Meet The Therapy Team
Mallory is a certified speech-language pathologist who has experience working with both school and pre-school aged children. She received her bachelor’s degree from the University of Tennessee in Knoxville and her master’s degree from the University of South Florida in Tampa. Mallory has a special interest in augmentative and alternative communication.
MARY HOLLOWELL, M.A., CCC-SLP
Mary is a licensed and certified speech-language pathologist. She holds a B.A. in Psychology from Western Kentucky University and an M.A. in Speech-Language Pathology from Indiana University. Mary has experience working with preschool- and school-aged children in both school and private clinic settings. As a graduate student, Mary assisted in research in the areas of phonological and articulation disorders. Mary has special interests in early language development, assessment, and treatment.
laurie shaw, M.s., CF-SLP
With over 11 years of experience in the field of communication disorders, Laurie brings well-rounded and diverse clinical experience to Siskin’s Center for Developmental Pediatrics. She earned her undergraduate degree in Speech-Language Pathology from The University of Texas at Austin in 2010 and completed her Masters of Science in Speech-Language Pathology through California State University Northridge in 2019. Originally from Austin, TX, Laurie has been working in Chattanooga since 2013. She is experienced in behavior modification, augmentative and alternative communication systems, and is conversationally proficient in American Sign Language. As a professional singer, actress, and LSVT-LOUD certified clinician, Laurie has a passion for incorporating music and voice therapy techniques into her sessions.
KIMBERLY ARNOLD, DPT
Kimberly received her Doctorate degree in Physical Therapy in 2005 from Samuel Merritt College in Oakland, California. She has a special interest in treating children with Cerebral Palsy and other neuromotor disorders and became certified in Pediatric Neuro-Developmental Treatment in 2015. In addition to working in multiple public school settings in Northern Georgia with pre-k through school age children and young adults, Arnold has also treated a wide variety of patient populations including in the home health and clinical outpatient orthopedic settings. Over her years of experience, she has discovered her true passion of working with children and young adults.
Amanda graduated from the University of Tennessee at Chattanooga with her Doctorate in Occupational Therapy in 2018. Amanda was a graduate student intern at Siskin Children’s Institute from January 2018-May 2018 and completed a sensory playground design project for the institute as a part of her doctoral student requirements. Amanda fell in love with Siskin Children’s Institute during her time here as a graduate student and wanted to come back and begin her career working alongside our phenomenal therapy team and medical providers. She was thrilled to have the opportunity to return to Siskin in September 2018 working with children and their families. She has a passion for helping children who struggle with completing important daily life tasks such as play, dressing, grooming, feeding, toileting, bathing, interacting with peers, participating in school, and participating in activities in the community due to sensory processing concerns and concerns for developmental delays. Amanda has experience with the SOS Approach to Feeding Therapy.
JENNIFER PEET OTR/L
Jenny received her Master’s degree in Occupational Therapy from The University of Tennessee College of Health Sciences and has been practicing in pediatrics. She has worked in both clinic and school settings, working with children with a variety of diagnoses, including autism, cerebral palsy and cognitive impairment. Prior to returning to school to be an OT, her career centered on science education and science writing. She taught Human Anatomy and Physiology at Chattanooga State, studied animal behavior at Binghamtom University and was a writer and educator at the California Academy of Sciences.
COURTNEY PITTMAN OTR/L
Courtney Pittman graduated from the University of Tennessee at Chattanooga with a bachelor's degree in occupational therapy (2003). For over 9 years she has worked with a wide variety of diagnoses in children from infants to early teens. Courtney has a special interest in sensory processing disorder and is certified in Therapeutic Listening and Astronaut Training.
applied behavior analysis
KAYLA LENTZ, m.ED., lba, bcba
Kayla is a licensed and board certified behavior analyst. She has experience working with individuals of all ages and with a wide range of abilities but has a passion for working with children with an autism diagnosis. She received her bachelor's degree in applied behavior analysis from the University of North Texas and her master's degree from Arizona State University. Kayla especially enjoys teaching functional living skills and communication.
JESSICA PALMIER, lba, bcba
Jessica is a Board Certified Behavior Analyst. She received both her bachelor’s and master’s degrees from Auburn University. Jessica has experience working with preschool and school-aged children in home and school settings. In addition to these services she has worked in many other settings including adult services, the foster care system, and a private clinic. Jessica contributes the knowledge and expertise to teach families how to respond to challenging behaviors and teach appropriate behaviors by utilizing the principles of applied behavior analysis.
Jane WHite, lba, bcba
Jane is a Board Certified Behavior Analyst and TN Licensed Behavior Analyst with over a decade of experience in the field of ABA. She holds a B.A. in Psychology from University of North Carolina Asheville and an M.A. in Applied Behavior Analysis from University of South Florida. Jane has experience working with preschool and school-age children in home, clinic, and school settings. As a graduate student, Jane conducted research in the area of verbal behavior with children with autism. She has special interests in the areas of verbal behavior and early intensive behavioral intervention.