Susan has been in private practice for over ten years in the Bay Area. She is a graduate from Eastern Illinois University and received a Master of Science degree in Communication Disorders from Texas Tech. Susan has expertise in the management of neurological communication disorders and language learning disorders with extensive experience as a speech/language pathologist in hospitals, medical facilities, special education settings, and home health care.

Jill received her Master of Science degree in Education with an emphasis in Communication Disorders from The College of Saint Rose in New York. Her work experience includes communication disorders associated with autism spectrum disorders, cerebral palsy, Down syndrome, developmental verbal apraxia, and central auditory processing disorders. Her advanced training includes Hanen, "It Takes Two to Talk" and the PROMPT therapy method. Her other areas of interest include social-pragmatic disorders and early intervention services with an emphasis on parent/caregiver training. Jill is also educated in DIR/Floortime Method. In July 2014 Jill Walson has been named New Director of Clinics for the Speech Pathology Group. Click here to read press realease.

Diane received her Masters of Art degree in Speech and Language Pathology from Wayne State University in Detroit. Diane brings to the table expertise in a wide scope of pediatric practice along with extensive mentoring and supervising experiences with university level interns and CFY professionals.  Her passion is early intervention with special expertise in treating individuals with childhood apraxia, autism spectrum disorder, augmentative alternative communication, and developmental delays impacting receptive and expressive language development.  Diane truly enjoys collaborating with parents and strives to be attuned with both child and family needs.

Pamela received her Master of Science Degree in Communicative Disorders from San Francisco State University. Since joining the SPG team in 2000, Pamela's clinical experience has included assessment and treatment for a range of pediatric clients, particularly preschool and school-aged children with expressive/receptive/social-pragmatic language delays, and articulation/phonological/motor speech disorders. Pamela is trained in the PROMPT technique, and has expertise and strong interest in treating Childhood Apraxia of Speech. She particularly enjoys providing play-based therapy and family support to the 0-3 year old population, working with caregivers to help make communication functional within daily interactions with their child. Pamela has extensive experience working with both verbal and preverbal children with Autism Spectrum Disorders, and has more recently developed a special interest in Selective Mutism in early elementary school-aged children. For a number of years, Pamela wrote articles for SPG's newsletter "Conversations," which reaches families and professionals in our community. She works out of both our Walnut Creek and Berkeley Clinics.

Kate received her Master of Science degree in Communication Sciences and Disorders from the University of Texas in Dallas, Texas. She has experience working directly with clients and their families in their natural environment and implementing appropriate home exercise programs to facilitate carryover and generalize learning. She had the opportunity to work in a clinic which specialized in childhood apraxia of speech. Particular areas of interest include: early intervention (ages 0-3), bilingual therapy services, speech delay, articulation/phonological disorders, cochlear implant, apraxia, and autism spectrum disorders. Kate often uses oral motor techniques during therapy and home exercise programs.

Leanna received her Master of Science degree in Speech Language Pathology from California State University, East Bay. She has experience in providing assessments and treatment to children and adults in a variety of different settings. She has provided services in a rehabilitation center focusing on patients with stroke and traumatic brain injuries, a pediatric multidisciplinary clinic, and preschool to high school. Her particular interests include Augmentative and Alternative Communication (AAC), expressive and receptive language disorders, early intervention, and social/pragmatic disorders. She really enjoys working with children and their families, as well as working on a multidisciplinary team.

Shelley received Master of Science degree in Speech-Language Pathology at University of the Pacific in 2006.  She has experience working with children and adults in a variety of settings, such as acute care, acute rehabilitation, early intervention multidisciplinary clinic, deaf and hard-of-hearing preschool, and elementary school-based settings.  She holds certifications in LSVT-LOUD (evidence-based speech treatment for patients with Parkinsonian diseases), Vital Stim (specialized therapy for swallowing disorders), and Hanen "It Takes Two to Talk" (parent partnership and education provider for families with young children with communication delays).  She has experience with children and adults with swallowing/feeding disorders due to neurological insults and diseases, children with Autism Spectrum Disorder, as well as children with articulation/phonology disorders and language delays.  She especially enjoys working with very young children and their families, as well as being part of multidisciplinary teams.

Rachael received a Master of Arts Degree in Communication Disorders and Sciences from San Jose State University, and a Bachelor of Arts Degree in Child Development from California State University, Sacramento. Her focus has been in working with the pediatric population, with the majority of her experience in early intervention (children ages 0-3). Rachael has conducted diagnostic evaluations and provided therapeutic interventions to children with language delays and disorders, speech/articulation delays, pragmatic/social difficulties, and preverbal children who benefit from Augmentative and Alternative Communication (AAC). She has a passion for working with children with Autism Spectrum Disorders, and is also interested in motor speech disorders. Rachael especially enjoys working closely with parents/caregivers to support them in helping their children become successful communicators.

Rachel received a Bachelor of Science degree in Speech-Language Pathology and Audiology from the University of Nevada, Reno and a Master of Arts degree in Communication Disorders and Sciences from San Jose State University. She has provided assessment and intervention services to pediatric through geriatric populations in a variety of settings including university and community clinics, public schools (elementary through high school), and an early intervention center. Her areas of clinical interest include social/pragmatic disorders, language delays, articulation disorders, augmentative and alternative communication, and gender-affirming voice therapy. She particularly enjoys providing early intervention (birth-3 years) services and working closely with families and caregivers to facilitate speech and language success in the clinic, home, and community.

Jennifer Huysentruyt received a Master of Science in Communication Disorders from Arizona State University, Tempe as well as a Bachelor of Science in Human and Family Studies from Arizona State University, Tempe. Her primary focus has been with working with families in early intervention (Birth-3 years). She worked in a team based model coaching families and caregivers in a variety of settings using play-based therapy methods. Jennifer has frequently conducted diagnostic evaluations and worked as part of a team to develop and implement individualized therapeutic service plans. She has experience working with children with expressive/receptive/social-pragmatic language delays, pediatric feeding disorders, and articulation/phonological/motor speech disorders. Jennifer has found that the key to each child's success is in working closely and collaboratively with their families and caregivers.

Arezu received a Master of Science Degree in Speech-Language Pathology and Audiology from California State East Bay in 2004, and a Bachelor of Science Degree in Nutrition Science from University of California at Davis. She has extensive experience working with the pediatric population, in settings ranging from preschool through elementary school as well as clinical, hospital and homes. Arezu focused her work on pediatric communication disorders, with a heavy focus on early intervention for children 0-5 on the Autism Spectrum as well as those with speech, language and/or overall developmental delays. She enjoys working with families and creating a team approach in providing therapy to build, develop, enhance and generalize across environments.

Molly received her Master of Arts degree in Speech-Language Pathology from the University of Colorado, Boulder in 2013. She has had clinical experiences providing prevention, treatment and assessment services for a pediatric population in school, clinic, daycare and home settings. Molly is proficient in Spanish and has provided speech-language services for children who speak English, Spanish or both languages. Her specific clinical interests include bilingual speech-language development, articulation/phonological processing disorders, early intervention and parent training and support.

Alissa received her Bachelor of Science degree in Speech and Hearing Science from the University of Illinois and her Master of Arts degree in Speech-Language Pathology from Northern Illinois University. Her experience includes assessment and treatment in school, home, and clinic-based settings with the pediatric population. Special interests include AAC, apraxia, receptive/expressive language delays, and social/pragmatic language disorders. Alissa is proficient in Spanish and spent a portion of 2013 volunteering as an English instructor in Costa Rica. She enjoys working with children presenting with complex communication needs and working with families to create strategies for use in the home that encourage speech and language development in typical day-to-day activities.