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Information linking Alumni and friends with NSU’s PROGRAMS IN Speech-Language and Communication Dis o r d ersVol. 15, No. 1 Fall 2012I NS I DESheryl Rosin—Quality of LifeGrant WinnerSteven Vertz—New Associate DirectorTanna Patterson Neufeld—Social MediaTambi Braun—New NSSLHA AdviserOnline Supervisors—Save the DateThe Year in ReviewBy Wren Newman, SLP.D., CCC-SLPExecutive DirectorWelcome to the 2012 edition of Communication Connection. We’ve hadanother busy year with some changes, many accomplishments, and lotsof learning!When last we “spoke,” Lanee Friedel was retiring from her position. Wefinally said goodbye to her in the beginning of January, but she continuesto teach two courses and completes a few site visits each semester. SheWren Newmanwill always be a part of the SLCD family. We were happy to have StevenVertz, M.S., CCC-SLP, join us as the new associate program director in August. Vertz brings 20 yearsof clinical and administrative experience to his new position and is quickly immersing himself in coursesequences, plans of study, transfers of credit, and the ASHA standards for accreditation. We welcomehim and know you will enjoy working with him.One of the highlights for the program this year was the accreditation of the Fischler School of Educationby the National Council for Accreditation of Teacher Education (NCATE). NCATE is a national accreditingbody that determines which schools, colleges, and departments of education meet national standardsin the preparation of teachers and other school specialists for the classroom environment. Our thanksto Jennifer Paskewich, M.S., CCC-SLP, for her tremendous effort in assuring that our program waswell-prepared for this comprehensive review. Our accreditation by NCATE and ASHA ensures that all ourstudents are educated to provide assessment and treatment of individuals with communication disordersacross settings and age groups.We have had so many accomplishments in the program this year. Several students presented at conferences,including Brooke Wyatt, who presented at the Florida Cleft Palate Association with Tambi Braun, SLP.D.,CCC-SLP, and Tathiane Paiva, who presented with Carole Zangari, Ph.D., at the International Society forAugmentative and Alternative Communication. Kyriaki Kyriakou, SLP.D., (a graduate of our program)had an article published in the International Journal of Language and Communication Disorders. Theseaccomplishments are just a few of the ones we’ve been made aware of.Our faculty members have also been busy making a difference. Hélène Fisher, SLP.D., CCC-SLP, presenteda vocal hygiene counseling lecture for school teachers and students in the community. She is currently verybusy learning all about our newest piece of equipment for the voice lab, a state-of-the-art rhinolaryngealstroboscope. Lea Kaploun, Ph.D., CCC-SLP, had an article published in the Journal of Medical SpeechLanguage Pathology. She worked with colleagues from Columbia University in the completion of the article,“Acoustic analysis of voice and speech characteristics in presymptomatic gene carriers of Huntington’sdisease: Biomarkers for preclinical sign onset?”Abraham S. Fischler School of EducationPrograms in Speech-Languageand Communication DisordersI continue to serve on the ASHA Board of Ethics, while Rachel Williams, Ph.D., CCC-SLP, was recentlynotified of her election as chair-elect for the ASHA/Council of State Association Presidents. She is alsoserving as immediate past president of FLASHA. Adjunct Valerie Herskowitz is serving as president-electContinued on page 2
The Year in ReviewContinued from page 1of FLASHA. Shelley Victor, Ed.D., CCC-SLP, willserve as the chair of the Government Relationsand Public Policy Board of ASHA in 2013, andMelissa Edrich, M.S., CCC-SLP, was elected toASHA’s SLP Advisory Council to represent stateof Florida ASHA members.Barbara Zucker, M.A., CCC-SLP, was selectedto participate in ASHA’s 2012 LeadershipDevelopment Program, while Sheryl Rosin,Ph.D., CCC-SLP, was awarded a Quality of LifeGrant to study and implement the PLAY Projectfor children with autism. Nancy Gauvin, M.S.,CCC-SLP, was selected by the Miami Heraldas one of the 40 under 40 Black Leaders inSouth Florida.Carole Zangari, was granted a sabbaticalleave to develop Web-based supports for ourstudents who have taken AAC classes andare now in off-campus clinic or externshipfacilities. Her goal is to provide support tostudents so they are more able to implementthe AAC strategies learned in their clinical/coursework experiences.We all want to welcome two new clinicaleducators to our Davie clinic. Ellen Cohenand Ariana Taylor are working with many ofSAVE THE DATEFour th A nnual Online Super visor s’Conference—March 10, 2013Each year, we hold an online conference as aspecial “thank you” to our on-site and off-siteclinical supervisors to acknowledge their rolesin mentoring our graduate students. Nextyear, the Fourth Annual Online Supervisors’Conference welcomes Kerri Phillips, SLP.D.,CCC-SLP, as our keynote speaker. Phillips, anadjunct instructor in the Programs in Speech,Language, and Communication Disorders, wasrecently appointed to the Speech-LanguagePathology Advisory Council of the AmericanSpeech-Language-Hearing Association (ASHA).She was also the editor for the ASHA SIGDivision 11’s Perspectives on Administration andSupervision. She will be discussing supervisionat both ends of the Supervisory Continuum.Please email supervisorconf@nova.edu if youhave any questions or have supervised for usand would like to attend.–2–our students and clients, and we are happyto have them as part of the clinical faculty.And, just before I close this article, I want toadd a special thank you to all of the off-siteclinical educators who work with our studentsacross the country. You provide experience andopportunity in wonderful settings and give yourtime and energy to assist our students in theirclinical growth.All of this leads me to a bit of personal reflectionas I realize, once again, all that the disciplinehas provided to me in my 35 years in the field.I have been afforded the opportunity to makea difference in the lives of children, adults,and their families. I have developed lifelongfriendships and collaborated and celebratedwith, learned from, and been mentored by anextraordinary group of individuals. I’m sure Ihave worked with thousands of students who arenow developing their professional relationships.I’ve impacted young professionals; helpedto develop career paths; and encouraged,supported, and applauded students, facultymembers, colleagues, and friends. I’ve had thepleasure of leading our program into new areasof growth, accomplishment, and recognition.I’ve served our professional association, as thatsame association has served me.Although it may sound like it, I have no plans tochange anything I’m doing—I just seem to bemoving into a time where I reflect on what’s beenand appreciate all that has been made availablethrough hard work, some disappointment, andfar more wonderful experiences. I guess I’m justwishing that for all of you.A final bit of advice to all—enjoy it! Love thatyou have been given the opportunity to enhancethe communication abilities of those who needyour assistance. Continue to learn so that you dothe best job every day. And maybe, in closing,appreciate where you are. If you are studying forfinal exams or preparing for the Praxis, rememberthat you are crossing off one more item on yourprofessional To Do list. If you are working in aschool, skilled nursing facility, adult rehabilitationcenter, private practice, or hospital, try to go inevery day with the idea that you want to makea difference. Most importantly, love what youdo and be grateful for the job, the gift of doingsomething you chose to do. Take advantage ofthe opportunity to make a difference.Have a great year.Zangari and Paiva Present at 15th BiennialConference of the International AAC SocietyPittsburgh, PennsylvaniaJuly 28–August 3, 2012Carole Zangari, Ph.D., and Tathiane Paiva, anSLCD student, made three presentations at the15th Biennial Conference of the InternationalAAC Society in Pittsburgh, Pennsylvania, thissummer. Their diverse presentations included a one-hour presentation entitled, “A curricularapproach to core language instruction forprekindergarten children” a one-and-a-half-hour presentation entitled,“The AAC trajectory of an individual withauditory dyssynchrony and visual impairmentfollowing brain herniation” a four-hour presentation entitled, “Lookwho’s talking”
SLCD Program Professor Receives the Quality of Life GrantBy Jennifer Paskewich, M.S., CCC-SLP, SLCD Faculty MemberJennifer PaskewichSheryl Rosin, Ph.D., CCC-SLP, programprofessor at NSU was honored with a 10,000grant as part of the University Quality of Lifeprogram. Here, Jennifer Paskewich, M.S.,CCC-SLP, sat down to an interview with theaward-winning professor.Paskewich: Congratulations on winning aNova Southeastern University Quality of Lifegrant on May 23, 2012. This grant is awardedto those faculty members who demonstratededication to expanding research at NSU andin the community. Your grant will be used toimplement and research the efficacy of the Playand Language for Autistic Youngsters (PLAY)project. Tell me about that.Rosin: The PLAY project is a therapy programfor children with autism spectrum disorder(ASD). PLAY project therapists train parentsof preschool age children with ASD to helptheir children connect, communicate, and buildrelationships with others. The parents will beteaching their children how to improve theircommunication, social skills, and behavior. Itis based on the DIR/Floortime model of openingand closing circles of communication.Applied Behavior Analysis (ABA) is the majorityof the interventions provided, aside fromspeech and language therapy.The Quality of Life grant provided me withthe opportunity to bring a useful and neededintervention to South Florida.Play-based inter vention is essential,especially with low-functioning childrenwith autism, because it enables parents todevelop a relationship with their children.This is something that is not always fruitful inbehavioral interventions.Paskewich: I understand you had to choose acommunity partner. Who did you chose?The PLAY project model is also very costeffective. It follows a train-the-trainee modelso parents who cannot afford expensivetreatments like ABA can learn how to be theirchild’s interventionist within the home, thusreducing the necessary amount of visits to anoutpatient facility.Paskewich: Why did you apply for the grant?Rosin: I have been interested in the PLAYproject and saw families prosper from theintervention when I lived in Michigan. Sinceworking and living in the South Florida areafor the past three years, I realized there werelimited play-based interventions in the state.Florida is a behaviorally based state whereThe grant money will not only provide thetraining necessary to implement the PLAYproject, but will also cover the cost of thebeginning stages of intervention for theparticipating families.Paskewich: Thank you for your time. I amlooking forward to seeing how this progressesin our community. Again, congratulations!*In addition to working directly with familiesin Broward County, Rosin will also be trainingour graduate student clinicians to implementthe PLAY project.Provision of Services by TelepracticeBy Michelle Kropewnicki, M.S, CCC-SLP, SLCD AlumnaPaskewich: That sounds really exciting. Whatwill you use the grant money for?Rosin: The grant money will help to bring theprogram from Michigan to families in BrowardCounty, where research will then be conductedto measure the efficacy of the intervention.*Rosin: The school district of Broward County.This partnership will allow me the opportunityto go into Exceptional Student Education (ESE)preschool classrooms and recruit families toparticipate in the program.Michelle KropewnickiWhile studying to become a speech-languagepathologist (SLP), all I heard from fellowstudents and instructors was: “You’ll be ableto find a job anywhere!” They were referring tothe national shortage of SLPs. As I began myclinical fellowship experience in rural Michigan,I became more interested in the students whocould not find a qualified SLP, rather than beingable to find a job. I knew that I wanted to continueproviding speech and language services to thestudents in rural Michigan, but I also knew thatI would be moving to Tampa, Florida.Then I approached the special education directorin Michigan and told her about telepractice,a nontraditional medium utilizing videoconferencing and desktop sharing to providespeech therapy sessions online. Togetherwe developed an online speech therapy pilotprogram that would launch in time for the2010–2011 school year and continue into thefollowing school year. The program proved tobe challenging, but successful. That’s when Igot organized and started Synchronous OnlineSpeech Therapy, LLC. We have since expandedfrom a pilot program to a full-service, onlinespeech therapy provider; furthermore, weservice traditional schools, virtual school, andprivate individuals. Currently, we are working ona platform that will make it easy for SLPs to findspeech therapy jobs. Besides those services, weare helping schools find service providers. Ourgoal is to create the most effective online speechtherapy experience for those who need it most.–3–
Like, Tweet, Pin!Five Ways Social Media and Technology Have Changed Our FieldBy Tanna Patterson Neufeld, M.S., CCC-SLP, NSU Alumnacontent, making surfing a more collaborativeand dynamic experience. Social media engineslike Facebook and Twitter have turned the Webmonologues of yesterday into the dialoguesof today and tomorrow, and SLPs are activelyjoining the conversation. How are SLPs usingthese valuable, new tech resources? Let uscount the ways!Tanna Patterson NeufeldIn an age where cutting-edge technologiesemerge around every corner, tech-savvy SLPshave created unique ways to connect, collaborate, and consult. The fast-growing presenceand popularity of social media over the past fewyears has had an exciting impact on the field ofspeech-language pathology. In addition, withthe success of mobile devices like the iPad,iPhone, and Kindle Fire, many more therapistsare actively integrating technology into theirdaily assessment and treatment plans. In someways, you could say that technology has notonly changed our field, but has improved it,enabling us to better serve our clients, ourcolleagues, and ourselves. But how?The Web isn’t what it used to be. Social mediahas made the Web more interactive, easier touse and understand, vastly interconnected, andmuch more streamlined. There are an estimated900 million people using social media enginestoday, and SLPs are no exception. Social mediarefers to the use of Web-based and mobiletechnologies to communicate and interact“socially.” But it’s more than just an onlinecocktail party—SLPs are not just socializingon this new Web, they are using this two-waystreet of information sharing for a variety ofprofessional and academic purposes. As theusers of this new Web, SLPs are also driving the–4–1. Like, Tweet, Pin!FacebookFacebook has become a household name, andmany SLPs are extending its relevance beyondthe personal and into the professional by joininggroups and pages related to speech-languagepathology topics. Through searching keywordswithin Facebook, SLPs can join groups and“like” pages related to professional topics ofinterest, including autism, AAC, and stuttering.In addition, many speech-language pathologyorganizations and businesses, including ASHA,have Facebook pages to help SLPs stay inthe loop.TwitterFor millions around the world, Twitter servesas a platform for discussion, debate, andinformation sharing, much like Listservesand online discussion groups of the past.Through searching keywords (referred to as“hashtags”) within Twitter, SLPs can “follow”topics, people, and organizations related tospeech-language pathology. As with Facebook,many speech-language pathology organizationsand businesses, including ASHA, “tweet” aboutcurrent events, research, and other relevanttopics within the arenas of communication andspecial education. Unlike posts in Facebook,tweets are limited to just 140 characters,forcing tweeters to be clear and concise indrawing readers into their topics—an attractiveconcept to a busy SLP on the go who wants tostay current during scarce downtime.PinterestA newcomer on the social media stage,Pinterest is a virtual bulletin board (or “pinboard”) that enables users to share information,ideas, and products through pictures. Pinterestis similar to Facebook and Twitter, allowingSLPs to search keywords to reveal “pinners,”“pins,” and “pin boards” related to a variety ofspeech-language pathology topics. However,unlike the print-driven platforms of Facebookand Twitter, Pinterest may be a more-preferredway of receiving information for you visuallearners out there. The highly visual nature ofPinterest also makes it a great tool for SLPsto share therapy materials and activity ideas.Through Facebook, Twitter, and Pinterest,SLPs are promoting their skills and businesses bycreating professional pages and profiles thathelp others in the community reach them connecting families with support networksand readily accessible information sources connecting clients with one another and withthe resources they need helping clients build social and communication skills in a motivating, relevant manner byusing social media as one of many tech toolsto promote therapeutic carryover connecting with SLP students, transdisciplinary team members, and fellow SLPs tofoster mentoring, best practices and currentclinical trends, career networking, collaboration, and continuing education increasing awareness and advocacy by helpingspeech pathology-related topics “go viral”Social media is highly successful in achievingthe above, in part, through streamlining thesharing process and connecting resourcesfrom around the Web to one easily accessible framework with a simple mouse click.Many independent Web sites now incorporate Facebook, Twitter, and Pinterest sharingfeatures on their sites, posting “Like,” “Tweet,”and “Pin” buttons that allow SLPs to shareinformation quickly and easily as they surfthe net.To find out more about how to connect torelevant SLP information through these socialmedia engines, visit Untangling the Web toSupport Kids with Special Needs at support-kids-with.html.
2. Blogs and PodsBlogs“Blogs,” or Web logs, are online journals wherepeople can post about their personal experiences and others can comment. Unlike scientificjournals, blogs are personal, informal, topicdriven, and interactive, with a mixture of factand opinion. SLPs have entered the blogspherein full force, creating and contributing to blogsthat speak on a variety of relevant topics andto a variety of audiences. The quick-reading,informal nature of blog posts has removed abit of the tedium previously associated withthe task of keeping up with clinical trends andresearch. Although by no means a replacement for a thorough literature review, blogsoffer a great gateway for SLPs, providing aless intimidating first look at complex topics,and then directing professionals to the sourcefor deeper discovery. This informal presentation has also opened up doors for parents andcaregivers to stay current with clinical trends,empowering them to be active team membersin the treatment process.Blog content is aggregated into “RSS feeds,”a method of collecting frequently updatedcontent on the Web and distributing thatcontent directly to those who are interestedin it (subscribers). This means that SLPs whofind blogs that discuss topics relevant to theirpractice can subscribe to feeds and receiveupdated content directly (e.g., to their emailinbox, smart phone app, online feed reader,or ebook reader). Getting the information theywant, when and where they want it, has enabledSLPs to create their own news magazine ofsorts, funneling information from many sourcesstraight to their phones, tablets, computers,and ebook readers and creating opportunitiesto peruse continuing education topics as theywould a best-selling paperback.PodcastsA podcast is audio and/or video made available on the Web for download or “streaming”(i.e., playing directly through your Internetconnection). Similar to a radio broadcast,many bloggers and organizations have addedpodcasts to their sites to provide yet anothereasily accessible medium that SLPs can rely onfor up-to-date clinical information. Podcasts arepresented in “episodes.” SLPs can subscribeto relevant podcasts, download them aheadof time, and listen on the go. Podcasts make iteasy for busy SLPs to absorb new informationon their daily commutes, during their morninggym routines, and any other time when their earbuds and iPods are handy. Many blogs summarize their most popular blog content throughtheir podcasts, which can be downloadedstraight from their sites or through mediasharing platforms like iTunes and Amazon.Through blogs and podcasts, SLPs are sharing clinical strategies with other professionals and caregivers reviewing clinical materials/products andresources for efficacy solving clinical problems collaborativelythrough discussion connecting with professionals and clientsinternationally to share and receive valuablesupport and insight from a global perspectiveCheck out the following great blogs from ourNSU faculty members and alumni:PrAACtical AAC: Supports for LanguageLearning (http://praacticalaac.info)Created by program professors, SLPs, andclinical supervisors, Carole Zangari and RobinParker, PrAACtical AAC is an amazing resourcefor any SLP working with children who use allforms of AAC. This insightful, comprehensiveblog has endless resources for therapeuticstrategies, app suggestions, commentary onissues related to AAC, and so much more. I lookto this blog daily to assist me in my work withchildren who use AAC and have also suggestedit to many parents as a go-to resource for homestrategies to supplement our therapy sessions.You can also follow updates from PrAACticalAAC through Facebook and Twitter.SNEAK outside the box (http://www.sneakotb.com)I created this blog as a way to share information with colleagues and families on assistivetechnology (AT) and AAC. On SNEAK you willfind app suggestions and reviews, how-toguides for various topics related to AT productsand intervention strategies, and many links tovaluable Web resources that can assist professionals and families in supporting children withcomplex, special needs. You can also followSNEAK outside the box on Facebook, Twitter,and Pinterest.ASHA’s blog, the ASHASphere, also has a goodstarting list of popular SLP blogs (althoughit is by no means a comprehensive one). Itcan be found at The Best Speech-LanguagePathologist Blogs from A to Z anguage-pathologist-blogs-from-a-to-z/).3. Online CEUsContinuing education providers have alsoembraced the Web, taking advantage ofinnovative, online, multimedia technologieslike YouTube and Skype to provide SLPs withunprecedented access to a variety of professional development topics. In our strugglingeconomy, SLPs are looking to online CEUopportunities as a way to continue theirprofessional growth without breaking thebank. Accessing CEU courses on demand hasalso helped SLPs extend their postgraduatelearning past the bare minimum for licensureby lessening the time demands previouslyseen with full-day workshops offered on selectdates and times. Check out ASHA for links toapproved online CEU courses and providers.ASHA online CEUs can be found at http://www.asha.org/ce/asha-courses/.4. TelepracticeTelepractice for speech-language pathologyis becoming a reality in today’s high-tech age,especially with the ever-present shortage ofqualified speech therapy professionals in underserved areas.With best practice and HiPPA compliance inmind, SLPs are using telepractice clinicallyand professionally to consult with other professionals on specialclinical cases by using readily available videoconferencing technology, such as Skype andFaceTime support continuity of care when time andresources are limited by using Web/mobileconferencing technologies to attend IEP andother clinical team meetings consult with equipment vendors and industryrepresentatives to obtain the assistivetechnology and follow-up support neededto serve clients with complex communication needs address clinical shortages in underservedareas by providing secure and supervisedtelepractice assessment, treatment, andconsultation in compliance with the requirements set forth by ASHAContinued on page 6–5–
Like, Tweet, Pin! Five Ways Social Media andTechnology Have Changed Our FieldContinued from page 5 follow up with clients and caregivers withregard to home carryover of clinical objectivesacross the treatment continuum, frommodeling to carryoverVisit ASHA’s Web site (http://www.asha.org/practice/telepractice/ ) for more information onASHA’s position on telepractice. to facilitate home programs in an accessibleand motivating wayTo learn more about telepractice from one ofour very own NSU alumni, check out Synchronous Online Speech Therapy (http://www.synchspeech.com/ ). This up-and-comingonline speech-language pathology practicewas founded by Michele Kropewnicki.5. Apps, Apps, Apps!The iPad has been considered by some as themost important technological invention sincetelevision. Unlike television, however, innovative SLPs are using this highly motivating,powerful tech tool to do wonderful things intheir therapy rooms. In the hands of a skilledclinician, mobile tablets and carefully selectedapps can be incredibly valuable tools in theassessment and treatment process. The vastarray of special education apps available todayhas also helped bring parents and caregiversto the therapeutic table, giving them readymade materials to assist in therapy at homewhen supported and guided by their skilledand knowledgeable SLPs.SLPs are using mobile apps as one of many therapeutic tools to targetspecific cognitive and communication skills to track clinical data and progress and managepaperwork demands t o provide clients with both visual andauditory feedback to provide more cost-effective, readily available AAC solutions t o h e lp c hil dr e n a n d a dul t s w i t hsignificant physical, cognitive, and communication challenges access their learning andliving environmentsSocial media is a fast andeffective way for SLPs tofind out about new appsand how they can beeffectively used.Social media is a fast and effective way forSLPs to find out about new apps and howthey can be effectively used to support peoplewith communication challenges, while stillpromoting best-practice standards. There aremany blogs that devote themselves entirelyto showcasing and reviewing apps that areappropriate for use with the populations servedby SLPs. Visit the blogs mentioned above tofind great resource lists for apps, as well aslinks to other blogs and social media sitesthat showcase apps relevant to the specialneeds population.Social media has made it even easier andmore effective for progressive SLPs to expandtheir networks (professional, academic, andcreative), engage in dynamic discussions,provide and receive continuing education, andpromote themselves and their businesses.Social media has also enabled SLPs to shareinformation with clients, parents, and graduateSLP students in a universally accessible formatthat keeps the clinical conversation going.As for the future, the power of social mediaand mobile technology is clear, raising manyquestions as to how we, as experienced SLPs,mentors, and supervisors, can best preparefuture clinicians for a changing therapeuticlandscape. This is truly an exciting time for ourprofession and for the clients we serve, and I,for one, look forward to witnessing innovationsto come!Author BiographyI am an SLP and AT/AAC specialist at Children’sTherapy Center, of Seattle, Washington, andauthor of SNEAK outside the box, a blog forprofessionals and families supporting childrenwith complex special needs.Online Student Comes to Present at the Florida CleftPalate-Craniofacial Association MeetingBrooke Wyatt, an Alpha Vista Cohor tstudent from California, traveled to Orlando,Florida, to present at the Florida Cleft PalateCraniofacial Association, Inc. 2012 52ndAnnual Symposium. She presented at the mainsymposium and at the postconference speechsymposium alongside faculty member, TambiBraun, SLP.D., CCC-SLP, who was the keynotespeaker for the symposium. Wyatt’s topic was“Closing the gap: The journey of a school-basedtherapist.”–6–NSU NSSLHA chapter provided bothprofessional and financial support to helpher attend. “It was such a great experienceto interact with other professionals,” Wyattsaid, “and I wouldn’t have been able to doit without [Wren Newman’s, Braun’s, andNSSLHA’s] support. Getting to present tosuch experienced professionals in the areaof craniofacial anomalies was such a greatopportunity, and I hope that it is just thebeginning of my presentation experience.”Brooke Wyatt
SLCD Welcomes New Associate DirectorSteven VertzBy Elizabeth Roberts, Ph.D., CCC-SLP, SLCD Faculty MemberThe Programs in Speech-Language andCommunication Disorders is proud to announcethat, as of August 20, 2012, Steven Vertz, M.S.,CCC-SLP, has joined the faculty of SLCD asour new associate director. He brings to thisposition a broad knowledge base and manyyears of experience in a variety of settings inthe field. This position was previously held byLanee Friedel.Vertz shares that he has lived in, “all fourcorners of the United States.” He is originallyfrom Washington state, having been born inPullman before moving to Bellingham. Hisfamily then moved to Roswell, New Mex
a vocal hygiene counseling lecture for school teachers and students in the community. She is currently very busy learning all about our newest piece of equipment for the voice lab, a state-of-the-art rhinolaryngeal stroboscope. Lea Kaploun, Ph.D., CCC-SLP, had an article published in the Journal of Medical Speech-Language Pathology. She worked .
