faculty Simple Storage Service (S3)
Language and Literacy in Elementary Schools: Special Populations and Skills for SLPs
FACULTY Barbara J. Ehren, EdD, CCC-SLP, BCS-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. Her experience includes many years in public schools as an SLP, teacher, and district administrator. She is an ASHA Fellow, serves on numerous committees and editorial boards, and is currently chair of the ASHA Advisory Board on School Issues. She has a special interest in helping school systems build more effective literacy programs for diverse learners at the school level. A recurrent theme of her work is shared responsibility for literacy acquisition. She is a frequent consultant to states, school districts, and professional associations. She has authored several publications related to language, literacy, and collaborative school practice. Financial Disclosures:
Financial compensation from ASHA for this presentation
Nonfinancial Disclosures:
Chair of ASHA's Advisory Board on School Issues
Carol Scheffner Hammer, PhD, CCC-SLP, is a professor and Chair of Communication Sciences and Disorders at Temple University, where she teaches courses on language and literacy development/disorders and diverse populations. Prior to receiving her doctorate from the University of Iowa, she worked as a speech-language pathologist, specializing in services to children and families from diverse cultures. As part of her clinical experiences, she spent 2 years serving children in Micronesia. Hammer's research focuses on cultural and environmental influences on children's language and literacy development, assessment of bilingual children, and promoting children's school readiness. Her research has been continually funded since 2000 by the National Institutes of Health, Institute of Education Sciences, and Office of Planning, Research and Evaluation. Hammer is past editor of the American Journal of Speech-Language Pathology and is an ASHA Fellow. Financial Disclosures: Financial compensation from ASHA for this presentation Employee of Temple University Research funding from National Institutes of Health and U.S. Department of Education Nonfinancial Disclosures: None
ASHA Self-Study 15316
Language and Literacy in Elementary Schools: Special Populations and Skills for SLPs
Tommie L. Robinson, Jr., PhD, CCC-SLP, is chief of hearing and speech and director of the Scottish Rite Center for Childhood Language Disorders at Children's National Health System in Washington, D.C. He is also an associate professor of pediatrics at The George Washington University School of Medicine and Health Sciences. He specializes in communication disorders in children, with a specific focus on children who stutter. Robinson's research and writings have focused on normal fluency behaviors in children and adults as well as service delivery to children from culturally and linguistically diverse backgrounds. Robinson was the 2010 president of ASHA and has served on various boards and committees. He was ASHA vice president for quality of service in speech-language pathology (2005–2007) and participated on the Board of Ethics, Council on Professional Standards, Council for Clinical Certification, Committee on Nominations and Elections, Honors Committee, and Clinical Certification Board. Robinson received his associate's degree from Coahoma Community College in Clarksdale, Mississippi, his bachelor's and master's degrees from The University of Mississippi in Oxford, and his doctorate from Howard University in Washington, D.C. Financial Disclosures: Financial compensation from ASHA for this presentation Nonfinancial Disclosures: None Janet Sturm, PhD, CCC-SLP, is a professor in the Department of Communication Disorders at Central Michigan University. Sturm has been working in general and special education classrooms for more than 25 years. Her research and development work focus on writing instruction for students with disabilities, computer-supported literacy, measurement of writing of beginning writers, and classroom communication. She has numerous peer-reviewed publications in speech and language as well as literacy journals. Sturm served as the principal investigator for two National Institutes of Health grants titled "FirstAuthor: A Writing Process Software Tool," with the objective of producing an innovative, integrated writing software tool that supports beginning writers across the writing process and is accessible to students with severe speech and physical impairments. The "First Author Writing Software" was published by Don Johnston Incorporated in spring 2013. Sturm recently completed the "First Author Writing Curriculum" for students with significant disabilities, which draws upon a writing process approach and integrates cognitive strategy instruction and social interaction training. She serves on the Council for Exceptional Children Committee on Speech and Language Learning Disabilities in Children, in the Division for Communicative Disabilities and Deafness, and is a consulting editor for the Journal of Augmentative and Alternative Communication. Financial Disclosures: Financial compensation from ASHA for this presentation Royalties from Don Johnston Incorporated
ASHA Self-Study 15316
Language and Literacy in Elementary Schools: Special Populations and Skills for SLPs
Nonfinancial Disclosures: Issue Editor/Author of Topics in Language Disorders Kathleen Whitmire, PhD, CCC-SLP, BCS-CL, is the president of SDG Enterprise, an educational consulting firm. She previously served as director of educational programs for the National Center for Learning Disabilities and director of school services for ASHA. She also held positions at Syracuse University, The College of Saint Rose, University of Maryland at College Park, and Towson University. She began her career as a schoolbased clinician. A nationally certified speech-language pathologist, Whitmire is a boardcertified specialist in child language and an ASHA Fellow. She is a sought-after presenter at the international, national, and state levels, and has published more than 30 articles and chapters. She sits on the editorial boards of Topics in Language Disorders and Communication Disorders Quarterly, and serves on the Communication Sciences and Disorders Research Group Board and the Specialty Board for Child Language. Whitmire received her MA, MS, and PhD from the University of Rochester. Financial Disclosures: Financial compensation from ASHA for this presentation Nonfinancial Disclosures: Vice President of Communication Sciences and Disorders Research Group Board Various activities to expand the research base of our professional services
ASHA Self-Study 15316
FACULTY Barbara J. Ehren, EdD, CCC-SLP, BCS-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. Her experience includes many years in public schools as an SLP, teacher, and district administrator. She is an ASHA Fellow, serves on numerous committees and editorial boards, and is currently chair of the ASHA Advisory Board on School Issues. She has a special interest in helping school systems build more effective literacy programs for diverse learners at the school level. A recurrent theme of her work is shared responsibility for literacy acquisition. She is a frequent consultant to states, school districts, and professional associations. She has authored several publications related to language, literacy, and collaborative school practice. Financial Disclosures:
Financial compensation from ASHA for this presentation
Nonfinancial Disclosures:
Chair of ASHA's Advisory Board on School Issues
Carol Scheffner Hammer, PhD, CCC-SLP, is a professor and Chair of Communication Sciences and Disorders at Temple University, where she teaches courses on language and literacy development/disorders and diverse populations. Prior to receiving her doctorate from the University of Iowa, she worked as a speech-language pathologist, specializing in services to children and families from diverse cultures. As part of her clinical experiences, she spent 2 years serving children in Micronesia. Hammer's research focuses on cultural and environmental influences on children's language and literacy development, assessment of bilingual children, and promoting children's school readiness. Her research has been continually funded since 2000 by the National Institutes of Health, Institute of Education Sciences, and Office of Planning, Research and Evaluation. Hammer is past editor of the American Journal of Speech-Language Pathology and is an ASHA Fellow. Financial Disclosures: Financial compensation from ASHA for this presentation Employee of Temple University Research funding from National Institutes of Health and U.S. Department of Education Nonfinancial Disclosures: None
ASHA Self-Study 15316
Language and Literacy in Elementary Schools: Special Populations and Skills for SLPs
Tommie L. Robinson, Jr., PhD, CCC-SLP, is chief of hearing and speech and director of the Scottish Rite Center for Childhood Language Disorders at Children's National Health System in Washington, D.C. He is also an associate professor of pediatrics at The George Washington University School of Medicine and Health Sciences. He specializes in communication disorders in children, with a specific focus on children who stutter. Robinson's research and writings have focused on normal fluency behaviors in children and adults as well as service delivery to children from culturally and linguistically diverse backgrounds. Robinson was the 2010 president of ASHA and has served on various boards and committees. He was ASHA vice president for quality of service in speech-language pathology (2005–2007) and participated on the Board of Ethics, Council on Professional Standards, Council for Clinical Certification, Committee on Nominations and Elections, Honors Committee, and Clinical Certification Board. Robinson received his associate's degree from Coahoma Community College in Clarksdale, Mississippi, his bachelor's and master's degrees from The University of Mississippi in Oxford, and his doctorate from Howard University in Washington, D.C. Financial Disclosures: Financial compensation from ASHA for this presentation Nonfinancial Disclosures: None Janet Sturm, PhD, CCC-SLP, is a professor in the Department of Communication Disorders at Central Michigan University. Sturm has been working in general and special education classrooms for more than 25 years. Her research and development work focus on writing instruction for students with disabilities, computer-supported literacy, measurement of writing of beginning writers, and classroom communication. She has numerous peer-reviewed publications in speech and language as well as literacy journals. Sturm served as the principal investigator for two National Institutes of Health grants titled "FirstAuthor: A Writing Process Software Tool," with the objective of producing an innovative, integrated writing software tool that supports beginning writers across the writing process and is accessible to students with severe speech and physical impairments. The "First Author Writing Software" was published by Don Johnston Incorporated in spring 2013. Sturm recently completed the "First Author Writing Curriculum" for students with significant disabilities, which draws upon a writing process approach and integrates cognitive strategy instruction and social interaction training. She serves on the Council for Exceptional Children Committee on Speech and Language Learning Disabilities in Children, in the Division for Communicative Disabilities and Deafness, and is a consulting editor for the Journal of Augmentative and Alternative Communication. Financial Disclosures: Financial compensation from ASHA for this presentation Royalties from Don Johnston Incorporated
ASHA Self-Study 15316
Language and Literacy in Elementary Schools: Special Populations and Skills for SLPs
Nonfinancial Disclosures: Issue Editor/Author of Topics in Language Disorders Kathleen Whitmire, PhD, CCC-SLP, BCS-CL, is the president of SDG Enterprise, an educational consulting firm. She previously served as director of educational programs for the National Center for Learning Disabilities and director of school services for ASHA. She also held positions at Syracuse University, The College of Saint Rose, University of Maryland at College Park, and Towson University. She began her career as a schoolbased clinician. A nationally certified speech-language pathologist, Whitmire is a boardcertified specialist in child language and an ASHA Fellow. She is a sought-after presenter at the international, national, and state levels, and has published more than 30 articles and chapters. She sits on the editorial boards of Topics in Language Disorders and Communication Disorders Quarterly, and serves on the Communication Sciences and Disorders Research Group Board and the Specialty Board for Child Language. Whitmire received her MA, MS, and PhD from the University of Rochester. Financial Disclosures: Financial compensation from ASHA for this presentation Nonfinancial Disclosures: Vice President of Communication Sciences and Disorders Research Group Board Various activities to expand the research base of our professional services
ASHA Self-Study 15316
