Jane joined the SPG team in 2001, when she relocated to California with her husband and daughter, after living in eight different states! Jane has been providing speech and language services for SDC and general education students in the Fairfield- Suisun Unified School District for the last 12 years at one of the district’s elementary sites. Her extensive background consisting of 35 years of clinical and supervisory experience in a variety of settings (clinics, hospitals and rehab centers) has contributed to her clinical expertise in treating and diagnosing a wide range of disorders. Jane is often asked to evaluate or consult on many of the district’s complex cases, which is a true testament to her longevity in the district and well-earned respect. Jane is looking forward to working with and supporting all the wonderful school-based SPG therapists as she assumes additional clinical supervision responsibilities. She will also participate in SPG’s professional development program as a “new” presenter and contributor to our workshop topics.

Maret is a graduate of St. Olaf College and received a Master of Arts degree in Speech and Language Pathology from the University of Minnesota. During graduate school, Maret completed an emphasis in Bilingual/Multicultural issues in Speech-Language Pathology. She is Spanish-English bilingual and specializes in assessment and treatment of bilingual children, and those coming from various cultural and linguistic backgrounds. Maret is an advocate for use of alternative assessment means in order to differentiate language disorders from language differences. Currently, Maret conducts bilingual assessments in the public schools and provides clinical supervision and support to school-based SLPs.

Mengting received her Master of Arts in Speech-Language Pathology from Northwestern University in Evanston, IL. She has experience throughout Chicago, the Bay Area, and internationally working with children and adults who have speech and language disorders in both the public schools and private settings. Mengting has worked extensively with treatment and assessment of a variety of disorders including articulation, social pragmatics, language delays, and Autism Spectrum Disorders. She has been a Clinical Consultant with Hope's Promise since 2008, traveling with teams to Kenya and Vietnam to provide intervention and training as well as ongoing remote consultation. She has also been active in collaborating with medical teams in Taiwan to provide training on dysphagia intervention for the Mennonite Christian Hospital in Hualien, Taiwan. Mengting has previously served as a Clinical Supervisor for California State University, East Bay and as the Founding Clinical Supervisor for PresenceLearning.

Anna received her Master of Science degree in Speech-Language Pathology from the University of the Pacific. She began her career working with adults in skilled nursing facilities and later went on to work in early intervention, providing in-home speech and language therapy services to the birth to three population. For the last six years Anna has worked in the school setting, providing services to a large percentage of English Language Learners, along with supervising a number of clinical fellows. She currently provides clinical support and supervision to school-based SLPs and SLPAs throughout the Contra Costa area.

Jennifer received her Master of Science degree in Speech-Language Pathology from California State University- East Bay in 1999. She has experience working with a diverse population of children and adults across medical, school and private settings.  Jennifer has worked extensively with early intervention; incorporating in-home services with parent/caregiver education. She has worked with children from 18 months to 18 years of age. Jennifer has consulted with many schools on assessments, teacher trainings and classroom-based therapy services. She has experience treating a wide range of communicative disorders including, Autism Spectrum Disorder, social pragmatics, articulation, receptive and expressive language delays, motor speech disorders, fluency and speech and language issues associated with Down Syndrome Disorder. Jennifer has taken continued education courses in PECS, Social Thinking Curriculum, and Hanen Centre based language development. Currently, Jennifer provides therapy and assessment services in the public schools as well as offers clinical support to SLPs in schools throughout the East Bay.

Tricia received her Master Degree in Communicative Sciences and Disorders from California State University, East Bay in Hayward. After several years of working in acute, sub-acute, and long term medical settings with adults, Tricia followed her passion to work with children. For the past ten years she has focused on pediatrics; assessing and providing treatment to children with speech and language delays and disorders associated with the Autistic Spectrum. She has extensive experience in early intervention focusing on implementing communication strategies such as Picture Exchange Communication Systems (PECS). She has provided both professional and parent training as well as supervision for CF clinicians, graduate interns, and SLPAs in a center-based setting.

Kimberly is a graduate of the University of Pennsylvania and received a Master of Science in Communication Disorders from Nova Southeastern University in Florida. She began her career as a travelling Speech Pathologist working primarily with adults in skilled nursing facilities throughout Florida for two years. For the past 12 years Kimberly has worked extensively with pediatrics in a variety of settings including public schools, preschools, early intervention centers, children's hospitals, and home health care in Northern and Southern California. She has specialized in articulation/phonological disorders, language delays/disorders, social pragmatics, autism spectrum disorders, and traumatic brain injury. She currently provides clinical supervision and management of SLPs and SLPAs in school-based settings in Orange County.

Kathy received a Master of Arts in Speech and Language Pathology from Kent State University in Ohio. During her 35+ years as an SLP, she has worked as an Augmentative and Alternative Communication (AAC) /Assistive Technology (AT) specialist, SLP/CF supervisor, and director of therapy services (OT/PT/SLP/APE). Kathy's focus has been in the areas of AAC/AT and developing language for the severely impaired, autistic and deaf/hard of hearing populations. Kathy has presented in the areas of AAC, AT, mobile tablets, evidence-based apps, Autism Spectrum Disorders, and social skills. She presented at the ASHA Schools Conference in 2010 on "Promoting Social Interactions Among AAC Users" and has been recognized by the Ohio Center for Autism and Low Incidence as a member of a Model Autism Team for communication skills development. Kathy has been the lead SLP for "Conversation Club" in the Oakland Unified School District, a weekly group of 20+ young adults who use AAC or need continued communication practice. Her passion is helping every student to find a voice.

Mollie received her M.S. in Communicative Disorders from San Francisco State University with an emphasis in alternative & augmentative communication (AAC), and a prior B.A in Cultural Anthropology. In addition to being a speech-language pathologist, Mollie is an AAC Specialist and Clinical Supervisor. Her focus is on working with culturally & linguistically diverse (CLD) populations, and supporting CLD populations who use AAC. Mollie’s passion is helping students and families with CLD backgrounds overcome barriers in AAC.  Currently, Mollie provides AAC services in the public schools,mentors SLPs hoping to grow as future AAC Specialists, and is recognized as a noted professional development presenter at state and national conventions.

Karen earned both her undergraduate and graduate degrees from the University of Michigan in the area of Psychology, Speech/Hearing Science, and Speech and Language Pathology. Karen has always been drawn to those with complex communication needs. For years, she held a private practice working with the most physically and communicatively challenged survivors of acquired traumatic brain injury and developed a passion in the field of AAC and AT since the early days. Karen spent years at Wing Lake Developmental Center in the Bloomfield Hills School district, and was awarded the Michigan Speech, Language Hearing Association Public School Program of the Year: Sensory Stories. She was also nominated for the Mclean Yoder Award for Professional Excellence in 2015. She was the course instructor in the area of AAC, Special Education at Wayne State University and earned her status as a Communication Matrix Trainer in 2008. Karen was thrilled to work directly with Dr. Charity Rowland at Oregon Health and Science University on the grant project launching the Communication Matrix, Community of Practice. Karen relocated to the Bay area to spend time as Director of Education at The Bridge School before landing in her current role as AAC Supervisor with The Speech Pathology Group. She has earned much respect in the AAC Community through her PrAACtically Reading blog on the popular PrAACtical AAC website. Her motto: Adjust for vision-hearing-sensory differences by DEGREE and KIND…watch language GROW!

Jenna received a Master of Science in Communication Sciences and Disorders from Chapman University, where her passion for Augmentative and Alternative Communication (AAC) sparked while hosting summer camps for high-tech device users and building iOS applications. Upon moving to the Bay Area Jenna has primarily provided services to AAC users in schools. Jenna has presented at both ASHA and CSHA, and universities across California on topics relating to AAC. She also supports other AT/AAC Specialists who participate in the AAC Special Interest Group Mentorship Program at SPG.

Lucy has worked in the field of Applied Behavior Analysis for over 15 years, with children and adults. She received her Master's Degree in Human Behavior and then pursued her BCBA certification. She began her career working in the home setting providing ABA services to children before transitioning to providing school based supports and consultation. Lucy has overseen behavioral programming in home programs, and school programs and takes a particular interest in working with school teams to ensure the success of the students she works with.

Katie Bassard was born and raised in Northern California. She earned a graduate degree in Special Education from the University of Washington, Seattle and has been a Board Certified Behavior Analyst (BCBA) since 2015. Katie has provided ABA services – consultation, assessment and trainings - to children across various settings and currently works with K-12 students.

Meghan has worked in the field of Applied Behavior Analysis for 16 years. She received her Master’s in Teaching from National University and her BACB certification from Florida Institute of Technology. She is also certified in American Sign Language and Organizational Behavior Management. Until recently, much of Meghan's work has focused on providing intensive behavioral services to children in the home setting, as well training families and staff, and overseeing a small group of Behavior Analysts at a private ABA company. She has transitioned to working in school settings to help support and train educators and behavior technicians in providing the most effective behavioral strategies to help students thrive in their educational settings.

Jose has worked in the educational setting for nearly 20 years and in the field of Applied Behavior Analysis for over 9 years. He received his Bachelor's degree in Multicultural Studies and his Master's in Psychology, with an emphasis in Applied Behavior Analysis. Jose began working with children as a preschool teacher, before transitioning to providing behavior services to children and young adults in home and school settings.

Tricia received her Master Degree in Communicative Sciences and Disorders from California State University, East Bay in Hayward. After several years of working in acute, sub-acute, and long term medical settings with adults, Tricia followed her passion to work with children. For the past ten years she has focused on pediatrics; assessing and providing treatment to children with speech and language delays and disorders associated with the Autistic Spectrum. She has extensive experience in early intervention focusing on implementing communication strategies such as Picture Exchange Communication Systems (PECS). She has provided both professional and parent training as well as supervision for CF clinicians, graduate interns, and SLPAs in a center-based setting.

Amanda has worked in the field of special education since 2001. She received an M.Ed in early childhood special education from the University of Washington in 2005 and an M.A. in clinical psychology from Teachers College at Columbia University in 2006. Since earning her BCBA in 2012, Amanda has provided ABA services in home and school-based programs in addition to providing parent and teacher training and classroom consultation services. She has also acted as an inclusion specialist in Head Start programs, ensuring that all children were able to access the curriculum and have meaningful experiences at school. Amanda is interested in educational equity and special education advocacy. She is passionate about providing high quality educational, behavioral and social support to children and their families.

Poplar Haines has worked in the field of Behavior Analysis and Counseling since 2007. She earned her Master's degree in Clinical Psychology from Bridgewater State University in Massachusetts. Upon moving back home to Northern California, Poplar began her career serving as a Behavior Analyst in both public and non-public school settings. She earned her Board Certification in 2014 and continued to provide behavior analysis services, functional assessments, and intensive in-home therapeutic services as a Clinical Director. She is passionate about working with children and collaborating with other professionals to help students achieve their greatest potential.

Kathryn received her Master's Degree in Special Education from Peabody College at Vanderbilt University. She is a credentialed special education teacher in both California and Tennessee in addition to being a Board Certified Behavior Analyst. Kathryn has experience providing applied behavior analytic services in the school setting as special education teacher for middle school students with severe disabilities, as well as district-wide behavior specialist. In addition, Kathryn has taught graduate-level course work in special education at the University of Kansas and supported professional learning series to train school-based teams in designing, implementing, and evaluating functional assessment-based interventions for students with the most intensive behavioral needs. Kathryn has co-authored peer reviewed journal articles and book chapters related to classroom management strategies, systematic screening and identification of students at-risk, and schools' use of tiered interventions to support students' academic, behavioral, and social development. Kathryn is committed to supporting the multiple needs of students across environments through RBT supervision and collaboration with school-based teams.

DeAnna has worked in the field of Behavior Analysis since 2002. She earned her Master's Degree in Education, Children's Mental Health and Applied Behavior Analysis from Johnson State College in her home state of Vermont. Since becoming Board Certified in 2006, DeAnna has overseen behavioral programming in non-public schools, provided extensive training and consultation to large groups of special educators, has supported intensive in-home programs, and spent 10 years mentoring and supervising a large group of Behavior Analysts within a private ABA Company. DeAnna is passionate about helping students learn in the least restrictive environment and also supporting special educators and behavior technicians with developing an understanding of behavior so they may be more successful in their work.

Rubilene has worked in the field of Applied Behavior Analysis since 1994. She earned her Master degree in Psychology with an emphasis in Applied Behavior Analysis from the University of Nevada Reno and her BCBA in 2004. Her experience ranges from working with children and adults in both home and school-based programs. In her role as a BCBA, Rubilene provides supervision to RBTs, assessments and trainings in general and special education programs. Additionally, she has also provided mentorship to individuals pursuing their BCBA. Rubilene is passionate about using behavior analytic technology across settings and populations, particularly in accounting for student and staff motivation and in teaching students’ social skills. 

Stefanie has worked in the field of behavior analysis since 2007, beginning as an in-home behavior technician and then as a school behavior technician. Stefanie received a Bachelor's Degree in Speech and Hearing Science with a minor in Disability Studies from The Ohio State University, and a Master's Degree in Professional Behavior Analysis from Florida Institute of Technology. Stefanie developed and conducted comprehensive training for Registered Behavior Technicians. She has worked in a variety of settings, including homes, treatment centers, schools, group homes, and community programs. Stefanie believes that effective behavior change is achieved when practitioners work closely with all team members and design practical interventions conducive to the settings they will be implemented.  Stefanie has worked with a variety of clients and diagnoses, ages 2 to 86, and strives to incorporate clients' input and values in treatment whenever possible.

Lindsey has been working in the field of behavior intervention since 2001 in public education systems, non-public schools, residential facilities, in homes, early intervention settings, and adult day programs. She earned her Master of Science degree in Applied Behavior Analysis from Florida State University in 2007 and has been working as a BCBA since that time. As part of her work, Lindsey has provided extensive ABA-based trainings to special and general education teachers and paraprofessionals, as well as parents and families. Lindsey is passionate about supporting children and educators with ABA to help provide the best quality educational programming.

Irene has been working in the special education field in various capacities for over 20 years. She began working as a special education teacher and has been a licensed Speech-Language Pathology Assistant (SLPA) since 2005. She saw the usefulness of ABA in her therapy practices and in 2015 Irene obtained her a Master degree in Teaching specializing in Applied Behavior Analysis from National University. As a Board Certified Behavior Analyst Irene is committed to providing the best possible service to students, parents and their school teams.

Jacob received his Master of Arts Degree in Professional Behavior Analysis from Florida Institute of Technology, and his Bachelor of Science degree in Exercise Physiology from California State University, Chico. Jacob has consulted in a variety of settings including schools, homes, and care facilities. Jacob is passionate about making socially significant changes with the individuals we serve.

Paul Zaporteza has been working in the field of behavior for the past five years. Prior to his current role as a BCaBA Clinical Supervisor, Paul provided intensive one-to-one services as a Registered Behavior Technician to students with a wide range of behavioral needs in different classrooms throughout the Bay Area. Paul loves what he does. He enjoys mentoring, training and collaborating with educational staff and parents to develop ABA interventions to increase learning and social appropriate behaviors. He plans to pursue his master’s degree and BCBA certification in the near future.