Dr. Kyle J. Greene-Pendelton

Dr. Kyle J. Greene-Pendelton serves as the Director of Speech-Language Services at Pierpointe Behavioral Analysts of Connecticut, where he leads the development and implementation of a comprehensive, neuro-affirming, interdisciplinary speech-language pathology program. In this role, he is responsible for establishing clinical standards, designing department infrastructure, mentoring clinicians across experience levels, and advancing collaborative practices that support meaningful outcomes for autistic and neurodivergent individuals and their families.

Dr. Greene-Pendelton is a certified speech-language pathologist (CCC-SLP) with nearly two decades of experience spanning clinical practice, education, leadership, and systems-level program development. He earned his Doctor of Education (Ed.D.) in Mind, Brain, and Teaching from Johns Hopkins University, where his doctoral research focused on educators’ knowledge, self-efficacy, and practices related to supporting neurodivergent learners, including autistic and ADHD students. His academic training informs his work at Pierpointe by grounding clinical decision-making in research, neuroeducation, and an understanding of how learning, communication, and behavior intersect across contexts.

As a clinician and leader, Dr. Greene-Pendelton brings extensive experience across school-based, clinic-based, and higher education settings. He has worked directly with children and adolescents with complex communication needs, including autistic individuals, students with language-based learning differences, and children with co-occurring developmental and attentional profiles. His clinical approach emphasizes functional communication, language development, social participation, and environmental supports, with a strong commitment to respecting individual autonomy, identity, and neurodiversity.

At Pierpointe, Dr. Greene-Pendelton’s leadership centers on building a speech-language department that is deeply integrated with behavior analytic services while maintaining a distinct and complementary professional lens. He is particularly invested in fostering strong interprofessional collaboration among speech-language pathologists, behavior analysts, behavior technicians, and related professionals. His work emphasizes shared goal-setting, coordinated intervention planning, and consistent communication across disciplines, ensuring that services are cohesive, ethical, and responsive to each learner’s needs.

Dr. Greene-Pendelton is widely recognized for his expertise in neuro-affirming practice and inclusive service delivery. He approaches speech-language pathology not as a set of isolated techniques, but as a relational and contextual practice shaped by culture, identity, learning environments, and lived experience. This perspective informs his leadership, supervision, and training efforts, as well as his contributions to clinical documentation and professional development. He is particularly attentive to how language used in reports, meetings, and everyday interactions can either empower or marginalize clients and families.

In addition to his clinical leadership, Dr. Greene-Pendelton is an experienced educator and scholar. He has served as an adjunct professor, course designer, and clinical instructor in graduate-level speech-language pathology programs, where he has taught courses related to autism, neurodiversity, assessment, and professional practice. His teaching reflects a commitment to preparing clinicians who are not only technically skilled, but also reflective, culturally responsive, and ethically grounded. In addition to his academic roles, he leads and facilitates professional development initiatives, delivers invited speaking engagements and workshops, and consults with clinicians, educators, and organizations internationally on neuro-affirming and interdisciplinary practice. He remains actively engaged in ongoing research and writing projects focused on neurodiversity, communication, learning across cultural and global contexts, and self-determination within complex systems.

Dr. Greene-Pendelton has contributed to peer-reviewed publications and edited volumes addressing neurodiversity, inclusive education, interdisciplinary practice, and professional learning. He is a contributor to the second edition of The Brain-Targeted Teaching Model: A Framework for Joyful Learning and Leading and has collaborated on scholarly work examining curiosity, creativity, innovation, and self-determination in autism and disability research. His scholarship bridges research and practice, with a focus on translating theory into actionable guidance for clinicians and educators.

His leadership extends beyond Pierpointe through active involvement in professional organizations at the regional and national levels. Dr. Greene-Pendelton serves in leadership roles within organizations dedicated to advancing equity, access, and excellence in speech-language pathology and hearing sciences. He is the recipient of the Rolland J. Van Hattum Award for Contributions in the Schools, a national award from the American Speech-Language-Hearing Foundation recognizing his impact on school-based practice and professional leadership.

Throughout his career, Dr. Greene-Pendelton has been guided by a commitment to building systems that support both practitioners and the individuals they serve. At Pierpointe, this includes developing clear onboarding processes, supervision frameworks, clinical guidelines, and evaluation tools that promote consistency, accountability, and professional growth. He is particularly passionate about mentoring clinicians and supporting sustainable, reflective practice in demanding clinical environments.

Dr. Greene-Pendelton’s work is grounded in the belief that effective communication support requires more than technical expertise; it requires humility, collaboration, and an ongoing willingness to learn from clients, families, and colleagues. As Director of Speech-Language Services at Pierpointe, he is dedicated to advancing a model of care that honors neurodiversity, values interdisciplinary partnership, and centers the dignity and voice of every individual served.