Michael Clarke

Michael Clarke

Assistant Professor
Phone: (415) 338-7655
Email: michaelclarke@sfsu.edu
Location: BH 103

Dr Michael Clarke is a Speech Language Pathologist (SLP) and an Assistant Professor in the Department of Speech, Language and Hearing Sciences. He completed his Ph.D. in Speech Sciences at University College London, UK. His area of professional interest is in augmentative and alternative communication (AAC). His research in AAC is motivated by questions arising from clinical practice, and he has a particular interest in better understanding and supporting interpersonal interaction between children using AAC strategies and tools and their communication partners.

For more information on Dr Clarke’s research, visit his lab website: Inter-AACtion Lab.

Educational Background

  • 1989 BSc (Hons) Geography, Polytechnic of North London
  • 1994 MSc Speech and Language Pathology and Therapy, University College London
  • 2005 Ph.D. Speech Sciences (Title: Conversational interaction between children using communication aids and their peers), University College London

Recent Publications

  • Durston, L., Clarke, M.T. & Soto, G. (In Press) What Relationships Exist Between Nouns and Verbs and the Use of Prepositions, Adverbs, and Adjectives in Children and Adolescents who Use Speech Generating Devices? Augmentative and Alternative Communication
  • Sargent, J., Griffiths, T., Clarke, M.T., Bates, K., Macleod, K. & Swettenham, J. (In Press) The Functional Vision for Communication Questionnaire (FVC-Q): Exploring parental report of non-speaking children’s fixation skills using a structured history-taking approach. Developmental Neurorehabilitation
  • Lee S, Marshall J, Clarke M.T. & Smith C. (2024) ‘They don’t know what to do with our children’: Experiences and views on feeding and swallowing from parents of children who use long-term ventilation. Journal of Child Health Care. doi:10.1177/13674935241242824
  • Lee, S., Marshall, J., Clarke, M.T. & Smith, C. (2024) Feeding and Swallowing Outcomes in Children Who Use Long-Term Ventilation: A Scoping Review. Dysphagia (2024).
  • Griffiths, T., Clarke, M. T., & Swettenham, J. (2023). The ability of typically developing 2–3 year olds to infer the control mechanism for eye-gaze technology and the impact of causal language instruction. Disability and Rehabilitation: Assistive Technology, 1-8.
  • Ibrahim, S., Clarke, M., Vasalou, A., & Bezemer, J. (2023). Common ground in AAC: How children who use AAC and teaching staff shape interaction in the multimodal classroom. Augmentative and Alternative Communication, 1-12.
  • Soto, G., Clarke, M.T., & Savaldi-Harussi, G. (2023). Relationship between lexicon and grammar in children and youth who use augmentative and alternative communication. Augmentative and Alternative Communication, 1-10.
  • Griffiths, T., Clarke, M.T, & Price, K. (2022). Augmentative and alternative communication for children with speech, language and communication needs. Paediatrics and Child Health.
  • Hancock, A., Northcott, S., Hobson, H., & Clarke, M.T (2022). Speech, language and communication needs and mental health: The experiences of speech and language therapists and mental health professionals. International Journal of Language & Communication Disorders.
  • Rodgers, L., Harding, S., Rees, R. & Clarke, M.T. (2022) Interventions for Pre-school Children with Co-occurring Phonological Speech Sound Disorder and Expressive Language Difficulties: A Scoping Review. International Journal of Language and Communication, 700-716.
  • Cooper, B., Soto, G. & Clarke, M.T. (2022) Prompting for Repair as a Language Teaching Strategy for Augmentative and Alternative Communication. Augmentative and Alternative Communication, 1-10.  
  • Ibrahim, S., Vasalou, A., Benton, L., & Clarke, M.T. (2021). A methodological reflection on investigating children’s voice in qualitative research involving children with severe speech and physical impairments. Disability & Society, 1-26. 
  • Vasalou, A., Ibrahim, S., Clarke, M.T. & Griffiths, Y. (2021). On power and participation: Reflections from design with developmentally diverse children. International Journal of Child-Computer Interaction, 27, 100241.  
  • Karlsson, P., Griffiths, T., Clarke, M. T., Monbaliu, E., Himmelmann, K., Bekteshi, S., ... & Wallen, M. (2021). Stakeholder consensus for decision making in eye-gaze control technology for children, adolescents and adults with cerebral palsy service provision: findings from a Delphi study. BMC Neurology, 1-24.  
  • Rodgers, L., Harding, S., Rees, R., & Clarke, M. T. (2021). Interventions for Pre-School Children with Co-occurring Phonological Speech Sound Disorder and Expressive Language Difficulties. Social Science Protocols, 1-13. 
  • Clarke, M. T., Sargent, J., Cooper, R., Aberbach, G., McLaughlin, L., Panesar, G., ... & Swettenham, J. (2020). Development and testing of the eye-pointing classification scale for children with cerebral palsy. Disability and Rehabilitation, 1-6.  
  • Ibrahim, S., Vasalou, A., & Clarke, M.T. (2020). Can Design Documentaries Disrupt Design for Disability? Proceeding of the ACM Interaction Design and Children (IDC) conference, 96-107.
  • Soto, G., Clarke, M.T., Nelson, K., Starowicz, R., & Savaldi-Harussi, G. (2020). Recast type, repair, and acquisition in AAC mediated interaction. Journal of Child Language, 1-15.  
  • Zerbeto, A. B., Soto, G., Chun, R. Y. S., Zanolli, M. D. L., Rezende, A. C. F. A., & Clarke, M.T. (2020). Use and implementation of the International Classification of Functioning, Disability and Health with Children and Youth within the context of Augmentative and Alternative Communication: an integrative literature review. Revista CEFAC, 22. 

For a full list of publications visit my ResearchGate profile.