.
Sylvia Diehl, PhD, CCC-SLP, is an assistant professor at the University of South Florida where she teaches courses in language disorders, autism, augmentative and alternative communication, and developmental disabilities. She has extensive experience assisting students, teachers, and therapists in providing meaningful educational opportunities for students with language disorders. She has served as a consultant in autism spectrum disorders for the National Educational Association and the American Speech-Language-Hearing Association (ASHA) along with numerous school districts. Her research and publication interests focus on consistent frameworks to support children with developmental disabilities in classroom contexts. Most recently, she co-authored a chapter on language learning disabilities in Language and Communication Disorders in Children (6th ed.).
Barbara J. Ehren, EdD, CCC-SLP, is director of the doctoral program in communication sciences and disorders at the University of Central Florida, a collaborative program focusing on language and literacy. Before this she was a researcher with the University of Kansas Center for Research on Learning (KUCRL), where her emphasis was on adolescent literacy. Earlier she completed eleven years of service to the School District of Palm Beach County, Florida, where she last served as manager of professional development. Before that she was a professor of learning disabilities and communication disorders at Florida Atlantic University. A Fellow of the American Speech-Language-Hearing Association (ASHA), she has served on several key ASHA committees, including the Ad Hoc Committee on Reading and Writing. Currently, she is chair of the Ad Hoc Committee on the Roles and Responsibilities of the School-Based SLP. She serves on the RTI Action Network Advisory Board and the International Reading Association RTI Commission.
Ellen Estomin, MA, CCC-SLP is the executive director of Program for Students with Exceptionalities for the School District of Pittsburgh. She is a Fellow of ASHA and has received Honors from PSHA and SWPSHA. Ellen has served on numerous ASHA committees throughout her career, including service as the Speaker of the ASHA Legislative Council and on the ASHA Executive Board. She chaired the Schools Finance Committee, and was a member of the ad hoc committees for IEP Product Development and Workload/Caseload. She is currently a member of the School- Based Roles and Responsibilities committee. Ellen is a frequent presenter on school based issues.
Donna Geffner, PhD, CCC-SLP/A, directs the graduate programs in speech-language pathology and audiology and the Speech and Hearing Center at St. John's University. She is the author of two textbooks: Attention-Deficit/Hyperactivity Disorder: What Professionals Need To Know and Central Auditory Processing Disorders: Assessment, Management, and Treatment, a monograph on the speech and language skills of deaf children. She is also author of The Listening Inventory and more than 300 papers, articles, and presentations on auditory processing, language, and AD/HD.
David Hammer, MA, CCC-SLP, has been employed by Children's Hospital of Pittsburgh, Pennsylvania since graduating with his master's degree in speech-language pathology in 1979. He has been the coordinator of speech and language services at the Children's Hospital North satellite facility since 1988. Dave has a wide range of clinical experience, with special interest in apraxia of speech in children, childhood and adolescent stuttering, and severe articulation/phonological disorders. He has been invited to present workshops on apraxia of speech throughout the United States, Canada, and Australia. He was a member of ASHA's ad hoc committee on childhood apraxia and is currently a member of the Childhood Apraxia of Speech Association of North America Advisory Board. He was a significant contributor to the production of the children's CD Time to Sing, the introduction to apraxia DVD Hope Speaks, and a DVD on treatment strategies for childhood apraxia of speech.
Jeanne Juenger, MS, CCC-SLP, has logged over 1500 telepractice encounters in school-based settings and serves as a consultant and cheerleader for school teams exploring or actively implementing a telepractice service delivery model. She was the 2007 President of Minnesota Speech-Language-Hearing Association and currently serves on ASHA's Continuing Education Board.
Susan Karr, MS, CCC-SLP, is ASHA's associate director of school services in speech-language pathology. She provides consultation, support, and resources for school-based members and assists members with state and local advocacy efforts that impact service in the schools. Previously she was ASHA's director of state education practices and ASHA's director of governmental research. Susan earned her bachelor's degree at the State University of New York (SUNY) at Buffalo, and her master's degree at Ithaca College.
Judith Maginnis Kuster, MS, CCC-SLP, BRS-F, is a professor at Minnesota State University, Mankato, in the Department of Speech, Hearing, and Rehabilitation Services. She has published an extensive Internet guide, Net Connections for Communication Disorders and Sciences, a major database on stuttering, The Stuttering Home Page, and produces an annual online conference each October in conjunction with International Stuttering Awareness Day. An ASHA Fellow, Judy has presented extensively in the U.S. and abroad, including being awarded a Fulbright Senior Specialist opportunity in Bulgaria. Her work has been recognized by the American Speech-Language-Hearing Foundation with the 1996 DiCarlo Award for clinical achievement, the 2003 Distinguished Contributor Award from the International Fluency Association, the 2007 Outstanding Contribution Award from the International Stuttering Association, and the 2008 Outstanding Contribution Award from ASHA.
Kimberly McCalister, MS, CCC-SLP, the speech-language pathologist at Liberty Middle School, Hanover County, Virginia, has been a leader in redesigning speech and language services in a schoolwide secondary literacy initiative, as part of the Virginia Content Literacy Continuum project with the University of Kansas Center for Research on Learning. Kim began her career 25 years ago in the public school setting, worked for ten years in the health care industry, and returned to the public schools once again in 1998.
Susan Miller, PhD, CCC-SLP, is founder of Voicetrainer, LLC, a voice coaching and communication consulting business. She has over twenty-six years of experience as a focal coach of professional and amateur speakers, radio and news broadcasters, singers, and business executives. Susan is a clinical consultant and assistant professor of otolaryngology at the Georgetown University Hospital and a clinical associate for The George Washington University Voice Treatment Center. She is a scientific fellow of the American Academy of Otolaryngology and a Board Recognized Fluency Specialist. Susan received her PhD in human development and communication science from the University of Texas at Dallas. She has directed speech and hearing clinics at Baylor College of Medicine in Houston, Memorial Sloan-Kettering Cancer Center in New York City, and Georgetown University Hospital in Washington, DC.
Judith K. Montgomery, PhD, CCC-SLP, BRS-CL, is professor of special education at Chapman University, Orange, California. She is a former President of ASHA, a Board Recognized Specialist in Child Language, and editor-in-chief of Communication Disorders Quarterly. She has 24 years of experience in public schools as a speech language pathologist, principal, and director of special education. She has authored 13 books and more than 30 articles on evidence-based interventions for students with communication, language, and reading disabilities, response to intervention models in K–12, and vocabulary development. She is author of the standardized vocabulary test, MAVA (2008).
Barbara J. Moore, EdD, CCC-SLP, is director of special youth services in Anaheim Union High School District, Anaheim, California. She is a Board-Recognized Specialist in Child Language with over 25 years' experience in public education as a special education teacher, speech-language pathologist, program specialist, and special education administrator. She is a former president of the California Speech-Language-Hearing Association and the Council for State Association Presidents. She is on the ASHA Member Advisory Group on No Child Left Behind and IDEA 2004, is a former Chair and member of the ASHA School Finance Committee, and a member of the ASHA Advisory Council. With Dr. Judy Montgomery, Barbara has co-authored Making a Difference for America's Children: Speech-Language Pathologists in Public Schools (2nd ed.) as well as the START-IN, a response to intervention program
Nickola Wolf Nelson, PhD, CCC-SLP, is a professor in the department of speech pathology and audiology and director of the PhD program in interdisciplinary health sciences in the College of Health and Human Services at Western Michigan University. She is the current editor of the journal Topics in Language Disorders. Nicki has worked extensively in school settings and continues to conduct research and develop tools to support curriculum-based language assessment and intervention. She is the author of books, chapters, and articles on children with language disorders, including The Writing Lab Approach to Language Instruction and Intervention (Paul H. Brookes, 2004) and Language and Literacy Disorders: Infancy through Adolescence (Allyn & Bacon, 2009). She is a Fellow of ASHA and the International Academy for Research in Learning Disabilities. In 2007 she received the Frank R. Kleffner Clinical Career Award from the American Speech-Language-Hearing Foundation.
Marshall Peter, MS, is the executive director of Direction Service and founding director of the Center for Appropriate Dispute Resolution in Special Education (CADRE), which is funded by the United States Department of Education as the National Center on Dispute Resolution. After receiving an MS in special education from the University of Oregon, Marshall began working at Direction Service, a multi-program family support agency, as a parent advocate. The father of a now deceased child with multiple disabilities, he provided ongoing support and advocacy services to more than 500 families who have children with disabilities. From 1992–1996, Marshall directed an OSEP-funded project that field tested a conciliation model aimed at addressing the cultural barriers that interfere with the effective utilization of special education services. He has given presentations, training, and consultation throughout the United States on dispute resolution and conflict resolution system design.
Douglas B. Petersen, MEd, CCC-SLP, has worked as a speech-language pathologist in public schools in Utah, California, and Washington. He is currently finishing his doctoral degree in disability disciplines with an emphasis in speech-language pathology at Utah State University. Doug's major areas of research include narrative assessment (including dynamic assessment), narrative intervention, and the early identification of reading difficulty in children who are culturally and linguistically diverse.
Shari Robertson, PhD, CCC-SLP, is a professor of speech-language pathology at Indiana University of Pennsylvania. Prior to obtaining her doctorate at University of Wisconsin-Madison, she was a school-based SLP and supervisor for 16 years. Robertson is dedicated to bridging the gap between researchers and practicing clinicians. She is known for her highly-interactive, practical, and entertaining style. Be prepared to laugh and learn with her!
Tommie L. Robinson, Jr., PhD, CCC-SLP, BRS-FD, is director of the Scottish Rite Center for Childhood Language Disorders in the Children's Hearing and Speech Center at Children's Hospital in Washington, DC. and is an associate professor of pediatrics at the George Washington University School of Medicine and Health Sciences. He specializes in communication disorders in children, particularly in the area of stuttering. Tommie Robinson is an administrator, researcher, scholar, teacher, and clinician. He holds an adjunct professorship with Howard University and has presented widely at the local, regional, and national levels. He served as ASHA's vice-president for quality of service in speech-language pathology from 2005–2007, and is currently ASHA's president-elect.
Judy Rudebusch, EdD, CCC-SLP, serves as the division director for special services in the Irving Independent School District in north Texas, where she oversees program development, coordination, and management for special programs including Title I and other NCLB programs; special education; bilingual, ESL, and migrant education; gifted and talented services; services for at-risk students; and adult ESL training. Judy currently teaches the course in public school methods for graduate students at the Callier Center, University of Texas at Dallas. She was a member of the ASHA Ad Hoc Committee on Caseload Size that established the workload approach to caseload, has served on the Legislative Council and on the Clinical Specialty Board, and is currently chair of the School Finance Committee. She is a frequent presenter and has a keen interest in and commitment to improving public education using a systems approach to continuous improvement.
C. Melanie Schuele, PhD, CCC-SLP, is an assistant professor in the Department of Hearing and Speech Sciences at Vanderbilt University and the director of the Child and Language Literacy Lab. Prior to obtaining her PhD, Melanie provided clinical services in schools and early intervention programs. Her research focuses on complex syntax development and phonological awareness interventions. She has published in Language, Speech, and Hearing Services in Schools, Clinical Linguistics and Phonetics, Journal of Speech-Language-Hearing Research, Education and Early Development, and Applied Psycholinguistics. She collaborated from 2001–2007 with the West Virginia Department of Education on their Phonological Awareness Project, a statewide initiative to promote phonological awareness instruction in kindergarten and first grade. Melanie is associate editor for Language, Speech, and Hearing Services in Schools, and is chair of ASHA's Research and Scientific Affairs Committee.
Elenny Tuleta, MA, CCC-SLP, MEd, has a knowledge base grounded in linguistics (BS, The Ohio State University), TESOL studies (University of Lyon, France), and communication sciences (MA, Case Western Reserve University). Additionally, she holds an MEd in educational administration. Elenny is licensed by the Ohio Department of Education as a school SLP and administrator. She also holds credentials from the American Speech-Language-Hearing Association, the Ohio Board of Speech Pathology and Audiology, and is certified as a teacher of English as a Second Language (TESOL). She is active in many local and statewide initiatives in TESOL and speech-language pathology. She holds memberships and leadership positions within professional organizations and networking collaboratives across Ohio. She provides training and consultation for ELL students to professionals across disciplines.
Susan Trumbo, MS, is the speech-language pathologist at Central Academy Middle and James River High School, Botetourt County, Virginia. She has been a leader in redesigning speech and language services in a schoolwide secondary literacy initiative, as part of the Virginia Content Literacy Continuum project with the University of Kansas Center for Research on Learning. Susan has prior experience with classroom services at the elementary level and is a certified Strategic Instruction Model Professional Developer in Learning Strategies.
Carol Westby, PhD, CCC-SLP, is the developer of the Westby Play Scale. She has written and implemented grant projects to support personnel preparation, clinical services, and research in the area of early childhood assessment and has served as a consultant for the New Mexico Preschool for the Deaf, which employs a play-based curriculum. She is a Fellow of the American-Speech-Language-Hearing Association (ASHA), holds Specialty Recognition in Child Language, and in 2007 received the Honors of ASHA. Carol has published and presented nationally and internationally on play assessment and development, language-literacy relationships, narrative development and facilitation, assessment and facilitation of written language, and issues in assessment and intervention with culturally and linguistically diverse populations. She has published articles and book chapters on play, and frameworks for literate language assessment and intervention.
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