CUW Speech-Language Pathology

05/28/2026

Evidence in Practice Symposium Spotlight 🎤

CUW SLP graduate students Isabel Hernandez and Katelyn Hummel presented research focused on supporting deaf and hard of hearing (DHH) students across school and transition settings.

Their projects explored:
• expressive vocabulary development in preschool students who are deaf/hard of hearing
• evidence-based vocabulary instruction strategies
• language-based self-advocacy skills for high school students who are DHH
• transition supports for postsecondary education and adult environments

Across both presentations, a common message emerged: language access and self-advocacy are critical for long-term academic, social, and communication success. Their work highlighted the important role school-based SLPs play in supporting communication, independence, and participation for DHH students across developmental stages.

We are proud of these students for their thoughtful work supporting equitable access and student-centered communication supports.

05/27/2026

On behalf of the National Student Speech Language Hearing Association, congratulations to our entire CUW chapter on earning Gold Chapter Honors!

Because of our efforts, we helped to:

· Increase awareness of communication sciences and disorders (CSD) on one of the 149 college campuses and communities across the country

· Increase advocacy efforts by National NSSLHA, which sent more than 8,200 letters to state and federal legislators

· Support National NSSLHA in providing scholarships to students in CSD programs by contributing more than $27,600 to the ASHFoundation's NSSLHA Scholarship

· Support National NSSLHA to contribute to CSD-related organizations by donating more than $53,000 and approximately 28,150 hours of chapter members' time

Proud of ALL OF YOU in our chapter to make Concordia University Wisconsin a trusted and accomplished undergraduate CSD and graduate SLP program.

05/26/2026

We’re excited to share that Dr Erin Regis-Bailey will be presenting as part of this year’s WSHA Webinar Series.

This session, Support the Struggle: Teaching and Applying Resilience in Clinical Education, explores how clinical educators can help students develop resilience through challenge, feedback, uncertainty, and growth. The presentation is led by CUW SLP faculty member Dr. Erin Regis Bailey and Aeriana Lindner, Director of Clinical Education for the Viterbo University SLP program.

The webinar meets ASHA’s updated 2-hour supervision training requirement, making it a valuable opportunity for clinical educators, supervisors, faculty, and practicing SLPs.

We are grateful for opportunities to collaborate with colleagues across programs to strengthen clinical education and support the next generation of speech-language pathologists.

Register here: https://www.wisha.org/event-6622986

May 27, 2026Registered with ASHA as CE Course AABD 2606 (.20 CEUs) Unveiling the Mystery: Perspectives on Documentation, Billing & ReimbursementJune 2, 2026 Registered with ASHA as CE Course AABD 2605 (.20 CEUs)

05/26/2026

Evidence in Practice Symposium Spotlight 🎤

CUW SLP graduate students Ariana Falesnik, Hannah Durst, and Madison Post presented research focused on literacy, academic participation, and the language systems that support student success in schools.

Their projects explored:
• the relationship between oral language comprehension and math performance
• how executive function impacts reading comprehension and classroom learning
• evidence-based literacy supports for students with intellectual disabilities

Across all three presentations, a common message emerged: academic success is deeply connected to communication, language, cognition, and access to appropriate supports. Their work emphasized the importance of collaborative, evidence-based practices that help students participate more successfully across educational settings.

We are proud of these students for their thoughtful work supporting literacy, learning, and equitable academic access for school-aged students.

05/22/2026

Flash Back Friday
Faculty scholarship and clinical education conversations continue beyond the classroom.

Dr. Erin Bailey co-presented alongside Morgan Koth (Froedtert & the Medical College of Wisconsin) and Ann Kukowski (CUW) during the WSHA Medical Track session:

“The ABCs of Medical SLP”

This session focused on helping graduate students, clinical fellows, and practicing clinicians build confidence and foundational knowledge related to adult medical speech-language pathology. Topics included key terminology, clinical considerations, advocacy, and navigating transitions into medical settings for clinicians with more limited exposure to adult populations.

We are proud to see CUW faculty contributing to evidence-based conversations that support clinician growth across settings and stages of practice- on and off campus!

05/21/2026

👀CUW Speech-Language Pathology Alum Julia 💙

Happy Speech and Hearing Month!

May is Speech and Hearing Month, and we want to give a massive shoutout to the incredible Speech-Language Pathologists (SLPs) in our district!

Every single day, these dedicated professionals work tirelessly to give our students the ultimate gift: their voice. From building confidence and mastering articulation to unlocking new ways to communicate, their impact is felt in every classroom.

Please join us in celebrating our amazing SLP team:

Maddie Auchter
Julia Comerford
Lauren Dixon
Sarah Gonzalez
Renee Kallas
LuAnn Kopiness
Melissa Pinke
Beth Wehner

Thank you for your patience, your expertise, and your unwavering dedication to our students' success. Our schools and community are so much brighter because of you!

👉 Join the Celebration!
Do you have a story or a quick thank-you for one of these amazing educators? Drop a comment below to show them some love! 👇

05/21/2026

Evidence in Practice Symposium Spotlight 🎤

CUW SLP graduate students Gena Foltz and Emma Deptula presented projects centered on collaboration, classroom-based intervention, and language-rich educational environments.

Gena Foltz presented:
“Building Language-Rich Classrooms Through SLP and Teacher Collaboration.”

Her research explored how structured collaboration between school-based SLPs and classroom teachers can support stronger language and literacy outcomes for elementary students. Gena highlighted the value of:
• co-planning and co-teaching
• classroom-based intervention
• embedding language supports into daily instruction
• scaffolding, modeling, and vocabulary supports within classroom routines

Her findings emphasized that intentional and consistent collaboration helps create more supportive language-rich classroom environments while improving student engagement and communication opportunities.

Emma Deptula presented:
“Push-In with Purpose: Best Practices for Push-In Intervention.”

Emma’s work examined evidence-based practices that support effective push-in speech-language intervention within general education classrooms. Her research highlighted the importance of:
• collaborative planning between SLPs and teachers
• embedding speech and language goals into classroom activities
• increasing opportunities for carryover throughout the school day
• supporting students within authentic academic environments

Across both research projects, a common theme emerged: collaborative, classroom-based service delivery models can strengthen communication outcomes and improve student participation in meaningful educational contexts.

05/20/2026

Evidence in Practice Symposium Spotlight 🎤

CUW SLP graduate students Alison Newcomb and Payton Navis presented research focused on medically-informed school-based speech-language pathology practice, interdisciplinary collaboration, and student participation.

Their projects explored:
• safe feeding procedures and cafeteria practices for students with pediatric feeding disorders and dysphagia
• the role of school-based SLPs in concussion recovery and return-to-learn support for high school athletes
• interdisciplinary collaboration across school teams
• participation, safety, and access within educational settings

Across both presentations, a common message emerged: school-based SLP practice extends far beyond traditional language intervention. Their work highlighted the important role SLPs play in supporting medically complex needs, collaborating across disciplines, and helping students safely and successfully participate in school environments.

We are proud of these students for their thoughtful work supporting responsive, collaborative, and evidence-informed school-based care.

05/18/2026

Evidence in Practice Symposium Spotlight 🎤

CUW SLP graduate students Kaitlyn Dulle and Kailey Dyer presented research focused on anxiety, social communication, and school participation.

Their projects explored:
• how anxiety impacts classroom communication, participation, and assessment
• social communication challenges in students with co-occurring autism and social anxiety
• the importance of context-sensitive assessment and intervention practices
• individualized supports that promote communication and engagement across school settings

Across both presentations, a common message emerged: communication performance is deeply influenced by emotional, social, and environmental contexts. Their work emphasized the importance of supportive school environments, interdisciplinary collaboration, and responsive intervention approaches that help students participate more fully in academic and social experiences.

We are proud of these students for their thoughtful work supporting equitable and student-centered school-based practice.

05/15/2026

A little competition, a lot of knowledge, and strong representation from CUW SLP.

One of our CUW Praxis Bowl teams earned 3rd place during this year’s WSHA Convention. Events like Praxis Bowl challenge students to apply foundational knowledge, think quickly, collaborate under pressure, and engage with peers from programs across the state.

Professional conferences are about more than attendance. They provide opportunities for students to build confidence, expand professional networks, explore specialty areas, and continue developing their identities as future speech-language pathologists.

Congratulations to our students for representing CUW SLP well throughout the convention weekend.

05/14/2026

Evidence in Practice Symposium Spotlight 🎤

CUW SLP graduate students Sophia Brown, Makenna Krell, and Allison Popenhagen presented research focused on fluency, mental health, self-advocacy, and school participation for children who stutter.

Sophia Brown presented:
“An Ecological Approach to Fluency and Mental Health in Children Who Stutter.”

Her work explored how stuttering impacts not only speech fluency, but also confidence, participation, peer interaction, and emotional well-being within school environments. Sophia highlighted the importance of combining traditional fluency intervention with psychosocial supports such as:
• self-advocacy instruction
• teacher collaboration
• peer education
• counseling-informed supports
• classroom and environmental modifications

Her research emphasized that supporting students who stutter requires attention to both communication skills and the broader social and emotional contexts in which communication occurs.

Makenna Krell and Allison Popenhagen, with collaborating author Emma Deptula, presented:
“Bullying in School-Age Children Who Stutter: Self-Advocacy and Teacher Education.”

Their project examined the increased risk of bullying and negative peer interactions experienced by children who stutter and the impact these experiences can have on classroom participation, confidence, and quality of life.

Their findings highlighted the important role school-based SLPs play in:
• teacher education and collaboration
• promoting positive classroom environments
• supporting student self-advocacy
• increasing participation and communication confidence

Across both projects, a shared message emerged: supporting children who stutter extends beyond speech production alone. Collaboration, education, advocacy, and emotionally supportive school environments are critical components of effective school-based practice.