Dr. Whitmire is President of SDG Enterprise, an education consulting firm. She previously served as Director of Educational Programs and Director of the RTI Action Network for the National Center for Learning Disabilities, responsible for school reform initiatives with a global reach to millions of students and educators. In addition, she served as Director of School Services in Speech-Language Pathology for the American Speech-Language-Hearing Association (ASHA), leading programs for over 50,000 speech-language pathologists working in the schools. Prior to that, she held positions as a clinic supervisor and lecturer at Syracuse University and as Assistant Professor and Chair of the Communication Disorders Department at The College of Saint Rose. She began her career as a school-based clinician in California and New York, where she worked for fourteen years.
A nationally-certified speech-language pathologist, Dr. Whitmire is a board-certified specialist in child language and language disorders and is an ASHA Fellow. She has authored more than 30 peer-reviewed and invited journal articles and chapters, has served as guest editor for three professional journals, and sits on the editorial boards of Topics in Language Disorders and Communication Disorders Quarterly. She is currently serving as Vice President of the Communication Sciences and Disorders Research Group and Chair of the American Board of Child Language and Language Disorders. She has presented extensively at the international, national, and state levels on issues related to academic and social implications of disabilities in school-age children and adolescents, with particular interest in learning disabilities, stuttering, and deafness. She has also served in a variety of capacities for regional and state professional associations and boards, for which she has received two Distinguished Service Awards and a Special Citation. Dr. Whitmire received her MA, MS, and PhD from the University of Rochester.
Speech-language pathologists (SPLs) working in school settings are faced with providing services that meet educational mandates, their professional scope of practice, and the current evidence… read more
In order to design and implement educationally relevant assessments and interventions, school-based speech-language pathologists (SLPs) must engage in effective collaboration with classroom teachers and other… read more
Educationally relevant assessments and interventions require that school-based speech-language pathologists (SLPs) provide both direct and indirect services with and on behalf of students, including various… read more