School of Speech

What does it really mean for a speech sound disorder to have an adverse educational impact? Guest: Angie Neal, MS, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on YouTube Together, they discuss the role of adverse educational impact in determining eligibility for school-based speech-language services, the differences between medical and educational service delivery models, and practical ways to collect and report data that supports compliant decision-making. They also examine how clear documentation can help IEP teams connect speech-language services to educational outcomes while supporting appropriate caseload and workload decisions. About the Guest: Angie Neal is the SLP Contact and Policy Advisor for Speech-Language Services and Early Literacy at the SC State Department of Education, a board member with the State Education Agency Communication Disability Council, and a published author who presents on a wide variety of SLP topics across the United States. Show Notes: Speech-Language Pathology and IDEA by Angie Neal

From creating supportive therapy environments to partnering with educators and families, the conversation highlights ways to help students build confidence, strengthen participation, and develop the communication skills they need to succeed both in and beyond the classroom. Guests: Naomi Rodgers, PhD, CCC-SLP, Philip Combiths, PhD, CCC-SLP & Beth Walker, PhD, CCC-A/SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on YouTube In this episode of the School of Speech podcast, host Carolyn Dolby, MS, CCC-SLP, is joined by Naomi Rodgers, PhD, CCC-SLP, Philip Combiths, PhD, CCC-SLP, and Beth Walker, PhD, CCC-A/SLP, for a thoughtful conversation about the social-emotional needs of students with communication disorders. Many students face challenges beyond speech and language that affect their confidence, relationships, classroom participation, and overall school experience. Yet many school-based SLPs report receiving little formal training on how to recognize and support these social-emotional needs within everyday therapy. About the Guests: Dr. Naomi Rodgers, PhD, CCC-SLP, is an assistant professor at the University Iowa. Her interdisciplinary, trauma-informed program of research centers on the cognitive, emotional, and social aspects of stuttering experiences and therapy. Dr. Philip Combiths, PhD, CCC-SLP, is an Assistant Professor in the Department of Communication Sciences and Disorders at the University of Iowa and Director of the Clinical Linguistics and Disparities Lab. He investigates multilingualism and health disparities in speech-language pathology, phonological development, and interventions for speech and language impairments. Beth Walker is a Professor at the University of Iowa where she directs the Pediatric Audiology Lab. She investigates how limited access to sound affects the development of children with hearing loss by examining the consistency of auditory-linguistic input for children who are deaf or hard of hearing. Show Notes: "It's My Way of Being a Person" Article

Whether you're curious about the science behind music-based interventions or looking to build stronger interdisciplinary partnerships, this episode offers a practical introduction to music therapy Full Episode Title: More Than Music: What School-Based SLPs Should Know About Music Therapy Guest: Anna Graves, MA, MT-BC Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on YouTube Music therapy is far more than singing songs or playing instruments. In this episode of the School of Speech podcast, host Carolyn Dolby, MS, CCC-SLP, is joined by music therapist and SLP graduate student Anna Graves, MA, MT-BC, to discuss what music therapy is, the theoretical approaches that guide clinical practice, and how understanding the role of music therapists can strengthen collaboration in school settings. About the Guest: Anna Graves, MA, MT-BC, is a music therapist and graduate speech language pathology student in Northern Colorado. After her undergraduate schooling at Truman State University, she attended graduate school for Music Therapy at the University of Iowa. She relocated to Northern Colorado in 2022, and she has been practicing music therapy since.

Whether you're part of a feeding team or looking to strengthen collaboration with colleagues, you'll leave this episode with practical, evidence-informed ideas you can put to work in your own school. Full Episode Title: More Than Lunch: How SLPs and OTs Can Transform School Mealtimes Guests: Maragryta Kuzmin, MA, CCC-SLP, TSSLD-BE & Lily Glasgo, PhD, OTR/L Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on YouTube In this episode of the School of Speech podcast, host Carolyn Dolby, MS, CCC-SLP, is joined by Margaryta Kuzmin, MA, CCC-SLP, TSSLD-BE, BCS-S Candidate, and Lily Glasgo, PhD, OTR/L, to discuss how school-based speech-language pathologists and occupational therapists can work together to better support students with pediatric feeding disorder. They explore each profession's unique and overlapping roles in feeding, swallowing, self-feeding, sensory needs, and mealtime participation, while examining how feeding challenges can influence student safety, nutrition, attendance, learning, inclusion, and access to the educational environment. About the Guests: Margaryta Kuzmin is a bilingual speech-language pathologist based in New York City with over 15 years of experience working with infants, toddlers, and school-age children with complex communication, feeding, and developmental needs. She specializes in pediatric feeding and swallowing disorders, AAC, and working with medically complex populations. Dr. Glasgo received her PhD in Occupational Science in 2025 from UNC Chapel Hill, where she was funded through a Department of Education grant supporting young children with significant disabilities. She enjoys interdisciplinary collaboration and loves to bring an occupational perspective to research. She is co-chairing a large research project with the nonprofit Feeding Matters, which aims to increase physician education and outreach for early identification of pediatric feeding disorder.

Whether you're new to school-based practice or a seasoned clinician, you'll leave with realistic, time-saving strategies you can use to make evidence-based practice a sustainable part of your everyday workflow. Full Episode Title: From Research to Real Life: Making Evidence-Based Practice Work in Schools Guests: Gabriella Reynolds, PhD, CCC-SLP & Dr. Ellie Cooper PhD, CCC-SLP, LSLS CERT. AVT Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on YouTube Evidence-based practice is essential for school-based speech-language pathologists (SLPs), but finding, evaluating, and applying research can feel overwhelming in the realities of school practice. In this episode of School of Speech, host Carolyn Dolby, MS, CCC-SLP, welcomes Dr. Gabriella Reynolds and Dr. Ellie Cooper, to share practical, evidence-based strategies for helping school-based SLPs translate research into confident clinical decision-making and effective interventions for the students they serve every day. About the Guests: Gabriella Reynolds, PhD, CCC-SLP is an assistant professor in the Communication Sciences and Disorders Department at Syracuse University. Prior to entering academia, she worked as a speech-language pathologist (SLP) at a school for children with language and learning difficulties. Her research focuses on the language and literacy development of children with hearing loss. Dr. Ellie Cooper is a certified Speech-Language Pathologist, Listening and Spoken Language Specialist (LSLS Cert. AVT), and Assistant Professor in the Master of Speech-Language Pathology program at the University of St. Augustine for Health Sciences.

*****Originally Aired: June 3, 2026***** Guests: Amy Culligan, MA, CCC-SLP & Laura Gottlieb, MA, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube Full Title: Envision Optimizing Assessment and Dismissal for Students in Public Schools The episode takes an in-depth look at the three prongs of eligibility, including documenting educational impact and determining the need for specially designed instruction and related services. Amy and Laura also address common challenges clinicians face when considering dismissal, including parent concerns, team disagreements, and difficult IEP conversations. Listeners will gain research-informed strategies for making confident, student-centered decisions while strengthening collaboration with educational teams and families. About the Guests: Amy Culligan, MA, CCC-SLP, is a dedicated Speech-Language Pathologist with over 25 years of experience in school settings. She has worked with diverse populations and a range of programs. In addition to providing direct therapy, Amy was the Lead SLP for Long Beach Unified for seven years. Laura Gottlieb, MA, CCC-SLP, is a bilingual Speech-Language Pathologist with over 27 years of experience working in school settings. Laura has spent a number of years providing assessment support to school districts with their diverse assessment needs.

*****Originally Aired: October 21, 2025***** Guest: Sherry Sancibrian, MS, CCC-SLP, BCS-CL, FASHA Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube Full Episode Title: Myths, Memes, and EBP: Providing Effective Intervention In this episode of School of Speech, they unpack the common myths, memes, and misconceptions that can influence clinical decisions and discuss how to bridge the research-to-practice gap in meaningful ways. You'll learn how to think critically about intervention practices, adjust treatment variables such as dose and frequency for optimal outcomes, and apply research-based strategies to guide therapy planning and target selection. About the Guest: Sherry Sancibrian, MS, CCC-SLP, BCS-CL, F-ASHA, is a Grover E Murray Professor and Executive Associate Dean at Texas Tech University Health Sciences Center, where she teaches pediatric language disorders and counseling courses. She is an ASHA Fellow and holds Board Certification from the American Board of Child Language and Language Disorders.

Listeners will gain insight into the growing demand for corporate speech therapy services, learn how foundational clinical skills transfer to workplace environments, and explore practical considerations for building a side career while maintaining a school-based position. Guest: Adrienne Singletary, MS, SLP, PESL Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube Adrienne Singletary, MS, SLP, PESL joins Carolyn Dolby, MS, CCC-SLP to discuss an emerging career pathway for school-based speech-language pathologists: corporate speech therapy. In this episode, Adrienne shares how SLPs can apply their communication expertise beyond the school setting to support adult professionals in areas such as executive communication, accent modification, workplace communication, and professional presence. About the Guest: Adrienne Singletary, MS, SLP, PESL, is a Corporate Speech-Language Pathologist and the founder of Transcendent Accents, LLC, where she helps professionals elevate their communication, refine their speech, and strengthen their executive presence. With over 16 years of experience in traditional speech-language pathology and the past 9 years dedicated to corporate speech therapy, Adrienne brings a unique and highly sought-after perspective to the field. She holds a Master of Science in Speech-Language Pathology from Howard University and a Bachelor of Science in Communication Sciences and Disorders from Hampton University, as well as business certifications from Harvard University and Cornell University.

This episode offers school-based SLPs practical insight into supporting both language and literacy within written language intervention. Guest: Lynne Telesca, PhD, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube In this episode of School of Speech, Carolyn Dolby, MS, CCC-SLP, is joined by Lynne Telesca, PhD, CCC-SLP, to discuss how a metalinguistic approach to writing can be used during school-based language therapy sessions. Throughout their conversation, they provide an overview of the purpose of this approach, its basic elements, and how it can be incorporated into therapy to support language and literacy through written language. You will learn about the foundational components of a metalinguistic approach and how written language activities can be used as a multimodal way to target communication skills in school-based therapy. Dr. Telesca also shares steps for implementing this approach during language therapy sessions across educational settings. About the Guest: Dr. Lynne Telesca, PhD. CCC-SLP, is an associate professor of Communication Disorders at the State University of New York at New Paltz. She has taught undergraduate and graduate courses in language and literacy over the past eight years. Dr. Telesca is passionate about keeping current and presenting on evidence-based practices that will make a difference in speech-language pathologists’ therapeutic decision-making and practice. Show Notes: Implementing a Metalinguistic Approach to Secondary School Writing Article

Listeners will gain research-informed strategies for making confident, student-centered decisions while strengthening collaboration with educational teams and families. Guests: Amy Culligan, MA, CCC-SLP & Laura Gottlieb, MA, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube The episode takes an in-depth look at the three prongs of eligibility, including documenting educational impact and determining the need for specially designed instruction and related services. Amy and Laura also address common challenges clinicians face when considering dismissal, including parent concerns, team disagreements, and difficult IEP conversations. About the Guests: Amy Culligan, MA, CCC-SLP, is a dedicated Speech-Language Pathologist with over 25 years of experience in school settings. She has worked with diverse populations and a range of programs. In addition to providing direct therapy, Amy was the Lead SLP for Long Beach Unified for seven years. Laura Gottlieb, MA, CCC-SLP, is a bilingual Speech-Language Pathologist with over 27 years of experience working in school settings. Laura has spent a number of years providing assessment support to school districts with their diverse assessment needs. In an effort to return students to their Least Restrictive Environment (LRE) and reduce services, Laura is currently working for the Long Beach Unified School District, where she conducts evaluations of students who are ready to exit.

What counts as a “speech error,” and who gets to decide? Guests: Dr. Philip Combiths, PhD, CCC-SLP; Dr. Naomi Rodgers, PhD, CCC-SLP; Dr. Rick Arenas, PhD; Dr. Carlos Irizarry Pérez, PhD, CCC-SLP; Jessica Nico, MA, CCC-SLP, TSSLD, ASD-CS & Matt Phillips, MA, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube The guests share what led them to question traditional, deficit-based labels and how their collaboration developed through shared interests in neurodiversity and lived experience. Drawing from ongoing interviews with adults with PSPs, they bring forward perspectives that are often missing from clinical decision-making and challenge long-held assumptions about what needs to change and why. About the Guests: Dr. Naomi Rodgers, PhD, CCC-SLP, is an assistant professor at the University Iowa. Her interdisciplinary, trauma-informed program of research centers on the cognitive, emotional, and social aspects of stuttering experiences and therapy. Dr. Rick Arenas, PhD, is an associate professor at the University of New Mexico. His primary area of research is developmental stuttering. In his early career he focused on the neurobiological mechanisms involved in the variability of stuttering across contexts. Jessica Nico, MA, CCC-SLP, TSSLD, ASD-CS, is a New York and New Mexico–licensed pediatric speech-language pathologist with a decade of experience serving children and their families in clinic, school-, and home-based settings. Dr. Philip Combiths, PhD, CCC-SLP, is an Assistant Professor in the Department of Communication Sciences and Disorders at the University of Iowa and Director of the Clinical Linguistics and Disparities Lab. Dr. Carlos Irizarry Pérez, PhD, CCC-SLP (he/his), is an Assistant Professor in the University of New Mexico’s Speech and Hearing Sciences Department. He received his PhD in Communication Disorders from the University of Texas at Austin. Matt Phillips, MA, CCC-SLP, is a person who stutters, a speech therapist, and a PhD student at Michigan State University. He is passionate about helping kids, teens, and adults who stutter become more confident and joyful communicators, which he does through his work at the Sisskin Stuttering Center using an Avoidance Reduction Therapy for Stuttering (ARTS®) framework.

When is it appropriate to continue services, and when is it time to dismiss? Guest: Julia Yi, PhD, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube In this episode of School of Speech: Continue or Dismiss: Making Confident Caseload Decisions, Carolyn Dolby, MS, CCC-SLP, is joined by Julia Yi, PhD, CCC-SLP, to tackle one of the most complex questions school-based SLPs face. Together, they unpack what ASHA and IDEA actually say about eligibility and dismissal, moving beyond surface-level guidance to examine how these decisions play out in real school settings. The conversation also explores the nationwide shift away from the speech or language impairment category as students get older, and what that means for caseloads, service delivery, and student support. About the Guest: Dr. Julia Yi is an Assistant Professor at the MGH Institute of Health Professions’ Department of Communication Sciences and Disorders in Boston, MA. She teaches courses in the MS SLP program on developmental language and literacy, evidence-based practice, and teaching English learners. Her research broadly focuses on adolescent language and literacy.

Through a practical, school-based lens, this discussion helps you connect the DLD framework to real-world clinical practice so you can better identify needs, set meaningful goals, and support students as those demands grow more complex. Guest: Wendy Morgan MS, CCC-SLP & Diane Ogiela PHD, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube In this episode of School of Speech, Carolyn Dolby, MS, CCC-SLP, is joined by Diane Ogiela, PhD, CCC-SLP, and Wendy Morgan, MS, CCC-SLP, to continue the conversation on Developmental Language Disorder (DLD), a common yet often under-identified condition that impacts spoken language, literacy, and academic success across the lifespan. Building on Part 1, this episode focuses on how the profile of children with DLD evolves over time and what that means for your clinical decision-making. You’ll explore how language demands shift as children move through school and how to adjust your assessment and intervention to better support social communication, classroom participation, and academic outcomes. Show Notes: ASHA Letter

You will come away with a clearer understanding of how to identify DLD, advocate for appropriate supports, and integrate this framework into your clinical decision-making to better serve students in your care. Guests: Wendy Morgan, MS, CCC-SLP & Diane Ogiela, PHD, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube Developmental Language Disorder, or DLD, affects far more students than many clinicians realize, yet it often goes unidentified or misunderstood in school settings. In this episode, we break down what DLD is, why the terminology matters, and how it impacts spoken language, literacy, and academic success across the school years and beyond. Host Carolyn Dolby, MS, CCC-SLP, is joined by Diane Ogiela, PhD, CCC-SLP, and Wendy Morgan, MS, CCC-SLP for a practical, school-based look at how DLD fits within existing educational frameworks. Together, they unpack how this diagnostic label aligns with eligibility criteria, service delivery, and compliance requirements in real-world settings. Show Notes: How We Fail Children with Developmental Language Disorder

If you're feeling stretched thin by a growing caseload, this episode offers a clearer framework for understanding workload and practical ideas you can start using right away. Guests: Janine Benner, MA, CCC-SLP, BCS-CL, ASDCS & Abbie Keibler, MA, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube From Caseload to Workload: Rethinking Service Delivery in Schools. Over the course of the conversation, they explore the difference between caseload- and workload-based service delivery and why a simple student count rarely reflects the full scope of what school SLPs actually do. From evaluations and documentation to collaboration and compliance, these responsibilities highlight the many that often go unseen in traditional caseload models. About the Guests: Janine Benner is a speech-language pathologist with 33 years of experience, including 26 years in pediatric settings. She is a Board-Certified Specialist in Child Language, credentialed by the American Board of Child Language and Language Disorders (ABCLL), with a focus on autism and early intervention and a Certified Autism Spectrum Disorder Clinical Specialist (ASDCS). Abbie Keibler is in her 19th year as a speech-language pathologist at Mississippi Bend AEA in Bettendorf, Iowa. She serves the preschool and elementary population. Abbie is the department lead for 57 SLPs and is the co-State Speech Lead for the Iowa AEA System. Abbie is an adjunct instructor at St Ambrose University in Davenport, Iowa, and has a special interest in comprehensive literacy for complex communicators and AAC. Show Notes: Speech Therapy PD On-Demand course referred to inside the episode

You’ll gain insight into the leadership mindset and practical strategies that help shift clinicians from feeling reactive to practicing with greater purpose and influence, while better supporting the students they serve. Guest: Barbara Moore, EDD, CCC-SLP, BCS-SL Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube In this episode of School of Speech, host Carolyn Dolby, MS, CCC-SLP, is joined by Dr. Barbara Moore, EdD, CCC-SLP, BCS-SL, to explore how school-based SLPs can intentionally strengthen their professional autonomy. Together, they examine the systemic pressures that shape school-based practice, the program-level decisions that influence how services are delivered, and practical ways clinicians can take a more active role in shaping their work. About the Guest: Barbara Moore, EdD, CCC-SLP, BCS-SL, is the Owner and Clinical Director of Speech Pathology Associates in Irvine, California. She has practiced speech-language pathology for over 35 years. Dr. Moore earned her master’s degree from California State University, Los Angeles, and completed a clinical fellowship in cleft palate and craniofacial disorders at Duke University Medical Center.

Spend less time managing data and more time focusing on therapy with systematic tweaks and digital tools. Guest: Michele Rothstein MA, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube Host Carolyn Dolby, MS, CCC-SLP, is joined by Michele Rothstein, MA, CCC-SLP, on this episode of School of Speech to unpack how school-based SLPs can simplify data collection and IEP progress monitoring without sacrificing accuracy or compliance.This conversation clarifies the often-blurred line between therapy charting and true data collection probes, highlights common documentation pitfalls, and walks clinicians through streamlined systems that make data easier to collect, organize, and interpret. Michele shares practical ways to tighten workflows, reduce paperwork fatigue, and build routines that support consistent, meaningful progress monitoring. About the Guest: Michele Rothstein is a school-based Speech Pathologist working full-time in an elementary school for students K-6 while running SLP Madness. She serves as a consultant and coach for school-based SLPs, helping them meet the ever-growing demands of their caseloads while meeting the needs of their students. Michele strives to provide high-quality treatment, grounded in the strong connections she has with her students and their families.

Move beyond "80% accuracy"—write therapy goals that show what kids can actually do with their words in everyday life. Guest: Rebecca Moore, MS, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD Watch on Youtube The phrase "beyond 80% accuracy" is one that many clinicians recognize and rely on when writing therapy goals. It is familiar, measurable, and widely accepted. But percentages alone do not always capture what truly matters in a child’s functional communication growth. In this episode of School of Speech, host Carolyn Dolby, MS, CCC-SLP, is joined by Rebecca Moore, MS, CCC-SLP, for a practical conversation about moving beyond default accuracy statements toward goals that are clearer, more meaningful, and more clinically useful. About the Guest: Rebecca Moore is a speech-language pathologist with 16 years of clinical experience. She earned her undergraduate degree from Marquette University in Milwaukee, Wisconsin, and her Master’s degree from Kansas State University. Over the course of her career, she has lived and worked in Oklahoma, Kansas, and Ohio, primarily serving pediatric populations. She currently resides in Ohio, where she practices in an outpatient pediatric clinic specializing in Childhood Apraxia of Speech and autism therapy, with a particular focus on children under six years of age.

Guests: Tim DeLuca, PHD, CCC-SLP/Nerissa Hall PHD, CCC-SLP/Julia Serra MS, CCC-SLP Earn 0.1 ASHA CEUs for this episode with Speech Therapy PD: https://www.speechtherapypd.com/courses/research-practice-partnerships In this episode of School of Speech, host Carolyn Dolby, MS, CCC-SLP, welcomes Tim DeLuca, PhD, CCC-SLP; Nerissa Hall, PhD, CCC-SLP, BCS-AAC; and Julia Serra, MS, CCC-SLP for a timely conversation about how research-practice partnerships can strengthen speech-language pathology and close the gap between evidence and everyday clinical decision-making. Together, they explore what research-practice partnerships are, why they matter, and how collaboration between clinicians and researchers can lead to more relevant research questions, stronger implementation of evidence-based practices, and better outcomes for students. You will hear practical examples of existing research-practice partnership models, along with real-world insights into how these collaborations are formed, maintained, and sustained over time. The discussion highlights the mutual benefits for clinicians, researchers, and the broader speech-language pathology community, while offering clear guidance for SLPs who are interested in becoming involved in partnerships that align with their caseload priorities and service delivery needs. This course provides a practical roadmap for engaging in meaningful collaboration that supports clinically relevant research and fosters the use of research-informed interventions in everyday practice. About the Guests: Tim DeLuca, PhD, CCC-SLP, is an assistant professor in the Department of Speech, Language, and Hearing Sciences at the University of Massachusetts Amherst and director of the Community Engaged Language and Literacy (CELL) Lab. His research examines best practices for improving language and literacy outcomes for children in schools, particularly those with developmental language disorder, dyslexia, and/or complex communication needs. His research is informed by over a decade of clinical practice as both a speech-language pathologist and reading specialist, continued mentorship and instruction of undergraduate and graduate students, and multiple clinician-researcher partnerships. His work focuses on harnessing implementation science and fostering interprofessional practice to enhance written and spoken language outcomes for children in schools. By bridging the gap between research and practice, the CELL Lab strives to unlock new strategies and tools that can significantly improve children's communication skills and overall quality of life. Nerissa Hall, PhD, CCC-SLP, BCS-AAC, is a speech-language pathologist, AAC specialist, and co-Director of the Speech Language and Literacy Center with Tate Behavioral, where she works across disciplines—including behavior analysis, occupational therapy, physical therapy, and special education—to support students with complex access, learning, and communication needs. She is passionate about implementation and the interplay among learners, their communication partners, and their environments to maximize outcomes for learners and their partners. She collaborates with university partners, including UMass, agencies, and innovators, to bridge research and practice. Her work focuses on AAC intervention, assessment, consultation, and coaching, as well as tele-AAC, applied technology, and systems-level implementation of evidence-based practices. Dr. Hall is a national and international presenter and co-editor of foundational texts, with a strong emphasis on translating research into sustainable, real-world school practice. Julia Serra, MA, CCC-SLP, is a speech-language pathologist and supervising clinician at Tate Learning Center, where she works closely with SLPs, BCBAs, OTs, PTs, special educators, and related service providers to support students with complex communication, learning, and behavioral needs and their teams. Her work focuses on AAC, language, and literacy assessment, intervention, and consultation, and she is heavily invested in helping interdisciplinary teams apply evidence-based practices with fidelity, flexibility, and sustainability. Julia brings a grounded, clinician-informed perspective on what it takes to make research work in classrooms, programs, and systems.

Guest: Jacqueline Brown, ED.D., CCC-SLP Earn 0.1 ASHA CEUs for this episode with Speech Therapy PD: https://www.speechtherapypd.com/courses/leveraging-supervision In this episode of School of Speech, host Carolyn Dolby, MS, CCC-SLP, welcomes Jacqueline Brown, EdD, CCC-SLP, for a practical conversation about how special education law shapes speech-language pathology services in school settings and how supervision and evaluation can be leveraged for success. This course examines how the goals of supervision and evaluation go beyond compliance and can be used to support effective service delivery, meaningful professional growth, and improved outcomes for students. Jacqueline breaks down how legal and administrative frameworks influence SLP roles, responsibilities, and expectations in schools. Participants will learn practical strategies to advocate for continuing education, protected time, and appropriate resources, while positioning themselves as collaborative allies within multidisciplinary teams. The session also highlights how strong partnerships with supervisors and evaluators can support accountability, confidence, and long-term career sustainability. About the Guest: Jacqueline (Turcios) Brown, EdD, CCC-SLP, is an Assistant Professor in the Master of Science in Speech-Language Pathology program at the University of New Haven. She is a licensed speech-language pathologist with broad clinical experience across pediatric and adult populations, including work in public schools and at Yale New Haven Health in neurological and pediatric outpatient clinics, acute care, and rehabilitation. Dr. Brown earned her Doctor of Education from Southern Connecticut State University, where her research examined speech-language pathologists’ experiences with Connecticut’s educator evaluation system. She continues to expand this line of inquiry nationally, focusing on the professional experiences of school-based SLPs. Her work focuses on how clinicians can find fulfillment in their roles and sustain motivation throughout their careers.