Additional Trainings

Dr. Flowers is a well respected therapist in the field of speech pathology. She continues to increase her knowledge in the field through extensive trainings. Below is information pertaining to some of her trainings and accolades.

  • BS & MS – Florida State University
    • Speech/Language Pathology
  • Ed.S. – University of West Florida
    • Educational Leadership
  • Ed.D. – University of West Florida
    • Doctorate in Applied Research & Analysis
  • Designated Regional Service Provider for Autism Communication Navigator - Training to identify children with autism between 12-20 months of age.
  • Over 25 years experience as a speech pathologist.
  • Worked with animals for 10+ years as primary motivators for children with special communication needs.
  • Licensed Speech Pathologist – American Speech, Hearing, Language Association (ASHA).
  • Certified Teacher preK-12, State of Florida – 15 years in public schools, worked with children from 3 to 18 years of age.
  • 16 Gestures by 16 Months of Age trained - See below for full outline of program.
  • Kaufman Certified – A nationally recognized treatment method for childhood apraxia of speech.
  • Beckman trained – Oral-motor treatment method targeting specific individualized therapy goals.
  • ASHA Certified – Holds Certificate of Clinical Competence (CCC’s) from the American Speech / Hearing / Language Association for 23 years.

Most Recent Professional Trainings Include:

  • Changing Developmental Trajectories of Toddlers with Autism Spectrum Disorder: Bridging Research to Practice (Florida State University)
  • Identifying and Engaging Children With Neurodevelopmental Disorders in Social Communication
  • The Relationship Between Gesture and Language in Nonverbal Children
  • Implications, Concerns and Questions About DSM -5 (Diagnosis) for Speech Language Pathologists
  • Building Partnerships Using Innovative Technologies to Bridge Research to Practice for Toddlers with Communication Delays
  • Can we teach children with ASD to make Friends: Considering Current Research to Clinical Practice (Penn State Univ.)
  • Assessment and Treatment of Nonverbal or Minimally Verbal Children (Univ. of Kansas)
  • Developing Speech in Nonverbal Children
  • Verifying Parent Perceptions of Potential Communication Acts of Young Children with ASD’s
  • Sharing an Imagination: Teaching Social Thinking in Pre-school and Early Elementary
  • “Lunch Buddies” Program: Teaching Conversation Skills to students with ASD
  • ASD: Gearing Up for Reality
  • Starting and Maintaining a Non-profit Organization for People with Communication Disorders
  • Evaluation of Culturally Diverse & Linguistically Diverse Students: Evidence and Implications
  • Facilitating Transformational Learning: A Model for Active Engagement
  • Providing Communication Therapy in the Natural Environment
  • Effects of Late Diagnosis of Autism in Children’s Communication Skill Development
  • Help Me Help You: How Systematic Cueing Influences Social-Communicative Helping in Children with Communication Disorders and Neurodevelopmental Disabilities
  • Effects of Screen Media on Language Development
  • Engagement Differences for 2-year-olds Identified as Late Talkers
  • Cognitive-Linguistic Factors in Auditory Processing
  • Evidence Based Prognosis in Speech-Language Pathology
  • The Public’s Understanding of Autism Spectrum Disorder
  • Father Participation & Satisfaction With Speech-Language Therapy for Young Children
  • Children’s Attitudes Toward Peers with Unintelligible Speech
  • Benefits and Barriers: Military Families With a Child With ASD
  • Readability of Internet Information on Treatment for Children with ASD
  • Clinical Decision-Making in Early Intervention for Young Children with Social-Communication Deficits
  • Providing Communication Therapy in Different Environments: A Pilot Study
  • Speech-Language Pathologists’ Definitions & Practices Regarding Communication in Early Intervention
  • Systematic Review of Communication Gesture Use in Children with Communication Disorders
  • Autism Diagnosis is Related to Auditory Preferences & Vocal Behavior in High-Risk Infants


16 Gestures by 16 Months:

( Wetherby 2014)

9 months

  • actions and reactions to others
  • child learns to take an object, then motorically release it
  • They learn parent reaches out hand to catch object, then they learn to give
  • Shake head for “no”, turn away from foods the don’t like and promptly looks to parent to see if they take it away.

10 months

  • learn to reach through exploration and experiences with others
  • reach out and take an object to be picked up

11 Months

  • motivated to share interest with others
  • learn to hold objects up & show objects to others so they will look and notice
  • social greetings begin in everyday life situations when people are coming and going. Accompanied by unsophisticated hand wiggle with mature wave developing later

12 Months

  • child begins to use an open hand with fingers spread
  • begin to tap with fingers together as a gesture to draw attention of others
  • gestures become more intentional, often produced with emphasis and accompanied by grunts or early speech sounds

13 Months

  • child begins to learn by observation, they begin copying what they do or say
  • learn to use gestures – clap hands, blow kiss through imitation
  • vocabulary is growing, child’s drive and interest is growing therefore they grow in gestures and learning

14 Months

  • point with index finger to reference things at a distance
  • use index for “shhh” gesture

15 Months

  • symbolic gestures – head nod for “yes”, shoo hand in front of face as if something is stinky
  • Hold up hand to signal “halt”

16 Months

  • symbolic gestures – High 5 and shrug for “I dunno”
  • gestures are now in place to build word usage upon