Staff- Quincey Lloyd 2018-09-07T11:44:34+00:00

Quincey Lloyd
Board Certified & Licensed Speech-Language Pathologist
LAMP Words For Life Partner


  • Coastal Carolina University Bachelor of Science in Psychology
  • Indiana University Master of Arts in Speech Language Pathology

Licenses & Certificates:

  • Licensed to practice in the states of South Carolina
  • Received Certificate of Clinical Competence through American Speech-Language-Hearing Association.
  • Certificate of Participation: Pediatric Feeding and Swallowing – Provided an introduction to the assessment and treatment of pediatric feeding and swallowing disorders.

Pediatric Work History:
While working toward my Bachelor’s degree, I worked in the Myrtle Beach area as an ABA therapist for two years serving children with Autism and their families. During my graduate studies, I worked with children in a variety of settings including a developmental preschool, hospital, outpatient facility, and in the public schools. After receiving my Master’s degree, I worked in Tennessee as a Speech-Language Pathologist with children in the following settings: a residential treatment facility for children ages 6-18 with Autism and Developmental Delay, a public school system, and Tennessee’s Early Intervention program. Throughout my experiences I have had the opportunity to work with a variety of populations including: Autism, Apraxia, AAC, Cerebral Palsy, Hearing Impairment, Feeding/Swallowing, and Speech and Language Delay.

Specialized Training:
“Picky Eaters vs. Problem Feeders: The SOS Approach to Feeding”
This was a 3-day training conference on the SOS Approach to Feeding. This is a feeding program that is a non-invasive developmental approach to feeding. It is designed to assess and address all the factors involved in feeding difficulties. This approach allows a child to interact with food in a playful, non-stressful way. It focuses on increasing a child’s comfort level through exploring and learning about the different properties of foods, including texture, smell, taste, and consistency. The SOS approach follows a hierarchy to feeding from tolerating foods in the room, interacting with the food, smelling, touching, tasting, and eventually, eating the food.

“Language Acquisition through Motor Planning (LAMP) Extended Course: Highlighting Local Clients”
LAMP is an augmentative alternative communication (AAC) approach designed to give a method of independently and spontaneously expressing themselves through a speech generating device. This course will covered the components of LAMP: readiness to learn, engaging the learner through joint engagement, and learning language through a unique and consistent motor plan paired with an auditory signal and a natural consequence. Discussion included how this approach addresses the core language deficits of autism, device features that are beneficial to teaching language, and how to use those features to implement LAMP components. PRC’s language system and devices were used to illustrate treatment components but LAMP principles can also be applied to other products.

Words for Life: Features and Implementation for LAMP™
This course addressed how to use the Words for Life software to implement the LAMP approach. Topics included how to navigate the vocabulary that is currently on the software as well as personalizing the vocabulary by adding or modifying specific words, how to use several features of the software including the word finder, the vocabulary builder, and how to prevent unwanted modifications. This course also covered what vocabulary is best to begin with and examples of activities to implement.

Training Auditory Processing In Children With Autism Spectrum Disorders And Other Developmental Disabilities
This course was designed to help speech-language pathologists and educators understand the current research and management approaches for auditory processing disorders (C)APD as evident in children on the autism spectrum (ASD) and children with other developmental learning challenges. The presentation reviewed new neuroscience research to help participants understand how the brain processes auditory information like speech as well as causative factors known to contribute to (C)APD in children. The course concluded with a presentation of evidence-based interventions from several sources that have been shown to improve auditory processing and effect brain function.

Autism Spectrum Disorders: Build Speech, Language and Literacy Skills With Orthographic Instruction

Different from other “literacy” courses, this evidence-based course provided specific guidance for SLPs working to establish early literacy skills with children with Autism Spectrum Disorder (ASD). Phonological awareness is vital for successful literacy, language and speech skills in children. Exposing children with ASD to early literacy interventions with embedded printed (orthographic) cues is imperative. This course addressed the use of printed cues as a means to activate and synchronize the processors within the brain (orthographic, phonological, meaning and context) resulting in improved communication and literacy skills.