Volume 11 4400 Boylan Spring 2012 Newsletter of Speech-Language Pathology and Audiology

Who Needs a GPS When All Roads Lead to 4400? Cyndi Stein-Rubin ’78, ’82 M.S.

That’s what I think each time I cross the After three years of arduous work, former threshold of the clinic: all roads lead here. 4400 faculty member Renee Fabus and I recently Boylan is where our students go to learn their published just such a guide, with the invaluable vocation. It’s where our wonderful administrators help of many 4400 Boylan colleagues. A Guide to and faculty prepare those students for important, Clinical Assessment and Professional Report Writing rewarding careers. It’s where many of our faculty in Speech-Language Pathology was released by who, like myself, first arrived at 4400 Boylan as Delmar-Cengage Learning in June 2011. students, later return, to “give back.” Our textbook covers all the prevalent But over my 12 years as a faculty member, communicative disorders and is organized so my most challenging professional task has been that a chapter is devoted to each specific class supervising graduate students in the diagnostic lab. of disorder. Complementary chapters examine

I always felt there was an important device missing the philosophy of speech-language pathology; from our toolbox — a tool to assist supervisors counseling and the diagnostic interview; basic and instructors who teach our students to both diagnostic report writing; psychometrics connect what they learn in the classroom with the for assessment; audiological screening, and real-life situations they encounter in the clinic, assessment of the oral-peripheral speech and to put their clinical findings into words. mechanism. Because no single speech-language I felt we needed a guidebook. pathologist knows everything, these chapters were contributed by experts in each diagnostic reports. It is the only book process of evaluation and reporting notice that we have now included the As most of you know, I count area. Given the professional caliber of its kind to provide a comprehensive from beginning to end, so students word language in our name, a long myself among the proud alumni and Annual symposium: and collaborative spirit of our faculty, sample report for each of the major can prepare — and practitioners can overdue affirmation of the scope of fortunate recipients of a Brooklyn and the fact that “no” is a word we disorders. The text also walks the brush-up — for a diagnostic evaluation practice within 4400 Boylan and its College education, obtained at a time Narratives in Preschool rarely hear in our department, it reader through the diagnostic by reading the appropriate chapter adjacent clinical suites. Additionally, when, as a first-generation college and School Age Children shouldn’t come as a surprise that process. Among other things, it covers ahead of time. our state-of-the-art video monitoring student, higher education would Natalie Schaeffer 17 of the 23 illustrious contributing parameters for assessment, formal Some of you are already using system is now complete, providing have been unthinkable outside of experts call 4400 Boylan “home.” tests, specific informal assessment the Guide in your courses, as are clinical instructors and students with a publically financed institution. Our annual symposium, on March I had the pleasure and privilege of tools, and differential diagnosis. It faculty at colleges and universities as the ability to view all diagnostic and The days of completely publically 18, 2011, was presented by Lydia H. co-writing the counseling chapter includes interview questions pertinent far away as Israel. It is my hope that therapy sessions live or taped from a funded education are long gone, and Soifer ’71 Ph.D. Dr. Soifer explained with Beryl Adler, and the writing to the specific disorder; case scenarios this book, which has its genesis in our number of locations. with current budgetary constraints, the evolving importance of mental chapter with Natalie Schaeffer. which require particular assessment work at 4400 Boylan, will both help We continue to have a great deal higher education is again becoming stages and particular language Unique in many ways, our Guide tools; rationales for the decisions students navigate the terrain from about which to be proud which we a luxury for first generation, working structures (e.g., word and sentence provides expert advice to help readers made; and an application-based review student to professional standing, as want to share with you. Once again, and middle class students, even levels, story grammar). She also not only negotiate the complex of the diagnostic skills discussed well as lead to further recognition you will have an opportunity to within a public system. To that end, spoke about the importance process of assessment, but also write — complete with a practice writing for the great minds and collaborative read the reflections of alumni who as you read and reflect on your of narrative to academic and complete, authoritative, and clear assignment. In short, it covers the spirit of 4400 Boylan. collectively represent more than a 50- own undergraduate and graduate social success for children who year span of Brooklyn College history. experiences at Brooklyn College, we are typical learners and for These individuals from the fields ask you to consider giving back at children with language disorders. of speech-language pathology and whatever level is possible so that the Furthermore, Soifer discussed audiology share their memories of the outstanding work that has been going varying cultural influences in Greetings from college and our program as well as on here for 80 years may continue narrative development as well the Program describe the paths that led them from for generations to come. Donations as intervention strategies and college to the worlds of academia, may be designated for student materials. This information Director private practice and public education. scholarships, such as the newly was extremely valuable to Gail B. Gurland You will also read about our most created Oliver Bloodstein Memorial students as well as to practicing recent efforts in community outreach: Graduate Scholarship; community clinicians. Soifer’s presentation the development of a support group outreach programs, such as the autism clearly enhanced the audience’s n behalf of the faculty and for parents of children with Asperger’s support group; clinical scholarships to understanding of narrative staff of the program in syndrome (AS) and High Functioning support clients experiencing financial development and facilitated the speech-language pathology O Autism (HFA). This is an outgrowth hardship, or more general clinical implementation of strategies and audiology, I am pleased to bring of the highly successful advanced education and research projects. for children with language and you the eleventh edition of 4400 certificate program in autism We look forward to hearing from learning deficits. As in past years, Boylan. A number of changes have spectrum disorders, our ongoing you and hope you will consider a visit we were not only treated to a taken place at the college since we collaboration with the college’s to campus and to the clinic. No doubt, presentation by an outstanding introduced the inaugural issue in Early Childhood Center, our annual while you will notice the changes, you professional, but were able to 2001. The college has a new president, symposium — delivered this past will find that what has been central to celebrate the gathering of so many Karen L. Gould, a new provost and headed by Dean Kimberley L. Phillips. as The Diana Rogovin Davidow year by one of our alumni writers, our mission, to provide the very best of our wonderful alumni, among vice president of academic affairs, While much has changed, two things Speech Language Hearing Center. the outstanding research and clinical and supportive academic and clinical whom we can proudly include William A. Tramontano, and a new remain constant, the continued At first glance that may not seem activities of faculty and students, and education, is very much the same. Lydia Soifer. school structure. Indeed, the program, support and encouragement from all like much of a change since 2007, perhaps most notably the publication as part of the Department of Speech levels of the college administration when Diana endowed the clinic of a much acclaimed diagnostic Communication Arts and Sciences, for our highly esteemed program. and graduate scholarship program text, edited by our own faculty, with now resides among 12 departments There also have been changes with an amazingly generous pledge chapters contributed largely by in the newly created School of at the program level, including of one million dollars. However, if program faculty and alumni. Humanities and Social Sciences, the official renaming of the clinic you look a bit more closely, you will

2 4400 Boylan 4400 Boylan 3 school. I had some serious thinking and it was a time to form bonds with As fellowship students we formed friendship with Sylvia Walters, ’74, ’77 A Student Becomes The Graduate Student to do. Brooklyn College was the like-minded people. Dena Gartenlaub strong bonds and continued to M.S., Ph.D. This position and my love obvious choice, but my major was still ’71 M.S. and I would move from class be supportive of one another. We of teaching at Brooklyn College lasted Speech and Hearing a Colleague uncertain. I loved psychology. I was to class together supporting each were given opportunities to model until the NYC budget crisis. In 1978 I Organization is pleased Dorothy DiToro ’98,’01 M.S., Au.D. a born helper and I did have a flair other at every step. Friendships therapy for students and to teach left the college. It was an extremely to announce the for the dramatic. One day a friend were formed with Diana Rogovin undergraduate classes. I continued sad time for me. Before I left to begin started at Brooklyn College in presentation of its suggested speech therapy. Speech ’66, Donna Thal, Ph.D. CUNY, Ellen to love it all. I remember thinking a private practice, I had the good the fall of 1993, without a sense inaugural Distinguished therapy…what is that? He explained Krumholz ’68, ’70 M.S., Ph.D., and how exciting therapy, supervision, and fortune of bonding with Leda Molly of which career path I wanted Alumna Award to that he stuttered as a child and that Marsha Grossman ’57, ’71 M.S. teaching all were. ’79, ’82 M.S. , Lois Jankeloff ’81, ’82 I to follow. For the first two years, I Beryl Adler ’67, ’69 he was helped by a speech therapist. As I look back on all those years M.S., Roslyn Kushner ’72,’83 M.S. and took my core curriculum and various M.S. The award will be He thought that this field would I realize how much I was given within Lucille Nielsen ’79, ’81 M.S. electives, hoping that I would find a encompass all that I loved to do. My the walls of 4400 Boylan. After the A few years later, I was offered presented at the program’s course of study that would interest parents liked the idea. They knew birth of my first child, I continued the opportunity to teach a graduate me. In the fall of my second year at graduation ceremony, about speech therapy because of working as an instructor for the course, The Therapeutic Relationship, BC, I was growing frustrated that I May 30. 2012. the help that my brother, who has Speech and Theater Department and that I have continued to teach at had not yet found a major. A friend, Down’s syndrome, had received many as a supervisor in the clinic. These Brooklyn College for the past 25 who was an undergraduate speech years before. were the days of open admissions, years. It has given me the chance major, asked if I wanted to come Excitement, Every In 1962, I entered the Brooklyn Viet Nam protests, equal rights and to pull together all the years of during club hours to a meeting Step of the Way College Speech and Theater campus takeovers. To accommodate experience, learning and insight. It sponsored by Sigma Alpha Eta. She Department. The disciplines were the huge influx of students, we was an opportunity to encourage said I could listen to the lecture and, Beryl Adler ’67, ’69 M.S. combined then and we had to take taught in temporary buildings all compassion and understanding for courses in both. How truly wonderful over the campus. The beauty of the needs of families; to guide new y very first memory of it was to have the exposure to Brooklyn College’s wide lawns faded, therapists to understand who they Brooklyn College is the courses in drama, oral interpretation, as additional classroom space was are in the therapy process and to Country Fair during the M public speaking, and speech therapy needed. Despite these changes learn how to form a partnership with 1950s. My uncle brought me to meet as well as education of the speech and distractions, those of us in the the parents. The course I took with his girlfriend who was working at and hearing handicapped. I loved the department continued to do our Boyd Sheets years earlier was my one of the booths. This was after varied course work and found that work and provide service to those in inspiration and model for this class. the Korean War and I was about eight there was something from every class Upon completion of my need. I often argued with Jim Lang I love the work I do today years old. I had no idea what it meant that would help me to develop as a bachelor’s degree, the next step about the inherent talent needed to as much as I did in the ’60s. So to go to college. I was just excited therapist. I had the good fortune to was naturally graduate school. I was be a therapist; that talent was quite many years have passed, so many about going on this excursion with take classes taught by Boyd Sheets, awarded a fellowship that required obvious to me when I supervised Gail patients have been treated, so many my uncle. When we arrived on the John Quinn, John Duffy, Jim Lang me to work in the clinic every day Gurland ’70, ’72 M.S., Arthur Sadoff students have been taught and so campus, my eight-year-old eyes were and, of course, Oliver Bloodstein, to as I worked to complete my studies. ’72 M.S., Ed.D., and Esther Bogin, to many friendships have been formed. truly impressed by the wide green name a few. I had the opportunity Those of us with fellowships had name a few. Jim would argue that as There is still excitement when I see lawns, beautiful brick buildings and so to observe and work with master full caseloads, ranging from 20–30 a behaviorist he could train a talented a familiar face at a college event many people rushing in all directions clinicians, such as Dorothy Pollack sessions a week, in addition to our therapist. I so loved him and would or when paths cross unexpectedly. … everyone seemed so happy and ’63, Norma Jacobs (Goetz) ’59,’61 M.A., course work. It was exciting and probably still disagree with him today. There are many gifts for which I am friendly. Excitement about the day’s Ed.D. and Harriet Klein ’58, ’60 M.A., intense. There was never a dull My belief was that the inner talent grateful: the gift of 4400 Boylan, the at the very least, I would get a free events could be felt all around us. Ph.D. I also had the opportunity to moment and the energy was high. was there at birth and the training gift of the people I’ve worked with all lunch. The speaker at the meeting By the early 1960s it was my time do an honors project with Mel White Flora Drillings and Ron Feldman kept nurtured it. of these years, many of whom have was Perri Hecht ’89, ’91 M.S., a to choose a college and decide on in oral interpretation. us on our toes. I loved the work. By the time my second child become lifelong friends, and the gift professional who was both a certified a profession. My parents could not These were exciting years on Every day presented me with a new was born, I accepted a full-time the patients give us every day as they SLP and an audiologist. The talk afford to send me out of town and campus. There were opportunities to challenge and a new adventure. faculty position and continued to challenge and inspire us. focused mostly on the role of the certainly did not encourage me to work with children facing a variety Our patients varied in age from supervise in the speech education SLP and the various populations with pursue my theatrical work from high of speech and language difficulties toddlers to seniors. program, where I developed a lifelong

4 4400 Boylan 4400 Boylan 5 which one could work. I immediately courses and, over the next few academic goal and dream. I was Gildston made us quake; Oliver knew this was the field for me and I years, wound up taking the speech going to be a pediatrician, or so I Bloodstein made us feel pride in the declared my major within the week. and audiology courses and the thought when I came to Brooklyn profession we had chosen. They all I was initially interested in internships and externships for both College. Ah, yes, the best laid plans made us learn, learn so much and so speech language pathology and majors. After graduating, I went on — a 12-year-old boy changed those well that a standard was set for future knew very little about the field to complete my audiology CFY. plans for me (for which I continue to teachers and mentors. of audiology. That all changed in I’m currently one of the clinical thank him, these many years later). It has been a long and wonderful the spring of 1997, when I took my supervisors of the CUNY Au.D. Without his knowledge, his need road since Brooklyn College. As a diagnostic audiology course with students who are completing their to communicate and his difficulty language and speech pathologist, Adrienne Rubinstein. Her passion clinical practicum at the Diana in doing so led me far away from I spent seven years as a pediatric for the field was quite evident, and Rogovin Davidow Speech Language organic chemistry and directly to developmentalist in the Children’s she made audiology both interesting Hearing Center. Since returning to 4400 Boylan, via my sorority sister, Evaluation and Rehabilitation Center, and exciting. I can still remember campus, I’ve been fortunate to have Joanne Bilello, who was working one of the first multi-disciplinary her lecture on the hair cells of the the support of the immensely patient towards a degree in speech pathology diagnostic and remedial centers in the cochlea. She began the lecture and kind Clinic Director Michael and audiology — no “language” in United States. The center is on the by stating, “I will now introduce Bergen ’94 M.S. and my predecessor the degree back then — and working campus of the Albert Einstein College to you the great loves of my life.” Lucy Mendez-Kurtz ’82, ’84 M.S. I with the boy. That was what that boy of Medicine, where in 1992, I was Her enthusiasm was contagious. also truly appreciate the gracious needed — better speech and ability appointed assistant clinical professor every problem. I applied the lessons It is quite surreal to me that now welcome that I have received from to communicate. That was what I of pediatrics. See, dreams really do One of the I learned to both my professional and Adrienne and I are each teaching Shlomo Silman, Michele Emmer ’72, needed, something to combine my come true! personal life. a section of that diagnostic ’88 M.S., and Gail Gurland ’70, ’72 In the 40 years since I left Highlights of There are a few people, of course, audiology course. M.S. These individuals, who inspired Brooklyn College, I have also become My Life who I remember with particular As an undergraduate, the next and trained me, I can now call the director of the Soifer Center for Marcia Grossman ’57, ’71 M.S. fondness and gratitude. Oliver audiology course that I needed was colleagues and friends. Learning and Child Development, a Bloodstein was a dedicated teacher audiologic rehabilitation and, with transdisciplinary private diagnostic, y memories of my time and wonderful thesis adviser whose trepidation, I registered for this remedial and training center, an at the Speech and door was always open to students. course with Rochelle Cherry. author, a presenter and mentor, a staff Who Knows Where Hearing Center go back Boyd Sheets, then director of the I had heard she was an exceptional developer and teacher trainer. M approximately 40 years to the late clinic, was a man with whom I enjoyed professor, but that her tests were the Time Goes? Last spring when I came back 1960s–early ’70s. Some of you reading many stimulating conversations, who extremely hard and she required Lydia H. Soifer ’71, Ph.D. to Brooklyn College to present, at this may not have been born yet. always showed me extreme kindness. a very time-intensive paper. the invitation of the Department The center was a wonderful place John Duffy opened doors for me in Nevertheless, I immediately loved oni Mitchell could not have been of Speech Communication Arts and to be and remained so during my the field of audiology. My practicum her course. I was fascinated by how more right when she sang, “Who Sciences, I looked out over the bright time as a student (taking courses and with him at Downstate was truly it bridged the gap between the fields knows where the time goes?” green grass of the Central Quadrangle comprehensive exams, writing a thesis) an illuminating experience. Phyllis of speech and audiology. J and watched the students, who Forty years after leaving Brooklyn and then as a clinical supervisor until Gildston, while a demanding professor, At this point I was torn between College with an undergraduate looked remarkably young, laughing my retirement, somewhere around taught me everything I know about the two fields, but decided to pursue degree in speech pathology and love of language and communication and playing Frisbee. I mused to the new millennium. It was a place of testing and diagnosis. I am truly a master’s degree in SLP. After audiology, I can answer that question with my love of children. myself, “Well, I guess you can come excitement, stimulation and fun, with indebted to her. my first year of study, I ran into with pride. Back then however, I In the speech clinic, down the long home again.” So, I do know where the wonderful students and interesting I was one of those people who Professor Cherry and told her I was would have had no idea where that green halls, I found people who loved time goes. It goes to all the days of colleagues who often were the same commuted to the college from very happy with my speech courses, passage of time would bring me and their profession — a profession of teaching others what you have been outstanding faculty who had taught New Jersey. As I crossed the George but that I still had an interest in how I would feel when I looked back which I had not yet heard, but would taught and giving the gift of language, me so much. I learned not only the Washington Bridge at 7 a.m., and audiology. She marched me into on 40 years. become my passionate life’s work. communication and literacy to those course material but how to be an then travelled through the Brooklyn– her office, suggested that I devote a Albert Einstein College of John Quinn made us smile; Guillermo who need it. Thank you, 4400 Boylan, empathetic clinician, always listening Battery Tunnel, amid snow storms, semester to audiology and enrolled Medicine was my intended, ultimate Pieras ’74 M.S., M.D. made us swoon; you started it all for me. and trying to understand each and traffic jams and road closures, I me in several courses. I loved the John Duffy made us humble; Phyllis

6 4400 Boylan 4400 Boylan 7 often said to myself, “You must be love of lifelong learning. central to my BC experience were who I am as a clinician. Their care, crazy to be doing this.” But when Today, I am proud to say that the people… attention to detail, vast knowledge, I arrived at the center and all was I continue to work with Professor In the office, the laughter of Patti their way of thinking about this abuzz, I knew why I made the trip. As Gurland in private practice. We still Bottino ’77, ’95 M.S., Lisa Rosas-Diaz profession, and the numerous bits of I said, it was a most interesting and laugh about my early anxieties and and Casandra Corbie was infectious real world information they imparted exciting environment. With clients occasional embarrassing moments. and provided a few seconds during made an indelible impression on coming and going, with students at I’ve also had the opportunity to return which you could forget the daily me. As my professor at Brooklyn different stages of know-how — some to the campus to teach and supervise stresses. The professors at Brooklyn College and my CFY supervisor, Chuck confident, some nervous — all of us as an adjunct faculty member. I was College all seemed to love their Goldman nurtured my already analytic knowing that we were all making a so fortunate to be accepted into the profession. Some of them are nature. He helped me to never stop difference, the center was where I Brooklyn College speech language especially memorable. I will never questioning and to “wear many hats” wanted to be. pathology undergraduate and forget Tim Gura’s class. It was an when analyzing my clients. I must For 25 years I commuted to this graduate programs. I feel that the incredible experience. We all had a also mention the friends I made at place of higher learning, enjoying stellar education that I received there good time in Lucille Nielsen’s ’79, ’81 Brooklyn College; they were essential everything it had to offer. I applied my has opened endless doors and has M.S. class. We got to know about her in making the experience a much less experience at Brooklyn College to my paved the way to my success. family, but we also gained a lot of harrowing one. private practice and my experience real world knowledge as well. Michael I am grateful that I am able and major, I had nothing to say. I was and I did. I remember walking into the as a private practitioner to my role as Bergen ’94 M.S., Michele Emmer ’72, to retain much of the invaluable unsure about what direction I wanted interview and meeting Gail Gurland for supervisor. I look back at my years at ’88 M.S., Adrienne Rubinstein, and information and the opinions that my life to take, so I stumbled through the first time. Wow, what a powerful the center as one of the highlights of More than an Shlomo Silman were all so genuinely I got from the professors at BC. my words and spoke in a low tone. presence! I was literally sweating my life. I wouldn’t have missed it for nice, pleasant and knowledgeable Learning is a lifelong experience, Speech 3 was where I was placed, and shaking, hoping she wouldn’t Education: It Was the world. that they made me want to pursue a and one very important aspect of and where I fell in love with the speech notice. To my delight, I was granted an Experience degree in audiology as well. the endeavor is to learn by watching field. I had to give many speeches, the fellowship and eagerly started the Gail Gurland ’70, ’72 M.S., Susan and emulating others whom you and at first hated the idea but later next chapter in my life. Craig Watson ’05, ’08 M.S. Bohne and Chuck Goldman ’71, ’74 deem exceptional. Brooklyn College realized how easy it was. There was Semester after semester went Clinic and hen I first entered the M.S. have contributed so much to provided many to emulate. a strange comfort in being in front of by, and I continued to love every doors of the third floor Clients and the class, presenting. Half a semester class. Not once did I question if I — the floor that changed went by, and I remember being so was in the right field. I continued to W Comps, Oh My! my life forever — the first person I excited about declaring my major as be challenged academically in class saw was Dan Flickstein, one of the Laurie Michaels ’02, ’04 M.S. “speech-language pathology.” But discussions and tests, clinic sessions, most intellectual teachers I had in what was speech-language pathology end term summaries, and the dreaded hen I look back on my high school. After a few seconds of really? Course after course, I was more comps. I can honestly say that the schooling, I am overcome reflection, he remembered who I was and more intrigued. There were so education that I received at Brooklyn with a warm sense of and even where I sat. His passion for many areas I could study, and so many College was excellent preparation for W literature, teaching and stimulating happiness. people I could help. This was it. This is my professional life. During my first I was introduced to the field of critical thought was etched in my what I wanted to do. years in the field, I recall consistently speech language pathology during brain. If he was here and remembered Applying to graduate school was looking back at my notes for ideas and my first semester at Brooklyn College. me, seven years later, it was a sign. a stressful experience because I really clarification. I never felt unprepared. Everything was new and unknown. Brooklyn College, it would be! wanted to continue my studies at Now that’s not to say I knew I was terrified. I had no direction, There are so many memories; Brooklyn College, where there were everything, however, Brooklyn College and I was told I had to schedule a some are a blur. Comps, everyone far fewer openings than applicants. gave me such a solid foundation that I mandatory speech test. A test! I just remembers that semester; never- After getting the acceptance letter, could always figure out where to start got into school! I was so nervous that ending papers and case studies; and I was certain I made the right choice with diagnosis and therapy, and I knew I hardly spoke. And for those of you the clinical practicum! These arduous for a graduate school. I was advised how to go about discovering more, who know me, that is very unusual. experiences unquestionably shaped to apply for the graduate fellowship equipped with the Brooklyn College When I was asked about my goals who I am as a clinician, but most

8 4400 Boylan 4400 Boylan 9 Cyndi Stein ’78, ’82 M.S., has initiated a campus at such off-hours, observing friends who work in and around the The Diana Rogovin Davidow Speech-Language-Hearing Center program to encourage peer mentoring the activities of those who voluntarily center, and who make great, productive — At the Center of It All and to help foster student activities spend their time doing what we do contributions on the center’s behalf outside of the classroom. Corinne in our helping professions is quite throughout the year. Alas, once I get Michael Bergen Turkish ’00,’04 M.S., and Susan Longtin heartening to me and, I think, provides started, it is difficult to stop, and the t is difficult to believe that it has students who meet high standards of in the form of scholarship and partial have initiated a Brooklyn College a fine prognosis for the continued editors raise their eyebrows when I been 20 years since I arrived at admission and who complete a rigorous tuition waivers. Among those awardees chapter of AHA, a support group for professional health of our students exceed my word allocation by hundreds, Brooklyn College — it feels like educational program. are the 2011 Diana Rogovin Davidow people with Asperger’s and High- and the program from which you so I’ll end here, but I’m already looking I Functioning Autism, which now meets graduated. forward to the next time I can tell you merely a fraction of that. I consider Demand for our academic scholarship recipients, Shanika Phillips among many fortunes my luck at having programs is greater than ever. Five and Alyssa Armster-Wikoff, and the Mel in our center. While there are typically I always want to use this column about our sensational center and the become a small part of our institution’s hundred and twenty students applied Silverman scholarship recipient, Ariela no requirements for anyone to be on to thank all of my fine colleagues and people who make it possible. rich history. Surrounded by the existing to the M.S. Program in SLP, and Zuker. While some students were able talent within our programs, we have following a review and interview to obtain financial support from NYC had the ability to retain many of the process, the top 7 percent of those Department of Education Scholarships, Graduate students discover how children learn core values of our predecessors while students were admitted as the current external funding opportunities for Susan Bohne and Naomi Shualy expanding our services and technology cohort. At Brooklyn College, we our students are limited. Your support for the future. continue to provide an education that has become an increasingly important e are excited to report on As we peek into the daily lives move through the centers, along with The past year has been exciting is relatively affordable while keeping factor in helping to attract and retain the ongoing long-standing of these children, we see that it the children, facilitating language due to administrative changes within expectations high — a combination top students while providing them with relationship between the begins with a morning meeting, skills across each group. the college. The Speech-Language- that allows our program to produce a superior educational experience! W Early Childhood Center (ECC) and otherwise known as “circle time.” The classrooms are set up to There is such strong work ethic the Diana Rogovin Davidow Speech Following circle time, the children encourage creative learning. Children in our well-published and honored Language Hearing Center. For select activities, known as “centers,” are introduced to materials with academicians and researchers, our several semesters now, our graduate choosing from those which are limited imposition of adult structure, caring and committed clinical faculty students have joined expectations or and our support staff members who do forces with the assistant schema — essentially so much for our BC family (employees, and student teachers and they lead the way. students and clients) — always with teachers to guide the For example, a a smile — that it is not unusual to development of language graduate student see activity in our center from early skills of the children who clinician may in the morning until late each night. attend the ECC. Under follow a group to While many of our clinical sessions the leadership of the the dramatic play and courses tend to wind down at 8 ECC director, Charlene area where the p.m., there are times I have witnessed Kohler-Britton, and the children set up the dedicated faculty members discussing assistant director, Lorraine props depicting a an article hours later or groups of Mondesir, and with their restaurant scene, a Hearing Center — still in 4400 Boylan professionals we are proud of, much students studying a new technique constant support, as well store or a firehouse. Hall where you studied — is now a part as we did in the days when you or reviewing a case or project into as with the collaborative The children become of Brooklyn College’s new School of studied here. the wee hours. In recent years we efforts of the many chefs, cashiers or Humanities and Social Sciences. The In this era of significant state have also implemented activities exemplary ECC staff firefighters. The new structure, coupled with the fresh budget cuts, and with recent increases to provide support for our faculty members, our student clinicians have “open” and then rotating through a student watches and participates in leadership of Dean Kimberley Phillips, to CUNY tuition, the support of our members and students: Under the gained a clearer understanding of few as space becomes available. Older the language-rich activity designed provides much optimism. Despite some alumni has provided us the ability to guidance of Susan Bohne, assistant classroom learning dynamics. This children choose from a wide selection and determined by the children. change, you may be comforted to know increase student scholarship/award clinic director, we continue to provide opportunity engages our students of activities, whereas younger A child may select the water that many things remain the same: a funding by 20 percent. This past year several opportunities for continuing in the day of a typical pre-school children are offered a more limited table — a large standing tub filled strong academic and clinical faculty, an saw the distribution of more than education for our colleagues and a child and informs them as no other choice. Our graduate students with water, colored water or even amazing support staff and a group of $20,000 to approximately 20 students variety of workshops for our students. classroom experience could. participate in circle time and then snow. Another option might be the

10 4400 Boylan 4400 Boylan 11 book reading center where the child of providing another opportunity to affected by Asperger’s syndrome, high child with AS or HFA in a safe, non- chooses a book — he/she may simply continue to expand clinical services for functioning autism and other pervasive judgmental environment. Parents turn pages to view pictures, “read” to families of children on the spectrum. developmental disorders. (See ahaNY. also use the sessions to network with a friend or ask an adult to read. As reported in the last issue of this org.) Established in 1988 by parents other families with similar issues. The Children may choose to paint, where newsletter, Professor Longtin led the with children on the spectrum, AHA support group has also served as an art paper is set up, along with a inaugural Hanen More than Words ™ serves those affected by AS/HFA from opportunity for a graduate student variety of colors and painting tools, program for parents of children with “Montauk to Manhattan.” In addition clinician to observe the dynamics of such as brushes, sponges or leaves. autism spectrum disorders (ASD) at to educational conferences, a lending a support group in process and to They are encouraged to explore the the clinic. That program has been well library, a hotline, and recreational hear the difficulties and strategies of activity without any expectation of received by both parents of children services, AHA offers monthly support families with a child on the spectrum. them producing a painting. with ASD and graduate student groups. We found that there were no As children are exploring and clinicians who simultaneously learn support groups located in Brooklyn, so learning, student clinicians are strategies to facilitate communication we began one. The new group has met Do you have new contact learning as well. They learn how and language with these children. on the first Thursday evening of every information? New or children interact, play and grow in a For the new support group, month since October 2011. interesting news to share? warm, supportive environment. They we partnered with the Asperger’s The purpose of the support group by the invitation and was excited Contact us with details by visiting learn the range of language and play syndrome and High Functioning Autism is to provide a venue for parents about being a colleague of people A Support Group our website at shc.brooklyn.cuny.edu skills across the pre-school years and Association (AHA), an organization for (and other caregivers) to express and and clicking the “alumni” tab whose names I knew, but had never how to encourage language skills in Grows in Brooklyn: families, individuals and professionals address their concerns about raising a met. I was particularly excited at the a typically developing population. prospect of working alongside Oliver Families of Children with Our graduate student clinicians are Bloodstein, a true giant in speech- Asperger’s Syndrome and also learning the dynamics of small language pathology. High Functioning Autism of the Speech-Language Pathology and Fabus (eds.) A Guide to Clinical group therapy and how to navigate Faculty Achievements My new job was to direct the Service at a large acute care hospital Assessment and Professional Report a classroom and deliver services Susan Longtin and Corinne Isabelle Barrière co-authored two Speech and Hearing Center, which in Brooklyn. As part of her work Writing in Speech-Language Pathology there. This is essential since the Turkish ’00, ’04 M.S. conference proceedings as well as an turned out to be not so easy, but there, in spring 2011, she presented a (New York: Delmar Cengage Learning, classroom is the child’s primary article that appeared in Cognition on became a labor of love. In addition, I n the summer of 2011, we joined lecture, “Instrumental Assessment of 2011). She co-authored an article, learning environment. Thanks to this French-learning toddler’s grammar. She was afforded the opportunity to teach forces to launch a support group Swallowing,” to the medical residents “Syntactic Structural Assignment in interdepartmental collaboration, presented this project at the Brooklyn some courses, and was able to share for parents of children with at Maimonides Medical Center. Brazilian Portuguese-Speaking Children our clinicians develop a unique College Department of Psychology with some very bright students what I I Asperger’s syndrome (AS) and High with Specific Language Impairment,” understanding of that special place. Colloquium Series. She also co-wrote Michael Bergen is immediate past thought about aphasia and dysarthria. Functioning Autism (HFA) at the that was accepted for publication in a chapter, Trilingualism in the Haitian president of the New York State In the end, I learned more from my Diana Rogovin Davidow Speech the Journal of Speech, Language, and Diaspora in New York City, for the Speech, Language, Hearing Association students than I taught them, and this Language Hearing Center. Corinne is Hearing Research (JSLHR). forthcoming Bilingual Community (NYSSLHA), having completed the 2011 Nobody Really continues to be the case today. a speech-language pathologist with Education for American Children presidential term. He participates on Akiko Fuse joined the faculty this In 2000, I was given the the Department of Education’s ASD (Bristol, UK: Multilingual Matters) committees of NYSSLHA, the American past fall. She co-presented a series Leaves Brooklyn opportunity to fulfill a lifelong dream Nest program, which serves school- and gave talks titled “Hassidic Yiddish Speech-Language-Hearing Association of three-day Interim Service Plan — to move to Israel. My family and aged children who have a diagnosis of College Entirely Motherese” in Washington, D.C. at the (ASHA), American Academy of workshops, held from March to I took this opportunity, and we have high functioning autism or Asperger’s Jerry Koller 43rd Association for Jewish Studies Audiology (AAA), Council of Academic May 2011, for teachers and speech- had no regrets. Well, maybe one, syndrome. In addition, she supervises Annual Conference and “Involving Programs in Communication Sciences language pathologists. The workshops fter I spent 15 years seeing but that has been resolved. Gail graduate student clinicians at our Undergraduate Students in Research” and Disorders and the Metropolitan NY addressed the assessment and patients in medical centers Gurland continues to allow me to center, sharing her expertise regarding at Brooklyn College. Council of University Clinic Directors. treatment of children with culturally run by the Veterans teach aphasia to some exceptional children on the spectrum. and linguistically diverse backgrounds. A young people every summer, and Susan Longtin is the co-director Administration, Gail Gurland ’70, Sharon Beaumont-Bowman joined Baila Epstein wrote the chapter She also co-presented workshops ’72 M.S. convinced me to spend to learn from them as well. We are of the program’s Advanced Certificate the faculty this past fall. Prior to “Psychometrics for Speech and designed to enhance communication the next phase of my career at very blessed in so many ways and are in Autism Spectrum Disorders and Brooklyn College, her focus was on Language Assessment: Principles and between parents and their children Brooklyn College. I was honored thankful every day. envisioned the support group as a way the continued clinical development Pitfalls,” that appears in Stein-Rubin with autism spectrum disorders.

12 4400 Boylan 4400 Boylan 13 Natalie Schaefferwrote the chapter The Program in Speech Language Pathology and Audiology thanks “Assessment of Voice” and contributed the following donors for their generous contributions. to two other chapters (“Assessment of Aphasia” and “Basic Diagnostic Report Beryl Adler Florence Edelman Susan Jacobson Natalie Margolis Prudential Foundation Writing”) in Stein-Rubin and Fabus Mildred Barletta Diane Gaudin Ralph Joglar, Jr. Marc Michalowicz Sharon Salamon (eds.), A Guide to Clinical Assessment Barbara Bennett Nolan Zena Ginsberg Elona Josovich Nancy Munter Rosanne Schoen and Professional Report Writing in Esther Bogin Norma Goetz Marjorie Kaufman William Neave Naomi Shualy Speech-Language Pathology (New Aasish Cherukupalli Leonard Goldberg Susan Klaif Langsam Cora Newman Mel Silverman York: Delmar Cengage Learning, 2011). Barbara Cooper Audrey Haimowitz Roslyn Kushner Elizabeth Nolan Lydia Soifer Shlomo Silman and Michele Emmer Diana Rogovin Davidow Esther Hauben Roslyn Kay Lasky Gail M Olenick Joan Vecchio co-authored the text Instrumentation Melody Eisenberg Esther Herbert Marion Lipton Arlene Phillips Geffrey Waxman for Audiology and Hearing Science: Dorfman Carrie Idler Gloria Macdonald Dorothy Pollack Theory and Practice (San Diego: Plural Publishing, 2011). Gail Gurland co-authored the 2011 NYSSLHA Convention in chapter “Assessment of School-age Saratoga Springs. Faculty and Staff Jerry Koller, adjunct assistant professor Language/Literacy Disorders” with Isabelle Barrière, assistant professor Lucille Nielsen-Rosander, adjunct assistant professor Adrienne Rubinstein received a Klara Marton, which appears in Stein- Carol Schaeffler, adjunct lecturer grant to explore the development of Sharon Beaumont-Bowman, assistant professor Rubin and Fabus (eds.) A Guide to an auditory conservation program for Michael Bergen, clinic director Sylvia Walters, adjunct associate professor Clinical Assessment and Professional college music students. Her chapter, Susan Bohne, assistant clinic director Report Writing in Speech-Language Adjunct Clinical Faculty co-authored with Rochelle Cherry, on Roberta Chapey, professor Pathology (New York: Delmar Cengage Oren Abramowitz, M.S., CCC-SLP audiological screening for speech/ Rochelle Cherry, professor Learning, 2011). She supervised the Ivy Braun, M.S., CCC-SLP language pathologists was published independent research project of Michele Emmer, professor and department chair in Stein-Rubin and Fabus (eds.), A Maria Breen, Au.D., CCC-A graduate student Lisa Gilman, “Print vs. Baila Epstein, assistant professor Guide to Clinical Assessment and Tanya Caines, M.A., CCC-SLP digital media: implications for reading Akiko Fuse, assistant professor Professional Report Writing in Speech- Dalia Dabah, M.S., CCC-SLP comprehension,” to be presented Language Pathology, (New York: Gail Gurland, professor and program director at the annual Everyone Reading Effie Danas, M.S., CCC-SLP Delmar Cengage Learning, 2011), and Susan Longtin, assistant professor Conference, March 2012. Michele DiStefano, M.S., CCC-A. an article, written with her colleagues Klara Marton, professor and executive officer, Vicky Dreifus, M.S., CCC-SLP Susan Longtin authored the chapter Arlene Neuman, Marcin Wroblewski doctoral program Chava Drillick, Au.D., CCC-A “Assessment of speech, language, and ‘05 and Joshua Hajeck, on performing Dorothy Neave-DiToro, assistant professor Cyndi Stein-Rubin is the first-cited Carrie Idler, M.S., CCC-SLP communication in autism spectrum speech recognition testing in a Adrienne Rubinstein, professor editor of the textbook, A Guide to disorders” which appears in Stein- virtual classroom was accepted for Jane Krupnick, M.A., CCC-SLP. Clinical Assessment and Professional Jennifer Sass-Brown, assistant professor Rubin and Fabus (eds.), A Guide to publication in JSLHR. Rubenstein Laurie Michaels, M.S., CCC-SLP Report Writing in Speech Language Natalie Schaeffer, associate professor Clinical Assessment and Professional and Dorothy DiToro have produced Kate Neumann, M.A., CCC-SLP Pathology, co-edited with Renee Shlomo Silman, Presidential Professor Report Writing in Speech-Language student training videos on a number Emily Root-LaFemina, M.S., CCC-SLP Fabus, released in June 2011 by Pathology, (New York: Delmar Cengage of audiological topics, including real Cyndi Stein, lecturer Delmar-Cengage Publishing. In August Naomi Shualy, M.S., CCC-SLP. Learning, 2011). She presented a poster ear measurement and hearing aid 2011, she collaborated with Naomi Adjunct Faculty Polina Shuminsky, Au.D., CCC-A with Lucina Clarke and graduate programming. Eichorn ’00 M.S. on an interactive Beryl Adler, adjunct lecturer Merryl Silver, M.S., CCC-SLP student Gina Marie Principe, “Survey Jennifer Sass-Brown has been presentation about promoting Barbara Bennett, adjunct assistant professor of Parents of Children with Autism in Corinne Turkish, M.S., CCC-SLP working with rescue animals, under resilience in individuals who stutter, the East Flatbush, Canarsie, Bedford Simeon Blitman, adjunct assistant professor Theresa Wilson, M.A., CCC-SLP the auspices of Heaven Can Wait which they delivered to the Canadian Stuyvesant, Crown Heights, East Joanne Gerenser, adjunct assistant professor Animal Rescue, to determine their Stuttering Association (CSA) meeting New York and Brownsville Sections Charles Goldman, adjunct assistant professor effectiveness in work with young in British Columbia. of Brooklyn, New York” at the children on the autistic spectrum.

14 4400 Boylan 4400 Boylan 15 Please consider giving back to the Program in Speech-Language Pathology and Audiology by making a tax deductible general SLP/Aud donation or you may indicate the program you wish to support as follows: • Oliver Bloodstein Memorial Graduate Scholarship; • Community outreach programs, such as the autism support group; • Clinical scholarships to support clients experiencing financial hardship, • Clinical education • Applied clinical research

To make a donation to the Brooklyn College Foundation:

To donate by check or cash: To Donate by Credit or Debit Card Online: • Please make checks payable to The Brooklyn College • Please visit the Brooklyn College Foundation’s online Foundation. giving page http://www.brooklyn.cuny.edu/web/ • In the memo of the check or in a note, please indicate support/foundation/ways/online.php that your gift is being made for one or more of the • In the “Additional comments or questions related following programs: Bloodstein Memorial Scholarship, to this donation” box, please indicate that your Community Outreach, Client Scholarship, Clinical gift is being made for one or more of the following Education, Clinical Research or General SLP/Aud. programs: Bloodstein Memorial Scholarship, • Please send donations to The Brooklyn College Community Outreach, Client Scholarship, Clinical Foundation, 2900 Bedford Avenue, Brooklyn, NY 11210. Education, Clinical Research or General SLP/Audiology

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