Jennifer Kent-Walsh

, B.Ed., M.Sc., Ph.D., S-LP(C), CCC-SLP

Professor, ASHA Fellow, FAAST Center Director

Communication Sciences and Disorders, FAAST Assistive Technology Center

Phone: 407-823-4800
Location: HPA II Room: 101X
Biography

Academic and Administrative Appointments – University of Central Florida

  • Professor (Full; Tenured) (2015 – Present)
    • Communication Sciences and Disorders
  • Founder & Director (2005 – Present)
    • FAAST Atlantic Region Assistive Technology Demonstration Center
  • Faculty Excellence Coordinator (2016-2017)
    • UCF Office of Faculty Excellence
  • Associate Professor (Tenured) (2009 – 2015)
    • Communication Sciences and Disorders
  • Assistant Professor (Tenure Earning) (2003 – 2009)
    • Communication Sciences and Disorders

Selected Awards, Honors, and Recognition

2017

  • Inaugural UCF Luminary Award
    • University of Central Florida
  • Type 2 Competitive Sabbatical
    • UCF College of Health & Public Affairs
  • Inaugural Marchioli Collective Impact Innovation Award
    • University of Central Florida
  • Excellence in Professional Service Award

    • UCF College of Health and Public Affairs

2016

  • Fellow
    • American Speech-Language-Hearing Association
  • Editor’s Award
    • Journal of Augmentative and Alternative Communication
  • UCF Scroll & Quill Society Member
    • University of Central Florida

2014

  • Research Incentive Award (RIA)

    • University of Central Florida
  • Scholarship of Teaching and Learning Award (SoTL)

    • University of Central Florida
  • Teaching Incentive Program Award (TIP)

    • University of Central Florida
  • 6th Award for Continuing Education (ACE)

    • American Speech-Language-Hearing Association (ASHA)

2013

  • Award for Special Contributions in Higher Education

    • American Speech-Language-Hearing Association (ASHA) Awards of Excellence
  • Meritorious Presentation (Augmentative and Alternative Communication)

    • Annual Convention of the American Speech-Language-Hearing Association (ASHA)
  • Honors of the Association

    • Florida Association of Speech-Language Pathologists and Audiologists (FLASHA)
  • Excellence in Research Award

    • UCF College of Health and Public Affairs

2012

  • Certificate of Appreciation In Recognition of Valuable Contributions

    • American Speech-Language-Hearing Association (ASHA)
  • 5th Award for Continuing Education

    • American Speech-Language-Hearing Association (ASHA)

2011

  • 4th Award for Continuing Education

    • American Speech-Language-Hearing Association (ASHA)

2010

  • Type 1 Competitive Sabbatical

    • UCF College of Health & Public Affairs
  • Research Faculty Fellow

    • UCF College of Health & Public Affairs

2009

  • Research Incentive Award (RIA)

    • University of Central Florida
  • Scholarship of Teaching and Learning Award (SoTL)

    • University of Central Florida
  • Teaching Incentive Program Award (TIP)

    • University of Central Florida
  • University Excellence in Graduate Teaching Award

    • University of Central Florida
  • Excellence in Graduate Teaching Award

    • UCF College of Health and Public Affairs
  • Excellence in Professional Service Award

    • UCF College of Health and Public Affairs
  • Editor’s Award

    • Communication Disorders Quarterly Journal
  • FLASHA Annual Convention Presentation Award

    • Florida Association of Speech-Language Pathologists and Audiologists
  • FLASHA Annual Convention Presentation Award

    • Florida Association of Speech-Language Pathologists and Audiologists

2008

  • Excellence in Professional Service Award

    • UCF College of Health and Public Affairs

2007

  • Service-Learning Faculty Recognition Award

    • UCF Office of Experiential Learning
  • Distinguished Service Award

    • Kiwanis Club of Oviedo-Winter Springs
  • 3rd Award for Continuing Education

    • American Speech-Language-Hearing Association (ASHA)

2006

  • Excellence in Undergraduate Teaching Award

    • UCF College of Health and Public Affairs
  • FLASHA Annual Convention Presentation Award

    • Florida Association of Speech-Language Pathologists and Audiologists

2005

  • Honored Member

    • Empire Who’s Who of Executives and Professionals
  • 2nd Award for Continuing Education

    • American Speech-Language-Hearing Association (ASHA)

2004

  • Award for Continuing Education

    • American Speech-Language-Hearing Association (ASHA)
  • Community Champion Award

    • Down Syndrome Association of Central Florida
  • Fellow of the Academy for Teaching, Learning, and Leadership

    • University of Central Florida

2002 – 2003

  • Kligman Fellowship

    • The Pennsylvania State University, College of Health and Human Development

 

Licensure & Certification

  • Certificate of Clinical Competence in Speech-Language Pathology (2003)
    • American Speech-Language Hearing Association (ASHA)
  • Speech-Language Pathologist State License (2003)
    • State of Florida Department of Health, Division of Medical Quality Assurance
  • Clinical Certificate in Speech-Language Pathology (2000)
    • Speech-Language & Audiology Canada
  • Advanced Teacher’s Certificate (ATC3) (2000)
    • Department of Education; Halifax, NS, Canada
  • Teacher’s Certificate Class 5 (TC5) (1997)
    • Department of Education; Halifax, NS, Canada

Credentials

  • B.Ed., Secondary English & Mathematics, McGill University
  • M.Sc., Human Communication Disorders, Dalhousie University
  • Ph.D., S-LP(C), CCC-SLP, Communication Sciences & Disorders, The Pennsylvania State University
  • Research

    Research Interests

    • Developing and evaluating interventions designed to improve language and communication outcomes for children with developmental disabilities who use augmentative and alternative communication (AAC).
    • Developing and evaluating service-learning instructional approaches in communication sciences and disorders (Scholarship of Teaching and Learning).

     

    Grant Funding

    Funded External Proposals

    Binger, C. (PI) & Kent-Walsh, J. (MPI; 2017 – 2022). Word by Word: Building Sentences with Preschoolers who use AAC. R01 Research Grant Proposal Funded by the National Institutes of Health (NIDCD), $2,781,276.

    Kent-Walsh, J. (P.I., 2015-18).  Teaching preschoolers with complex communication needs to ask inverted yes-no questions using an AAC iPad application. Grant funded by National Institutes of Health (National Institute on Deafness and Other Communication Disorders), $437,810.

    Kent-Walsh, J. (P.I., Oct 2011 – Sep 2018). Atlantic Region Assistive Technology Demonstration Center. Grant funded by Florida Alliance for Assistive Services and Technology, $901,023.

    Kent-Walsh, J. (P.I., 2016-2017). iCommunicate@ UCF. Grant funded by the Chelsey G. Magruder Foundation, Inc., $10,000.

    Kent-Walsh, J. (P.I., 2015-2016). iCommunicate @ UCF: An AAC intervention program.  Grant funded by The Chesley G. Magruder Foundation, Inc., $10,000.

    Kent-Walsh, J. (P.I., 2014-2015). iCommunicate @ UCF: AAC outcomes.  Grant funded by The Chesley G. Magruder Foundation, Inc., $10,000.

    Kent-Walsh, J. (P.I., 2013). iCommunicate @ UCF.  Grant funded by the The Chesley G. Magruder Foundation, Inc., $10,000.

    Kent-Walsh, J. (P.I., 2011-2013). Teaching Children who use AAC to Ask Inverted Yes-No Questions. Clinical Research Grant funded by the American Speech-Language-Hearing Foundation, $50,000.

    Kent-Walsh, J. (P.I., May 2008 – May 2009). Project TELL: Targeting Early Language and Literacy For Children with Disabilities and from At-Risk Environments. Disney Helping Kids Shine Grant funded by the Walt Disney World Company, $19,000.

    Kent-Walsh, J. (P.I., Dec 2007 – Dec 2008). Technology in the FAAST Lane: Effects of parent Instructionon the communication of young children using AAC. Starfish Research Grant funded by the American Association of Speech-Language Pathologists and Audiologists Special Interest Division 1, $2,500.

    Kent-Walsh, J. (P.I., Aug 2006 – Jul 2007). AAC consumer employment. Contract funded by the Prentke Romich Company, $15,000.

    Kent-Walsh, J. (P.I., Aug 2006 – Jul 2007). On-the-job training.  Contract funded by the Florida Department of Education, Office of Vocational Rehabilitation, $2,000.

    Kent-Walsh, J. (P.I., May 2006 – Apr 2007). The effects of peer instruction on the expressive language of  children using augmentative and alternative communication during shared book reading activities. Research Grant funded by the Florida Association of Speech-Language Pathologists and Audiologists Foundation, $2,500.

    Kent-Walsh, J. (P.I., Dec 2005 – Dec 2006). The effects of virtual reality experiences on the receptive vocabulary of young children who use augmentative and alternative communication. Research grant funded by the Winter Park Health Foundation, $2,500.

    Kent-Walsh, J. (P.I., Oct 2005 – Sep 2011). Atlantic Region Assistive Technology Demonstration Center. Grant funded by Florida Alliance for Assistive Services and Technology, $728,250.

    Kent-Walsh, J. (P.I., Dec 2003 – Dec 2004). The effects of a caregiver instructional program on the communicative turns of students who require AAC during book reading activities. New Investigator Research Grant funded by the American Speech-Language Hearing Foundation, $5,000.

    Kent-Walsh, J. (P.I., Aug 2002 – Jul 2003). The effects of an educational assistant instructional program on the communicative turns of students who require AAC during book reading activities.  Whipper Watson Graduate Research Studentship funded by the Bloorview MacMillan Children’s Centre Office of Research, $5,500.

     

    Publications 

    Binger, C., Kent-Walsh, J., King, M.* & Mansfield, L.* (2017). Early sentence productions of three- and four-year-old children who use augmentative and alternative communication. Journal of Speech, Language, and Hearing Research, 60, 1930-1945.

    Binger, C., Kent-Walsh, J. & King, M.* (2017). Dynamic assessment for three- and four-year old children who use augmentative and alternative communication: evaluating expressive syntax. Journal of Speech, Language, and Hearing Research, 60, 1946-1958.

    Binger, C., Kent-Walsh, J. King, M., Webb, E. & Buenviaje, E. (2017). Early sentence productions of 5-year-old children who use augmentative and alternative communication. Communication Disorders Quarterly, 38, 131-142.

    Kent-Walsh, J., Murza, K.A., Malani, M.D. & Binger, C. (2015).  Effects of communication partner instruction on the communication of individuals using AAC:  A meta-analysis. Augmentative and Alternative Communication, Volume 33 (In Press).

    Kent-Walsh, J., Binger, C. & Buchanan, C. (2015). Teaching children who use augmentative and alternative communication to ask inverted yes-no questions using aided modeling. AmericanJournal of Speech-Language Pathology, 24, 222-236.

    King, M., Binger, C. & Kent-Walsh, J. (2015).  Using dynamic assessment to evaluate the expressive syntax of five-year-old children who use augmentative and alternative communication. Augmentative and Alternative Communication, 30, 1-14.

    Kent-Walsh, J. & Binger, C. (2013). Fundamentals of the ImPAACT Program. Perspectives on Augmentative and Alternative Communication, 22, 51-61.

    Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., McKelvey, M., Quach, W. (2012). Personnel roles in the AAC assessment process, Augmentative and Alternative Communication, 28, 278-288.

    Binger, C.  & Kent-Walsh, J. (2012). Selecting skills to teach communication partners: Where do I start?. Perspectives on Augmentative and Alternative Communication, 21, 127-135.

    Kent-Walsh, J. & Binger, C. (2012). Communication partner instruction in AAC: Building circles of support. Perspectives on Augmentative and Alternative Communication, 21, 124-126.

    Kent-Walsh, J. (2011). Emergent literacy intervention appears effective for teaching sound- letter correspondence and consonant-vowel-consonant spelling combinations to young children who use augmentative and alternative communication. Evidence-Based Communication Assessment and Intervention, 4, 183-187.

    Kent-Walsh, J., & Binger, C., (2011). Technology as a language tool: Augmentative and alternative communication in the classroom, Perspectives on School-Based Issues, 12, 28-33.

    Binger, C., Maguire-Marshall, M., & Kent-Walsh, J. (2011). Using aided AAC models, recasts, and contrastive targets to teach grammatical morphemes to children with developmental delays who use AAC.  Journal of Speech-Language-Hearing Research, 54, 160-176.

    Kent-Walsh, J., Binger, C., & Malani, M. (2010). Teaching partners to support the communication skills of young children who use AAC: Lessons from the ImPAACT Program. Early Childhood Services, 4, 210-226.

    Binger, C., Kent-Walsh, J., Ewing, C., & Taylor, S. (2010). Teaching educational assistants to facilitate the multi-symbol message productions of young students who require AAC. American Journal of Speech-Language Pathology, 19, 108-120.

    Kent-Walsh, J., Binger, C., & Hasham, Z. (2010). Effects of parent instruction on the symbolic communication of children using AAC during storybook reading. American Journal of Speech- Language Pathology, 19, 97-107.

    Binger, C., Berens, J., Kent-Walsh, J. & Hickman, S. (2008). The impacts of aided AAC interventions on AAC use, speech, and symbolic gestures. Seminars in Speech and Language, 29, 101-111.

    Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino parents to support the multi-symbol message productions of their children who require AAC. Augmentative and Alternative Communication, 24, 323-338.

    Kent-Walsh, J. (2008). Communication partner interventions for students who use AAC. Perspectives on Augmentative and Alternative Communication 17, 27-32.

    Kent-Walsh, J., Stark, C. & Binger, C. (2008). Tales from school trenches:  AAC service delivery and professional expertise. Seminars in Speech and Language, 29, 146-154.

    Rosa-Lugo, L. I., & Kent-Walsh, J. (2008). Effects of parent instruction on communicativeturns of Latino children using AAC during storybook reading. Communication Disorders Quarterly, 30, 49-61.

    Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21, 195-204.

    Kent-Walsh, J., & Light, J. (2003). General education teachers’ experiences with inclusion of students who use augmentative and alternative communication. Augmentative and Alternative Communication, 19, 104-124.

    Primers

    Kent-Walsh, J.  (2012). What every speech-language pathologist should know about service- learning.  Boston, MA: Pearson/Allyn & Bacon.

    Binger, C. & Kent-Walsh, J. (2010).  What every speech-language pathologist should know about augmentative and alternative communication. Boston, MA: Pearson/Allyn & Bacon.

    Book Sections

    Binger, C. & Kent-Walsh, J. (2017). Chapter 32: Augmentative and Alternative Communication. In M.A. Wehmeyer, I. Brown, M. Percy, K.A. Shogren & W.L.A. Fung (Ed.s). A Comprehensive Guide to Intellectual and Developmental Disabilities (pp. 461-471). Baltimore:  Paul H. Brookes.

    Ball, L., Kent-Walsh, J. & Harrington, N. (2016). Chapter 19: Consideration of communication options in head and neck cancer: Augmentative and alternative communication options.  In B. Hoffman Ruddy, H. Ho, C. Sapienza & J. L. Lehman (Ed.s). Cases in Head and Neck Cancer (p. 207-217), Plural Publishing

    Kent-Walsh, J., Resnick, P. & Binger, C. (2014).  Colin: A preschooler who is medically fragile but ready to “take off” with communication. In J. McCarthy & A. Dietz (Ed.s).  Augmentative and Alternative Communication: An interactive clinical casebook. San Diego, CA: Plural Publishing.

    Kent-Walsh, J. (2012). Augmentative and alternative communication.  In. J.M. Rippe (Ed.) Encyclopedia of Lifestyle Medicine and Health.  Thousand Oaks, CA: SAGE Publications.

    Kent-Walsh, J., & Binger, C. (2009). Addressing the communication demands of the classroom for beginning communicators and early language users. In G. Soto & C. Zangari (Ed.s) Practically speaking: Language, literacy, and academic development for students with AAC needs (pp. 143-172). Baltimore:  Paul H. Brookes.

    Invited Articles in American Speech-Language-Hearing Association Newsletter

    Binger, C.  & Kent-Walsh, J. (2012). Communication Takes Two. The ASHA Leader, 17, 24-27.

    Kent-Walsh, J. & Schwartz, J. (2006). Reengineering teaching and learning practices, ASHA Leader, 11(5),18-19.

    Kent-Walsh, J. & Rosa-Lugo, L. (2006). Communication partner interventions for children who use AAC: Storybook reading across culture and language, ASHA Leader, 11(3), 6-7.

    Light, J., & Kent-Walsh, J. (2003). Fostering emergent literacy for children who require AAC. ASHA Leader, 8(9), 4-6.

    Magazine Articles

    Kent-Walsh, J. (2011). AAC Assessment/Intervention across the spectrum: Spotlighting AAC services at the University of Central Florida. Therapy Times, 3(1), 4-6.

    Kent-Walsh, J. (2007).  FAAST ARDC welcomes a new staff member. FAAST Access, 4(2), 10.

    Kent-Walsh, J. (2005).  The evolution of a masterpiece, UCF Faculty Focus, 4(3), 4.

    Selected Profiles / Media Links

    http://www.orlandosentinel.com/health/vital-signs/os-kent-walsh-preschooler-speech-research-20160205-story.html

    /blog/2016/nih-funds-study-on-technology,-services-for-children-with-severe-speech-disabilities/

    /blog/2012/free-ipads-give-children-with-speech-difficulties-a-voice/

    /blog/2012/new-grant-ensures-continuation-of-assistive-technology-center-at-ucf/

    /media/202910/communique_spring_2012_web.pdf

    https://www.ashfoundation.org/recipients/spotlight/jennifer-kent-walsh/

    https://www.youtube.com/watch?v=SzbPM6esJ4w

    https://www.youtube.com/watch?v=9bdzGquzNGk

    /blog/2006/ucf-interns-help-teenagers-with-disabilities-learn-to-use-assistive-technologies/

    /blog/2006/center-to-demonstrate-assistive-technologies-to-residents-with-disabilities/

    /media/102382/lowresfinalspring2006communique_000.pdf

    Research Interests

    • Augmentative and Alternative Communication
    • Assistive Technology
    • Language Development and Disorders
    • service-learning
    • scholarship of teaching and learning
    Courses
    • SPA 4400: Language Disorders Across the Lifespan
    • SPA 4559: Augmentative and Alternative Communication
    • SPA 4580: Augmentative and Alternative Communication
    • SPA 4903: Honors Directed Readings
    • SPA 4932: Special Topics: Augmentative and Alternative
    • SPA 4970: Honors Thesis
    • EEX 6908: Independent Study: Doctoral Teaching & Research Experience
    • SPA 7490: Advanced Topics in Language and Literacy
    • IDS 7500: Seminar in Educational Research
    • SPA 7494: Doctoral Seminar in Spoken & Written Language
    • SPA 7980: Dissertation
    • SPA 6437: Communication Foundations, Assistive/Instructional
    • SPA 6559: Augmentative and Alternative Communication
    • SPA 6805: Research Design
    • SPA 6908: Independent Study: Augmentative and Alternative
    • SPA 6938: Special Topics: Assistive Technology
    • SPA 6971: Thesis
    Books
    What Every Speech-Language Pathologist/Audiologist Should Know About Service-Learning

    By Jennifer Kent-Walsh, associate professor of communication sciences and disorders

    Published in: September 2011
    What Every Speech-Language Pathologist/Audiologist Should Know about Augmentative and Alternative Communication

    By Cathy Binger and Jennifer Kent-Walsh, associate professor of communication sciences and disorders

    Published in: December 2009

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