I earned my PhD in Education in 1985 from Claremont Graduate University with a emphasis in Cognition and Language.  I have 23 years experience as a speech language pathologist and administrator in both general and special education in three school districts in Southern California.  I have conducted or administered all aspects of Disabilities Studies that I teach in my classes. As a tenured full professor, I teach at the masters and doctoral level in special education, disability studies, and beginning in 2009 the Communication Sciences and Disorders Program.  I have written 12 books, 22 peer-reviewed articles, and over 50 other scholarly publications.  I currently serve as the Editor-in-Chief of Communication Disorders Quarterly (CDQ) with Sage Publications. I have served as president of four national professional organizations that address Disabilities Studies, and two state organizations. In 1995, I was the president of the American Speech Language Hearing Association (ASHA) in Washington DC.  As a Board Recognized Specialist in Child Language, I present each year at one international convention, congress or symposium. Within the international community, I serve as the Global Clinical Coordinator for the Special Olympics Healthy Hearing Program based in Washington DC, and am a fellow of Cambridge University Inclusive Educators Summer Program (1990-96).  I have written and successfully administered a US Dept of Education grant and three state grants.

Teaching Experience with Doctoral Level Courses

·     Co-Taught Semiotics-  Claremont Graduate University, Claremont, CA

·     Ed 773 Neurobiological Foundations of Disability- Chapman University

Empirical Research  (Published)

·     Chi square comparison of clinical programs and special education interventions

·     Quasi-experimental research on RTI, including effect size

Theory/Practice/Publication formats

I.  Recent Publications: 

·          Responsiveness to Intervention;

·          results of oto-acoustic emission screening in adults with intellectual disabilities;

·          stability of WISC sub-test scores over time; incidence and prevalence of noise induced hearing loss in students in 3rd, 7th and 12th grade;

·          narratives as evidence-based interventions at the secondary level;effectiveness of a cycles approach to phonological process training in preschool.

II. Books

The Bridge of Vocabulary (Pearson) http://ags.pearsonassessments.com/Group.asp?nGroupInfoID=a97001

The Montgomery Assessment of Vocabulary Acquisition (MAVA) (Super Duper Publications)  www.superduperinc.com

Ten Steps to Writing Better Essays (Super Duper Publications) www.superduperinc.com/products/view.aspx?pid=BK348&stid

What’s Your Story? (Super Duper Publications) www.superduperinc.com/products/view.aspx?pid=TPX29601&stid

START-IN (Super Duper Publications) www.superduperinc.com/products/view.aspx?pid=START44

Making a Difference for America’s Children: Speech Language Pathologists in Public Schools (Pro ed) www.proedinc.com/customer/productView.aspx?ID=4406&SearchWord=Making%20a%20Difference

East Meets West,  Vol 1 and II  (Mindwing Concepts) www.mindwingconcepts.com/shop/item.asp?itemid=54&catid=12

III.         Presentation topics: evidence-based practices in special education; developing a school into an academic assistance environment; preschool literacy; vocabulary instruction and intervention; new service delivery models for related services personnel; measuring the implementation of NCLB and IDEA 2004; new service delivery models in school-based speech language programs; intensive services: effectiveness and efficiency