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Home | School-Based | In the Spotlight

Speech Language Pathologist with the Cleveland, Ohio Metropolitan School District (CMSD)

Short Bio

Don D'Amore received his B.A. from John Carroll University and his M.A. in Speech Language Pathology from Cleveland State University. Mr. D'Amore has presented regularly for over 15 years at speech language pathology conventions and at other SLP and educator gatherings. He has co-presented at the American Speech Language and Hearing Association (ASHA) Annual Convention, and he has presented or co-presented numerous times at both the Ohio School Speech Pathology Educational Audiology Coalition (OSSPEAC) Annual Convention, and the Ohio Speech Language and Hearing Association (OSLHA) Annual Convention. Don D'Amore has an Ohio License of Speech Language Pathology as well as a Permanent Ohio Teaching Certificate. He has been a member for over 20 years of both the American Speech Language and Hearing Association (ASHA) and the Ohio Speech Language and Hearing Association (OSLHA) and has been published in the OSLHA HEARSAY Journal of Speech Language Pathology and Audiology. Don D'Amore is a past president of the former North Eastern Ohio Speech Language and Hearing Association (NEOSHA) as well as a multiyear member of NEOSHA's Executive Board.

Mr. D'Amore also has worked on a part time basis for over 20 years as an SLP for community homes for individuals with developmental disabilities. Don D'Amore attributes his career long experience with adults with disabilities, as giving him better perspective into the therapy goals of his younger clients

Mr. D'Amore credits his approach to the AAC field to two key personal SLP mentors from whom he has received guidance throughout his career. Both Judith Heyer, SLP professor at Cleveland State University and Dr. Vicki Turner SLP a pioneering colleague in AAC for the Cleveland School District, have helped to shape Mr. D'Amore's AAC skills and they have given him the benefit of their vast wisdom accumulated through their years of experience. Mr. D'Amore notes that the support of the dedicated professionals of the CMSD (especially AAC SLP colleague Carol Spears) makes doing his complex job possible, as well as enjoyable!

Don D'Amore is the Founder/Co-Owner of SpeechPage.com Publishing Company (www.speechpage.com), which carries a wide variety of Speech/Language Therapy Materials all written and designed as well as personally illustrated by Mr. D'Amore. It is Don D'Amore's belief that by combining his abilities as an amateur illustrator with his knowledge of Speech Language Pathology and his creative approach to therapy, he can create materials that can benefit untold numbers of clients far beyond those he alone could ever assist.

Personal Philosophy/Mission

I believe that every student, regardless of their disability, can communicate in a meaningful expressive manner. My mission has been to bring intervention ideas and techniques to teams working with students that help all involved to achieve their highest level of communication success. I have often thought the name of our profession’s title could be changed to “Communication Pathologists” to clarify to everyone that, even though many individuals may not speak vocally, there are always ways that we can assist them to communicate.

Setting/Caseload Description

I provide collaborative AAC services to over 100 students, diverse both by age (3-22), as well as types of disabilities (Autism, Apraxia, Cerebral Palsy, Deaf, Developmental and Cognitive Delay, etc.)

Areas of Interest

I have worked with a large number of students with Autism whom also use AAC. In doing so, I've observed a strong interest from other team members in finding effective communication solutions for these students. I have found that functional therapy approaches that involve the strengths and interests of the clients can often result in the clients generating meaningful spontaneous communication without the typical reliance on outside prompting.

Favorite Therapy/Technique/Materials

I have found that pre-setting up AAC therapy sessions with engaging activities can encourage the students to use introductory level speech generating devices (SGD) to experience effective spontaneous expressive communication. This produces a meaningful result for them, which makes the power and procedures of communicating self-evident. This approach often results in a better understanding by the client of how using structured communication on their own can benefit them to meet their needs. For the students that are capable, it has often also increased their spontaneous vocal communication in situation when the SGD is not present.

Caseload Management Tip

By including the student's families, teachers, support staff and other stakeholders in the understanding of the goals and procedures of speech therapy, there is an increase in the overall exposure of the client to beneficial communication encouragement and intervention.

Whenever possible I try to open therapy sessions to team members, (particularly families), so that they may observe first hand how to approach their own encouragement of communication goals with the student. A team approach allows for the Speech/Language therapy goals to be carried over outside of the limited time of therapy sessions and into the rest of the client's life.

Recommended Readings

Frost, L., & Bondy, A. (2002). Picture Exchange Communication System training manual (2nd ed.). Newark, DE: Pyramid Education Products.

Hodgdon, L. (2003). Visual strategies for improving communication : Practical supports for school & home. Troy, MI: QuirkRoberts Publishing.

Huddleston, K. (2004 April/May). Considering expressive augmentative communication supports for students with autism in the school setting. A Closer Look, June/July, 2004.

Sussman, F. (1999). More than words: Helping parents promote communication and social skills in children with autism spectrum disorder. The Hanen Program® for Parents of Children with Autism Spectrum Disorder.