Samantha Spengler

Motivated graduate student in the Speech-Language Pathology program seeking experience to further develop clinical skills in assessment and treatment. Eager to apply evidence-based assessment and treatment strategies to support clients across the lifespan. Committed to an individualized, client-centered approach, fostering a collaborative and nurturing environment where each person can thrive. Passionate about delivering high-quality, specialized care that promotes communication, functional development, and overall well-being.

Pediatric Communication Clinic (PCC) - Tempe, Arizona

School Age Rotation

Fall 2025

• Administered standardized assessments, including the Goldman-Fristoe Test of Articulation–3, Oral and Written Language Scales, and Clinical Evaluation of Language Fundamentals–5, to evaluate speech sound production and receptive/expressive language skills
• Provided therapy sessions both in person and via telehealth
• Interpreted assessment results to contribute to diagnostic impressions and guide individualized treatment planning
• Implemented evidence-based treatment activities, including slam cards to target expressive language and vocabulary retrieval
• Utilized social situation cards to develop pragmatic language skills, including perspective-taking and appropriate social responses
• Provided verbal models, cues, and feedback to support skill acquisition and generalization across contexts
• Collected and documented data on client performance to monitor progress toward established therapy goals

ASU Speech and Hearing Clinic - Tempe, Arizona

Adult Voice Therapy Rotation

Spring 2026

• Conducted comprehensive voice and communication assessments for adults' vocal concerns, including SpeakOut!® evaluations and voice evaluations to assess vocal quality, functional communication, and cognitive-linguistic abilities
• Analyzed assessment results to support differential diagnosis and develop individualized treatment plans in collaboration with ENT specialists
• Implemented evidence-based treatment approaches: Conversation Training Therapy (CTT) to improve functional communication and conversational effectiveness
  Vocal Function Exercises (VFE) to strengthen vocal muscles and improve coordination of respiration and phonation
  Semi-Occluded Vocal Tract (SOVT) exercises to enhance vocal efficiency and reduce strain
  Laryngeal manipulation and massage to alleviate muscle tension and promote optimal vocal function
• Provided patient education on vocal hygiene and strategies to maintain improvements in daily communication
• Collected and documented data on client performance to monitor progress and adjust therapy goals as needed

Valley ENT - Mesa, Arizona
Videolaryngostroboscopy (VLS) Rotation
Spring 2026

• Participated in specialty clinic providing instrumental assessment of voice and upper airway disorders, including presbyphonia, primary and secondary muscle tension dysphonia, vocal fold nodules, unilateral vocal fold paralysis, and laryngopharyngeal reflux.
• Contributed in an assistant role during VLS evaluations conducted by the supervising SLP, supporting case discussion and clinical reasoning.
• Developed beginning interpretation skills in aspects of VLS, including glottic closure patterns, vibratory characteristics (mucosal wave, amplitude, symmetry), and supraglottic activity.
• Contributed to medical and behavioral management planning, including the recommendation for voice therapy or referral for medical management as indicated.
• Gained supervised exposure to flexible nasoendoscopic VLS procedures, including equipment setup, patient positioning, and structured voice task administration (no independent procedural competency).
• Observed interprofessional collaboration between fellowship-trained laryngologist and SLP in diagnostic decision-making and coordinated treatment planning.
• Completed introductory rigid laryngoscopy experience under direct supervision, performing scope placement first hand-over-hand and then independently on a single occasion for educational purposes (no independent procedural competency).
• Served as the patient for a flexible nasoendoscopic examination performed by the supervising SLP, gaining first-hand understanding of patient experience, sensory responses, and procedural coaching techniques.

• Leader at YoungLife Capernaum (special needs youth camp)
• Self-Contained Special Education Classroom (2016-Current)
• ASU Speech & Hearing Clinic's Strengthening Social Connections in Parkinson's Disorder Open House