Speakers & Disclosures

Learn more about our speakers' experience and what they’ll be sharing at this year’s Symposium.

Dr. Elizabeth D. Peña, Ph.D.

Dr. Elizabeth D. Peña, Ph.D.

Elizabeth Peña, Ph.D. is a Professor and Associate Dean of Faculty Development & Diversity in the School of Education at UCI. She is a certified Speech-Language Pathologist and is a Fellow of the American Speech Language Hearing Association. Her research focuses on two lines of inquiry that address the goal of differentiating language impairment from language difference. These two interrelated areas include dynamic assessment and semantic development in bilinguals leading to test development. Dynamic assessment tests ability to learn new language skills. In contrast, standardized tests asses what children already know. Outcomes of these efforts have resulted in publication of the Dynamic Assessment and Intervention: Improving Children's Narrative Abilities protocol and the Bilingual English Spanish Assessment test. Her work has been funded by the National Institutes of Health and the Department of Education.

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Financial Disclosure: Dr. Peña receives financial compensation for her contributions in the form of an honorarium, hotel accommodations, and travel. She is a co-author of the BESA and receives a royalty for the sale of this assessment. Non-Financial Disclosure: Dr. Peña has no relevant non-financial relationships to disclose.
Dr. Genesis D. Arizmendi, Ph.D., CCC-SLP

Dr. Genesis D. Arizmendi, Ph.D., CCC-SLP

Dr. Arizmendi, is a Postdoctoral Fellow in Educational Psychology at the University of New Mexico, specializing in cognitive development in English learners as it relates to academic achievement. She received her Ph.D. in Speech, Language, and Hearing Sciences from the University of Arizona and has worked clinically in the public schools and in outpatient rehabilitation settings with pediatric English-learning and bilingual children from rural, bordertown communities. Dr. Arizmendi’s research interests include language development and disorders in Spanish-English learning children, the role of cognitive processes in learning, and identifying underlying factors that contribute to differences in performance in assessment. Her research and clinical interests are focused on the improvement of clinical practices and educational policies for culturally and linguistically diverse populations.

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Financial Disclosure: Dr. Arizmendi receives financial compensation for her contributions in the form of an honorarium, hotel accommodations, and travel. Non-Financial Disclosure: Dr. Arizmendi has no relevant non-financial relationships to disclose.
Dr. Lauren M. Cycyk, Ph.D., CCC-SLP

Dr. Lauren M. Cycyk, Ph.D., CCC-SLP

Dr. Lauren M. Cycyk, CCC-SLP is an Assistant Professor in Communication Disorders and Sciences at the University of Oregon. She completed her PhD at Temple University. She studies sociocultural factors that influence early dual language development, primarily in Spanish and English, as well as the development of culturally- and linguistically-responsive language interventions. She is a nationally-certified speech-language pathologist who has served bilingual children and families in a variety of settings in the US and Mexico.

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Financial Disclosure: Dr. Arizmendi receives financial compensation for her contributions in the form of an honorarium, hotel accommodations, and travel. Non-Financial Disclosure: Dr. Arizmendi has no relevant non-financial relationships to disclose.
Dr. Nidhi Mahendra, Ph.D., CCC-SLP

Dr. Nidhi Mahendra, Ph.D., CCC-SLP

Dr. Nidhi Mahendra is an Associate Professor and Chair of the Department of Communicative Disorders and Sciences at San José State University (SJSU). A multilingual speech-language pathologist, she directs the Spartan Aphasia Research Clinic (SPARC) and serves as Associate Director of the Center for Healthy Aging in Multicultural Populations (CHAMP). Her areas of expertise are multicultural issues in speech-language pathology, bilingualism, aging, and neurogenic language disorders. Her research is focused on investigating disparities in access to SLP services across diverse populations, and documenting the outcomes of cognitive-communicative, technology-assisted, and life participation interventions for persons with dementia and aphasia. Her recent research has been funded by the American Speech Language Hearing Association, the El Camino Hospital, and SJSU's Lurie College of Education. She has authored/coauthored over 50 publications and made numerous peer-reviewed presentations, nationally and internationally. She received AJSLP's 2006 Editors award, ASHA's 2012 award for distinguished contributions to multicultural affairs, and was the 2019 Charles Van Riper scholar.

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Financial Disclosure: Dr. Mahendra receives financial compensation for her contributions in the form of an honorarium, hotel accommodations, and travel. She has a financial relationship with San José State University in the form of a salary, grants and intellectual property rights, ASHA in the form of intellectual property rights and grants and the US Dept. of Education in the form of consulting and speaking fees.
Non-Financial Disclosure: Dr. Mahendra has non-financial relationships with Aphasia Access, Speakaboo app, ASHA’s CRISP committee and ASHA’s Special Interest Group 14.
Ms. Taína Jiménez López, M.S., CCC-SLP

Ms. Taína Jiménez López, M.S., CCC-SLP

Taina is currently Clinical Manager for Bilingual Therapies, Inc. She is a bilingual speech-language pathologist who primarily via teletherapy with culturally and linguistically diverse school age children with various communication disorders. Taina received her B.A. in Psychology and M.S. in Speech Language Pathology from the University of Puerto Rico. She has worked primarily in the school setting as a clinician in the states of Massachusetts (Boston Public School) and California. Taina worked as Clinical Training Director at Albizu University. Taina began her role as a Clinical Manager with Bilingual Therapies in August 2018 and is enjoying getting to work more closely in the training of clinicians. Taina is a member of the ASHA’s Special Interest Group 11: Administration and Supervision, Group 14 Communication Sciences and Disorders in Culturally and Linguistically Diverse (CLD) Populations, and Group 18 Telepractice.

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Financial Disclosure: Ms. Jiménez López receives financial compensation as an employee of Bilingual Therapies. Non-Financial Disclosure: Ms. Jiménez López has no relevant non-financial relationships to disclose.

Sessions

Leader outcomes available to potential participants upon request.

Keynote

Dr. Elizabeth D. Peña, Ph.D.

Bilingual Assessment: Past, Present and Future

This is the 20th anniversary of the Bilingual Symposium. What were we doing in terms of bilingual assessment 20 years ago? And, where are we now? At that time, there were few standardized assessments for Spanish-English bilinguals, and fewer still for other language groups. What was available consisted of mainly translated measures. At the same time, there was a push in the field to focus on markers of DLD, rather than on language skills in general. A focus on markers of DLD has moved us forward in better understanding how to construct measures to identify DLD in both monolingual and bilingual populations. This shift has resulted in better measures overall and some emerging measures for the bilingual population. Yet, there are continued challenges. We continue to have a lack of bilingual instruments as well as SLPs to conduct bilingual assessment. Yet, we have an emerging profile of how DLD presents in English language learners. We also have the computational capacity to develop measures that are better tailored to assess individual children based on their language experience.

Session

Dr. Elizabeth D. Peña, Ph.D.

Bilingual Assessment: Current Approaches and Strategies

We currently have several tools in the bilingual toolkit for improving diagnostic decision making for children who use two languages in their daily lives. These tools which include both standardized measures, as well as clinical observation measures, language samples, and interviews together can provide critical information that leads to good diagnostic decisions. In this presentation, I review the standards for evaluating and selecting measures. I will present case studies that demonstrate the use of these measures and how they can be integrated to make a diagnostic decision.

Session

Genesis D. Arizmendi

Executive Function and Bilingual Children: Considerations and Applications for Speech-Language Pathologists

This workshop will have a focus on executive function and how it relates, clinically, to a speech-language pathologist’s work with bilingual children. With the increased amount of literature being published on this topic, it is important that there is a collective understanding among clinicians about executive functioning as a theoretical and clinical construct. This workshop will provide an overview on these topics, leading toward a discussion on what considerations clinicians must keep in mind in order to be wise consumers of the research that is emerging in this area. Attendees will gain practical skills in which they can apply what we know, based on the literature, toward assessment and intervention in bilingual children.

Session

Dr. Lauren M. Cycyk, Ph.D., CCC-SLP

Intervention for Young Bilingual Children: Past, Preset, and Future Directions

We currently have several tools in the bilingual toolkit for improving diagnostic decision making for children who use two languages in their daily lives. These tools which include both standardized measures, as well as clinical observation measures, language samples, and interviews together can provide critical information that leads to good diagnostic decisions. In this presentation, I review the standards for evaluating and selecting measures. I will present case studies that demonstrate the use of these measures and how they can be integrated to make a diagnostic decision.

Session

Dr. Nidhi Mahendra, Ph.D., CCC-SLP

Designing for Equity: Big, Bold Thinking for Speech-Language Pathologists in 2020

The purpose of this session is to empower speech-language pathologists to think bigger and bolder when it comes to designing for educational and health equity for bilingual and multilingual clients with communication disorders. Session themes include exploring relationships between educational equity and nurturing cultural-linguistic diversity as well as critical links between bilingualism, cultural identity and social justice. Dynamic examples will be provided of how SLPs can position themselves to change systems through advocacy, skilled practice and teaching, and research.

Workshop

Ms. Taína Jiménez López, M.S., CCC-SLP

2020 SLP Toolkit

We are living in a world of easy access to communication and information. As bilingual SLPs we are not exempt of taking advantage of the available resources around us. This workshop will examine the use of telepractice to serve culturally and linguistically diverse students, discuss the use of blogs as evidence-based information, and identify tools for decision making when selecting our resources. At the end of this workshop clinicians will have tools to be better consumers of information and to debunk false advertisement of pseudoscience.

Approved Provider

This course is offered for up to 1.1 ASHA CEUs (Intermediate Level, Professional Area).