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Speech Staff

Jennifer Arnold, SLP-CCC


Nyesha Jackson-Cavil, Assistant


Megan Craft, SLP-CCC


Chelsey Morales, Assistant


Daryl Dagley, SLP-CCC


Monica Schmid, SLP-CCC


Chelsea Field, Assistant 281-229-6246

Kim Stocker, SLP-CCC


Patricia Garcia-Gill, Assistant


Michelle Wagner, SLP-CCC


Kristin Garr, SLP-CCC


Tonia Marion-Wilson, SLP-CCC


OPEN Bilingual, SLP-CCC

to apply, call: 281-229-7079

Tonia Wilson has served as the lead SLP for DISD since 2004. 


Team Leader Profile:

Tonia graduated from Stephen F. Austin in Nacogdoches with a Master's degree in Speech Pathology. Her background includes serving in the Army Reserve and Texas National Guard, attaining the rank of Captain before becoming a Speech Pathologist.

What is Speech Therapy?

Speech therapy is the assessment of and treatment for communication problems and speech disorders. It is performed by speech-language pathologists (SLPs), which are often referred to as speech therapists.

Speech therapist use many techniques to assist students with communication improvement. These include articulation therapy, language intervention activities, consulting with teachers, other providers and parents. There are also other techniques depending on the type of speech or language disorder.

The Speech Therapy team provides speech therapy in accordance with the best practices model advocated by ASHA and TSHA. Each student who receives speech therapy has been evaluated by a speech pathologist and determined to have an educational need for speech therapy services. The ARD committee determines the student's goals and therapy schedule.

IDEA 2004 Speech impairment means: communication disorders such as stuttering, impaired articulation, a language impairment, or voice impairment that adverserly affects a child’s educational performance. ( region 4, Clinical/Medical Model Diagnosis vs. Educational Eligibility)

What is a speech sound / articulation disorder?

An atypical production of speech sounds characterized by

Substitutions (tool/cool, wash/watch)

Omissions (sip/slip, boo/book)

Additions or distortions (lisps, wabbit/rabbit)

This disorder may interfere with intelligibility. Significant speech sound disorders impact a child’s self-esteem, peer relationships, and ability to read, spell, and write accurately.

What is a Language disorder?

A language disorder is impaired comprehension and/or use of spoken, written, and/or other symbol systems. The disorder may involve, in any combination:

the form of language (phonology, morphology, syntax);

the content of language (semantics); and/or

the function of language in communication (pragmatics).

What is fluency disorder?

An interruption in the flow of speaking characterized by atypical rate, rhythm, and repetitions in sounds, syllables, words, and phrases.

-Prolonging, repeating, or blocking on sounds or words are typical signs of


What is a voice disorder?

Abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual’s age and/or sex gender .

-Voice may sound hoarse, raspy, too soft, high pitched, or choppy.

Who is Eligible for receiving Speech services?

A student is eligible for speech-language pathology services through IDEA when s/he exhibits a speech impairment that has an adverse effect on educational performance to the degree that specially designed instruction of related services and supports are needed from the SLP to help the student make progress in the general education curriculum.

Determination of eligibility for the individualized education program (IEP) services with a speech impairment is a process that involves collecting data to answer the following questions:

  1. Is there a disability condition (i.e., a communication disorder)?
  2. Is there and adverse effect on educational performance (academic achievement and functional performance) resulting from the communication disorder?
  3. If so, are specially designed instruction and/or related services and supports needed from the SLP to help the student make progress in the general education curriculum?

What is AAC?

Augmentative and Alternative Communication is an area of clinical practice that attempts to compensate for the impairment and disability patterns of individuals with severe expressive communication disorders

AAC uses a variety of techniques and tools including:

picture communication boards

line drawings

speech-generating devices

tangible objects

manual signs


finger spelling

Speech-language pathologists (SLPs) play a central role in the screening, assessment, diagnosis and treatment of persons requiring AAC intervention.

Service Delivery Models:

DISD provides a continuum of Speech Therapy services. These services can range from general education intervention supports to a more restrictive pull-out of classroom model. Services are individually designed based upon student needs within the context of the ARD/IEP process.

Direct Services can include: Classroom based, co-teaching/collaboration, pull-out and combined services.

Indirect Support Services can include: Assistive Technology Support, urriculum modifications, consultation, IEP development, progress reporting, classroom interventions, and training.

Combination of Direct and Indirect Services

Dismissal from speech services:

Communication disorders have been remediated or compensatory strategies have been successfully established.

Individual/Family chooses not to participate in treatment.

Treatment no longer results in measurable benefits (ASHA Decision making termination of Services, ASHA 2004 Admission/Discharge Criteria. TSHA )


Region 4, (2015) Clinical/Medical Model Diagnosis vs. Educational Eligibility.

ASHA Decision Making in Termination of Services

Flynn, P (2010) Service Delivery Models: connecting SLP’s with Teachers and Curriculum; New ASHA Leader

ASHA Guidelines Admission/Discharge Criteria Speech-Language Pathology

ASHA lets Talk Service Delivery Models in Schools 2010

ASHA (2015) A model for Collaborative Service Delivery for Students with Language –Learning Disorders in the Public School

Ingersoll, B., Meyer, K., Bonter N., and Jelinek, S. (2012) A comparison of Developmental Social –Pragmatic and Naturalistic Behavioral Interventions on Language Use and Social Engagement in Children with Autism,. Journal of Speech, Language and Hearing Research, 55, 1301-1313.

The mission of the Dickinson Independent School District is to ensure that all students have safe and successful learning opportunities that help them reach their full potential and add quality throughout their lives. 

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