Arizona
Pamela Mathy
Clinical Professor and Director for Speech Language Pathology, Arizona State University
For ensuring access and the highest quality augmentative and alternative communication and swallowing assessment intervention services to individuals with severe expressive communicative disorders due to neuromuscular disorders.
Florida
Alina de la Paz
Executive Director, Center for Bilingual Speech and Language Disorders, Inc.
For developing an intervention protocol that addresses communication disorders among primary Spanish language speaking children, bilingual children and children born to bilingual homes. These programs enable preservation of the primary language while simultaneously addressing the language or speech disorder and stimulating the second language.
Kentucky
Carole Hustedde
Executive Director, Lexington Hearing & Speech Center
For efforts to provide hearing services to unserved or underserved Vietnamese children with hearing impairments and for organizing, obtaining funding, and participating in a 12-day intervention trip to provide hearing aids to children and training to parents and teachers. This project has resulted in plans for ongoing service and collaboration with a Vietnamese agency. (Hustedde also received the 2002 Louis M. DiCarlo Award.)
New York
Joyce Fitch West
Associate Professor, Department of Speech-language-hearing Sciences Lehman College,
City University of New York
For being at the forefront of aphasiology in New York state and for research endeavors with the Bedside Examination Screening Test (BEST), which was significantly revised in 1998 and has become an invaluable tool in assessing a patient’s level of severity during the acute recovery phase.
South Dakota
Davis W. Downs
Associate Professor, University of South Dakota
For the expansion of clinical services to those with developmental disabilities at the Cheyenne and Rosebud Native American reservations in South Dakota . By working with other professionals as an interdisciplinary team, he has helped to educate graduate students, parents, and other professionals regarding the need for and proper procedures for assessing and treating this special population.
Wisconsin
S. Sue Berman
Clinical Instructor, Marquette University
For being instrumental in creating effective, efficient, small-group treatment for young children with severe phonology disorders. Two published resources have resulted from this service delivery, one in 1996 and one in 2001, and the group treatment model was expanded to encompass young children with word retrieval problems.