Communication Sciences & Disorders

Rachel K. Powell, PhD, CCC-SLP, BCS-CL

Bio:   Rachel K. Powell, PhD, CCC-SLP, BCS-CL, is a Board-Certified Specialist in Child language. She received her Master’s degree from The University of Southern Mississippi, and her Doctorate of Philosophy degree from Louisiana State University. She specializes in language development and disorders, literacy acquisition and disorders, and speech sound disorders. She is the Director of Curriculum, Instruction, and Federal Programs in Brookhaven School District, and has been employed as a speech-language pathologist, diagnostician, and instructional specialist in public schools for over 20 years. She has taught as an Adjunct Professor in coursework in language, literacy, research, diagnostics, and speech sound disorders. She is a past-president of the Mississippi Speech-Language-Hearing Association. Rachel has been invited to present regionally and nationally on topics including language/speech evaluation, development of standards-based IEPs, curriculum-based language assessment/interventions, response to intervention, service delivery models, and the language-literacy connection. Rachel has published articles in Language, Speech, and Hearing Services in Schools. She has served as Chair of the ASHA Scientific and Professional Education Board, and as the ASHA Convention Topic Chair for Language and Learning in School-Age Children (2018), Literacy Assessment and Intervention (2019), and Language Disorders in Adults (2024). She has been a member of the ASHA Convention Topic Committee Literacy Assessment and Intervention, and on the Topic Committee Leadership and Professional Development. She was the 2025 ASHA Convention Co-Chair. Rachel is the 2021 recipient of the ASHFoundation Rolland Van Hattum Award for Contributions in Schools and received the distinction of ASHA Fellow in 2025.

Disclosure:  The presenter will receive compensation for this presentation.  She is a member of ASHA and has no other financial or nonfinancial relationships or conflicts of interest to disclose.

By the conclusion of this presentation, participants will be able to:

• The learner will identify the language foundations of literacy and the connection between spoken language to written language.
• The learner will describe methods for embedding literacy in language and/or speech interventions.
• The learner will explain the benefits of linking speech and language therapy to literacy and the curriculum.

Kyle Greene-Pendelton, Ed.D., CCC-SLP

Bio: Dr. Kyle Greene-Pendelton is a speech-language pathologist, neuroeducator, clinical leader, university instructor, researcher, and national presenter whose work centers on autism, neurodiversity-affirming practice, culturally responsive care, and systems change. He earned his Doctor of Education in Mind, Brain, and Teaching from Johns Hopkins University. His scholarship has appeared in Autism, Seminars in Speech and Language, Acta Psychologica, and interdisciplinary books addressing disability, education, and neurodiversity. Dr. Greene-Pendelton received the 2024 Rolland J. Van Hattum Award from the American Speech-Language-Hearing Foundation for his contributions to the field.

Disclosure:  The presenter will receive compensation for this presentation.  She is a member of ASHA and has no other financial or nonfinancial relationships or conflicts of interest to disclose.

By the conclusion of this presentation, participants will be able to:

• Identify at least three ways compliance-centered assumptions can appear within speech-language assessment, goal writing, intervention, or documentation.
• Analyze a clinical decision according to its effects on communication access, autonomy, regulation, and meaningful participation.
• Distinguish among individual-practice, team, and organizational barriers to implementing neurodiversity-affirming services.
• Revise at least one clinical goal, support, or recommendation to increase agency while preserving multiple valid forms of communication and participation.