George R. Castle

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Education

Ph.D. Candidate, Speech-Language Pathology- Vanderbilt University Medical Center

Minor areas: Special Education (Autism) and Literacy, Peabody School of Education. Anticipated, 2016

M.S. Speech-Language Pathology, Columbia University-Teachers College, May 2006

B.S. Communication Studies, State University of New York at Oneonta. Magna Cum Laude, May 2003

Certifications/Licenses

  • College Teaching Certificate- Vanderbilt University
  • New York State (NYS) License in Speech and Language Pathology
  • NYS Teaching Certification- Teacher of Students with Speech and Language Disabilities (K-12)

Clinical Certifications

  • Certificate of Clinical Competency- American Speech-Language and Hearing Association
  • Autism Diagnostic Observation Schedule (ADOS-2) Clinical Modules 1-4
  • Lee Silverman Voice Treatment (LSVT)

University Teaching Experience

Transcultural Communication, Co-instructor under the direction of Catherine Crowley, J.D., Ph.D.

Teachers College, Columbia University program in Ghana, December 2013- January 2014

  • Member of a 4 person team that instructed on how to develop culturally appropriate, sustainable therapeutic solutions in response to student clinicians’ daily clinical observations

Articulation Disorders and Clinical Phonetics. Teaching Assistant for Stephen Camarata, Ph.D., Vanderbilt University, Fall 2012

  • Independently developed and delivered 1/3 of semester lectures
  • Taught 15 weekly 1-hour lab/review sections
  • Contributed to the development and grading of assignments and examinations

Hearing and Speech Boot Camp.Co-Instructor Under the direction of C. Melanie Schuele, Ph.D. Vanderbilt University. Aug. 2011, Aug. 2012

  • Taught 1st year graduate students - Foundations of Language Development (Total: 8 mini-lectures)

College Teaching Program, Vanderbilt University Center for Teaching, (2012-2013)

  • Studied the principles of adult learning through participation in lectures, assignments, and interactive teaching demonstrations
  • Participated in college teaching practicum which involved demonstrating proficiency in teaching techniques by presenting multiple lectures to undergraduate and graduate students

Publications

Castle, G. (2016). The relationship between pragmatic language, oral language comprehension and reading comprehension in typically developing children. Manuscript in preparation.

Castle, G., & Camarata, S. (2016). Cross-modal generalization of vocabulary in children with Autism Spectrum Disorder. Manuscript in preparation.

Crowley, C., Castle, G., & Agosto, N. (2006). Assessment based in evidence and law: Cultural and linguistic biases in assessment. Advance for Speech-Language Pathologists and Audiologists. Vol. 16. No. 50

Research projects and grant funding

  • Principal Investigator and Sole Author, 2015-2016. The Relationship between Pragmatic Language, Oral Language Comprehension and Reading Comprehension in Typically Developing Children. (NIH/CTSA), Translational research grant.
  • Camarata, S. & Castle, G. (2015). Cross-modal generalization of vocabulary in children with Autism Spectrum Disorder.

We used a single subject multiple baseline, parallel treatments design to examine whether intervention in expressive or receptive language would be associated with generalization across modalities (i.e., expressive to receptive, receptive to expressive) of vocabulary for four preschool boys with Autism. Results showed that intervention was associated with cross-modal generalization and participants demonstrated considerably greater cross-modal generalization from expressive to receptive domains than from the reverse order.

  • Castle, G. (2015). The relationship between pragmatic language, oral language comprehension and reading comprehension in typically developing children.

Studied the relationship between oral language comprehension, pragmatic language and reading comprehension in 20 typically developing individuals as a prelude to studying this relationship in individuals with ASD. Correlational analysis showed moderate correlations between all three constructs. Regression analysis showed that although pragmatic language was not a significant predictor of reading comprehension, it approached significance. The integrated relationship between pragmatic language and oral language comprehension was discussed.

Selected Presentations

  • Castle, G. (2014). Reading comprehension in Autism Spectrum Disorder: From research to practice. Technical Clinical Session at the American Speech-Language Hearing Association Annual Conference. Orlando, FL.
  • Davis, T., & Castle, G (2014). Social skills groups. Lecture presented at the School Speech Language Pathology Conference. Peabody School of Education, Vanderbilt University. Nashville, TN.
  • Castle, G. (2014). Is my therapy working? Utility of single subject design for clinicians. Lecture presented at the National Black Association for Speech Language and Hearing Annual Conference. Raleigh, NC.
  • Castle, G. (2014). Joint action routines for children with autism. Workshop presented at the Annual Speech-Language Pathology in Ghanaian Schools Conference. Accra, Ghana, West Africa.
  • Castle, G., & Camarata, S. (2013). Intervention and behavior management for children with autism. Lecture presented at the School Speech Language Pathology Conference. Vanderbilt Kennedy Center. Nashville, TN.
  • Camarata, S. Castle, G., & Davis, T. (2013). Single subject design. Lecture presented at the American Speech-Language Hearing Association Annual Conference. Chicago, IL.
  • Castle, G. & Camarata. S. (2012). Receptive language intervention in ASD: Cross –modal generalization of vocabulary. Poster presented at the American Speech-Language Hearing Association Annual Conference. Atlanta, GA.
  • Crowley, C., Castle, G., & Agosto, N. (2006). Assessment based in evidence and law: Cultural and linguistic biases in assessment. Lecture presented at the American Speech-Language Hearing Association Annual Conference. Chicago, IL.
  • Castle, G. (2005). Language assessment of bilingual and bicultural students: Use and interpretation of standardized scores. Paper presented at the American Speech-Language Hearing Association Annual Conference. San Diego, CA.

Professional/Clinical Experience

Clinical Assistant Professor, Department of Communicative Sciences and Disorders- New York University, Appointment start date: Sept. 1, 2016.

Speech Language Pathologist, Personal Touch Home Health Agency, Oct. 2009- Aug. 2011

  • Provided evaluations and therapy for the adult population diagnosedwith Aphasia (Acquired language loss), Dysphagia (Feeding and swallowing difficulties) and Dysarthria (Muscle weakness)

Speech Language Pathologist/ Special Instruction Teacher, Theracare Home Health Agency,

Mar. 2007- Aug. 2011

  • Worked with birth-3 year old population using Applied Behavioral Analysis techniques
  • Early intervention, Provided speech and language therapy for children, birth to 3 year old
  • Provided Dysphagia (Feeding) therapy for medically complex population

Speech-Language Pathologist / Teacher, NYC Department of Education, Sept. 2006- Aug 2011

Coy L. Cox School-P369

  • Advised administrators and teachers on teaching strategies and curriculum adaptation for children with Autism Spectrum Disorder (ASD)
  • Provided professional development seminars on various communication topics related to children with ASD
  • Created and oversaw a “Restaurant Travel Club” for children with ASD
  • Provided speech and language therapy to ASD and Emotionally Handicapped populations aged 5-14 years old. Caseload: 35-45

Supervisory Experience

Clinical Supervisor and Senior Autism Consultant, Teachers College, Columbia University and Ghana Ministry of Education Partnership, Ghana, West Africa. December 2013- January 2014

  • Member of a team that provided curriculum adaptation and professional development for teachers of students with developmental disabilities
  • Co-developer of 2 professional development multi-day workshops aimed at the implementation of sustainable augmentative and alternative communication solutions in the classroom. Focused on Joint-Action Routines.
  • Supervised 15 Teachers College, Columbia University, Speech-Language Pathology M.S. students providing speech and language services at 3 sites (Director- Catherine Crowley, PhD): Akoom School for Special Needs, Korle Bu Hospital, KomkoAnokye Hospital

Literacy Coach (Practicum), Metro-Nashville Public Schools, Gower Elementary, Fall 2012

Taken in conjunction with Literacy Assessment and Professional Development class, Fall 2012

  • Organized and implemented professional development activities for teachers
  • Organized and participated in the administration of grade level meetings with teachers
  • Trained to evaluate data to drive instructional decisions
  • Trained to administer and interpret formal and informal literacy assessments for the elementary population

Clinical Fellowship Supervisor, NYC Department of Education at Coy L. Cox, P36, Jan-July 2011

Supervision of Clinical Fellow to obtain New York State SLP License)

  • Reviewed diagnostic reports, treatment records, IEP goals and relevant paperwork
  • Supervised clinical fellow’s participation in staff/IEP meetings
  • Mentored clinical fellow’s performance of direct therapy

Speech Practicum Supervisor, for 4 graduate students for Hunter College, Long Island University, and Western Kentucky University, at Coy L. Cox -P369, 2008-2010

  • Mentored graduate students in the use of a variety of speech and language intervention techniques
  • Supervised student presentations at parent workshops
  • Supervised the management of a caseload of 35-45 students
  • Reviewed diagnostic reports, treatment records, IEP goals and relevant paperwork

Awards and Honors

  • National Institutes of Health IMSD grant for PhD training in STEM (2011-2012)
  • Awarded full tuition PhD scholarship and university traineeship, Vanderbilt University 2011-2016
  • Received New York State United Federation of Teachers award for Excellence in Speech Language Pathology and Outstanding Contributions in Community Service (2007)
  • Participated in American Speech and Hearing Association’s Minority Student Leadership Program (2005). (Thirty students selected nationally)
  • Awarded full tuition M.S. scholarship, New York City Department of Education/ Teachers College, Columbia University. (2003-2006)