Speech-Language Pathologist Support for Literacy in Students Who Are Minimally Verbal

Through this project, the next generation of school-based speech-language pathologists will learn to support the complex communication and literacy needs of children who are minimally verbal.

Project Overview

The communication disorders department at Sacred Heart University is developing an innovative project designed to prepare future speech-language pathologists (SLPs) to better serve school-aged children with disabilities through evidence-based interventions and services.

Aligned with the department’s priority area of Preparing Personnel to Serve School-Age Children with Disabilities, this initiative aims to increase the number of highly qualified SLPs equipped to support the complex communication and literacy needs of children who are minimally verbal.

Through specialized instruction and clinical experiences that extend beyond the traditional master's-level curriculum, graduate students will gain advanced knowledge and skills in literacy instruction and communication support strategies for children with significant communication challenges.

Supporting Minimally Verbal Students

This project focuses on children who are minimally verbal (MV)—students whose spoken communication is limited to a small number of words or short phrases and who often rely on augmentative and alternative communication (AAC) systems to supplement speech.

These students may have a range of diagnoses and support needs, including:

• Complex communication needs (CCN)
• Severe disabilities (SD)
• Profound or high-needs autism spectrum disorders (PASD)

Many minimally verbal students also demonstrate varying levels of language comprehension and may communicate in multiple languages or language environments.

Advancing Clinical Preparation

The project will provide graduate scholars with enhanced learning opportunities focused on:

• Evidence-based literacy instruction
• Communication interventions for minimally verbal students
• Augmentative and alternative communication (AAC)
• School-based service delivery
• Interdisciplinary collaboration
• Supporting diverse learners with complex communication needs

By expanding clinical preparation in these areas, the project seeks to strengthen the workforce of speech-language pathologists serving children with disabilities in educational settings.

Faculty Project Team

This project is led by a team of accomplished faculty and clinicians within SHU’s communication disorders department.

Rhea Paul, Ph.D., CCC-SLP

Rhea Paul is a nationally recognized leader in autism and language development research, with decades of scholarship focused on minimally verbal children and evidence-based communication interventions. She chairs the communication disorders department of  and directs the University’s speech-language pathology graduate program. Professor Paul's prior federally funded work, including a five-year, $1.25 million grant from the U.S. Department of Education's Office of Special Education Programs, established the foundation for this project's interdisciplinary approach.

Caitlin Zimyeski, Ed.D., CCC-SLP

Caitlin Zimyeski serves as program director for the speech-language pathology program. Her work bridges clinical practice and graduate preparation, with a focus on ensuring SLP students are equipped to meet the complex needs of the populations they will serve.

Hannah Cohen, MS, CCC-SLP

A speech-language pathologist with clinical experience serving students in school-based settings, Hannah Cohen brings direct practice expertise to the project team, contributing to the design and implementation of clinical training components.

Taylor Knouse-Selk, MS, CCC-SLP

Taylor Knouse-Selk is a clinician and faculty member whose work in adaptive and school-based practice informs the project's focus on real-world, student-centered intervention strategies.

Project Updates

Additional information about project activities, scholar opportunities, clinical experiences, and outcomes will be added as the project develops.