By Dave DeFusco
Kayla Sullivan, a 2022 graduate of the Katz School鈥檚 M.S. in Speech-Language Pathology, has always been drawn to the power of communication. As a child, she was a self-described 鈥渃hatterbox,鈥 never short on words, but her younger brother struggled to speak in his early years. Watching him work with a speech pathologist who helped him find his voice sparked a lifelong passion in her. Now, she is making a difference in the lives of children across New York City鈥檚 schools, using her expertise, patience and dedication to help students overcome their own communication challenges.
Sullivan鈥檚 interest in language and linguistics started early. She studied Hebrew in her Jewish day school and later took five years of Mandarin in high school. While she admits she鈥檚 not fluent, her exposure to different languages has shaped her understanding of communication barriers and cultural diversity. This background played a role in her graduate school placement when she expressed interest in working in a setting that would allow her to utilize her Mandarin skills.
鈥淚 mentioned to Professor Christler that I had taken Mandarin and was really interested in using it in some way,鈥 she said, referring to her former professor, Dr. Andrew Christler, clinical director and clinical assistant professor. 鈥淗e found me a placement where it might come in handy, and I ended up interning at the school where I now work full-time.鈥
After Sullivan earned her degree, her supervisor, who later became her colleague, connected Sullivan with a hiring manager within the New York City Department of Education鈥檚 Districts 1 and 2. She landed her first full-time job at a school on the Lower East Side and later transitioned to P.S. 124 Yung Wing Elementary School, which has a large Mandarin- and Cantonese-speaking population. She now works alongside two other speech pathologists鈥攐ne who speaks Mandarin and another who speaks Cantonese鈥攚hile she primarily serves the English-speaking students.
For Sullivan, the most rewarding part of her job is witnessing students鈥 progress. 鈥淚t鈥檚 so gratifying to see the growth,鈥 she said. 鈥淥ne of my students came into first grade barely intelligible. By the time he finished second grade, he had mastered all his sounds. When I moved schools, I didn鈥檛 get to be the one to discharge him, but my colleague did, and they emailed me to say thank you. That was an incredible feeling.鈥
Sullivan works primarily with students with articulation disorders, expressive and receptive language delays, and autism spectrum disorders. While she enjoys all aspects of speech pathology, she finds particular satisfaction in articulation therapy. 鈥淵ou see the results so quickly,鈥 she said. 鈥淲hen a child learns a sound and keeps practicing, you can literally hear the progress in real time.鈥
The field of speech-language pathology is constantly evolving, and Sullivan is committed to staying up to date on the latest research. One significant shift in her approach has been regarding eye contact. 鈥淚 used to emphasize eye contact during turn-taking, but new research suggests that forcing it can be counterproductive, especially for neurodivergent students,鈥 she said. 鈥淣ow, I don鈥檛 focus on it as much and adapt to what makes the child comfortable.鈥
She has also deepened her understanding of Gestalt language processing, a method of language acquisition that differs from traditional learning patterns. 鈥淥ne of my students processes language in chunks rather than individual words, so I had to research the best ways to support him,鈥 she said. 鈥淚鈥檝e even had to learn some poetry rhymes to help interpret what he鈥檚 trying to communicate.鈥
Assessment is a crucial part of Sullivan鈥檚 work, ensuring that students receive the right interventions at the right time. 鈥淓very three years, my students undergo a reevaluation to track their progress,鈥 she said. 鈥淚 use the CELF-5 to assess language skills, and for articulation, I use my own screening tools. They not only guide individualized support but also help determine whether students are ready to transition to a less restrictive learning environment.鈥
For many speech-language pathologists, assessments serve as a foundation for diverse career paths, from working in hospitals and private practice to specializing in research, corporate speech coaching or technology development. Despite the abundance of opportunities in the field, Sullivan has found her perfect fit in education.
鈥淚鈥檝e reached my professional goal,鈥 said Sullivan, who in her spare time shares her knowledge and passion for speech-language pathology by serving as a clinical preceptor for Katz School MedSLP graduate students. 鈥淚 love my students, my school and my work. If I鈥檓 still here in 20 years, I鈥檒l be thrilled.鈥
