Communication Sciences & Disorders

Jianwen Crump, Ed.D., CCC-SLP

Dr. Jianwen Crump is an Assistant Professor and a clinical supervisor of the Mississippi University for Women Speech and Hearing Center. Prior to joining the faculty at Mississippi University for Women, Professor Crump worked in an array of settings including public schools, private practice, early intervention, long-term acute care, and skilled rehab.

She graduated from Mississippi University for Women in 2012 with a BS in Speech Language Pathology and earned her MA from Louisiana Tech in 2014. She completed doctoral studies at William Carey University resulting in an EdD in Educational Leadership w/ concentration in Assessment and Curriculum in 2019.

Dr. Crump specializes in the rehabilitation of speech, language/cognition, literacy acquisition, autism and fluency in clients 0-99+. She has particular interest in prevention of communication and disorders associated with deficient acquaintance to quality language exposure and literacy habilitation. She has a strong interest in the use of ultrasound visual biofeedback use in articulation therapy and helping patients to accomplish their personal goals and to optimize their quality of life.

Dr. Crump’s academic goals include improving communication through clinical research. She is involved in the education of future speech pathologists, early childhood professionals and international families. She regularly lectures on literacy, speech, language and cognition locally and internationally. She collaborates with Faith & Power Ministries to provide health education to underserved and disadvantaged populations across multiple regions of Nigeria (Africa). She teaches graduate level courses at Mississippi University for Women and is a member the American Speech Language Hearing Association.

Disclosure: The presenter will receive compensation for this presentation. She is a member of ASHA and has no other financial or nonfinancial relationships or conflicts of interest to disclose.

After this course, participations will be able to:

• Describe the relationship between communication deficits and challenging behaviors across clinical and educational service delivery settings.
• Identify the speech-language pathologist’s scope of practice and ethical responsibilities related to behavior modification in accordance with ASHA guidelines.
• Apply evidence-based, communication-centered assessment and intervention strategies, including functional communication principles, to support positive behavior outcomes.
• Demonstrate effective interdisciplinary collaboration and family engagement practices when implementing communication-based behavior supports.

Stephanie Smith, OTR/L

Stephanie Smith, OTR/L, became an occupational therapist through her deep passion for art, children, and a lifelong desire to make a meaningful difference in the lives of others. Over the past 23 years, she has demonstrated exceptional loyalty, leadership, and commitment to her organization, TJ Samson Regional where she has played an instrumental role in building, growing, and advancing pediatric rehabilitation services into a thriving, multidisciplinary program.

In addition to her clinical expertise, Stephanie brings extensive rehabilitation management and administrative experience. She served in acute inpatient rehabilitation management for two years, where she helped guide clinical operations, support interdisciplinary teams, and promote high-quality patient outcomes. She then advanced into pediatric leadership roles, serving more than 20 years as a leader in pediatric therapy program development and mentorship. She held the role of Assistant Rehab Director for four years and currently serves as a Rehab Director, where she leads with vision, compassion, and a strong commitment to both clinical excellence and team development. Stephanie is known for fostering a culture of collaboration, professional growth, and patient-centered care.

Throughout her clinical career, Stephanie has worked in acute care, inpatient rehabilitation, outpatient adults, outpatient pediatrics, home health, skilled nursing, and school-based settings. She has dedicated more than 20 years to serving children in school systems and outpatient setting, where she has been a passionate advocate for sensory-informed environments. Her innovative work includes implementing sensory walks, collaborating with educators to design sensory and quiet rooms, creating a ball chair program for an entire elementary school, and developing a morning “wake-up and walk to music” regulation program that helped improve student behavior, readiness to learn, and academic success.

Disclosure: The presenter will receive compensation for this presentation.  She is a member of ASHA and has no other financial or nonfinancial relationships or conflicts of interest to disclose.

After this course, participations will be able to:

• Identify at least three sensory processing patterns that commonly impact attention, regulation, and speech language performance
• Explain the connection between sensory regulation and speech outcomes including articulation, fluency, voice, and expressive /receptive language
• Recognize observable signs of sensory dysregulation that may be affecting communication participation