Dr. Gloria Soto

Gloria Soto

( She/Her/Hers )
Professor
Special Education (SPED), Speech Language and Hearing Sciences
Phone: (415) 338-1757
Email: gsoto@sfsu.edu

Dr. Gloria Soto is a Professor in the Department of Special Education. She teaches graduate coursework in special education, cultural diversity, augmentative communication and curriculum-based language and communication intervention.

Her area of professional expertise is in augmentative and alternative communication (AAC). Her areas of research interest include applied educational issues such as multiculturalism, collaborative teaming, inclusive education and professional preparation, as well as more basic areas such as narrative language in AAC, language development through augmented means and the impact of graphic symbol use on language development. She is a frequent speaker at national and international conferences related to communication intervention and special education. She has published numerous articles and book chapters.

Educational Background

  • B.S. (1988), Universidad Pontificia, Spain
  • M.S. (1991)
  • Ph.D. (1994), Purdue University

Recent Publications

  • Durston, L., Clarke, M. T., & Soto, G. (2024). 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. https://www.tandfonline.com/eprint/6PPR3PGSVZYERAUIQAWA/full?target=10.1080/07434618.2024.2348996
  • Cooper, B. & Soto, G. (2004). The Prevalence of Relational Basic Concepts on Core Vocabulary Lists for AAC: Is Frequency Enough? Augmentative and Alternative Communication. https://www.tandfonline.com/eprint/JACNDZMA4R72IDDHXJS4/full?target=10.1080/07434618.2024.2332648
  • Solomon-Rice, P., Robinson, N.B., Soto, G., & Arana, R. (2024). Project Building Bridges: A framework for preparing highly qualified speech-language pathologists to serve culturally and linguistically diverse students with AAC needs. American Journal of Speech Language Pathology. https://pubs.asha.org/doi/10.1044/2024_AJSLP-23-00257
  • Kim, J., & Soto, G. (2024). A comprehensive scoping review of caregivers’ experiences with Augmentative and Alternative Communication and their collaboration with school professionals. Language, Speech, Hearing Services in the Schools. https://doi.org/10.1044/2024_LSHSS-23-00117
  • Tönsing, K.M., Mothapo, N.R.B., Morwane, R.E., & Soto, G. (2023). Stakeholder validation of a Sepedi core vocabulary list as a resource for augmentative and alternative communication. The International Journal of Speech Language Pathology. 1-2 https://doi.org/10.1080/17549507.2023.2241671
  • Soto, G., & Tönsing, K.M. (2023). Is there a ‘universal’ core? Using semantic primes to select vocabulary across languages. Augmentative and Alternative Communication, 1-11. https://doi.org/10.1080/07434618.2023.2243322.
  • 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. https://doi.org/10.1080/07434618.2023.2237108
  • De Leon, M., Solomon-Rice, P., & Soto, G. (2023). Perspectives and experiences of eight Latina mothers of young children with augmentative and alternative communication needs. Perspectives of the ASHA Special Interest Groups, 1-10. https://doi.org/10.1044/2023_PERSP-23-00074
  • Ward, H., King, M., & Soto, G. (2023). Augmentative and alternative communication services for emergent bilinguals: Perspectives, practices and confidence of speech-language pathologists. American Journal of Speech and Language Pathology, 32, 1212-1235. https://doi.org/10.1044/2023_AJSLP-22-00295
  • Stadskleiv, K., Batorowicz, B., Dahlgren Sandberg, A., Launonen, K., Murray, J., Neuvonen, K., Oxley, J., Renner, G., Smith, M.S., Soto, G., van Balkom, H., Walter, C., & Yang, C. (2022). Aided communication, mind understanding and co-construction of meaning. Developmental Neurorehabilitation, 25, 518-530. DOI:10.1080/17518423.2022.2099030
  • King, M., Ward, H., Soto, G., & Barrett, T.  (2022). Supporting emergent bilinguals who use AAC and their families: Lessons in telepractice from the Covid-19 pandemic. American Journal of Speech and Language Pathology, 31, 2004-2021. https://doi.org/10.1044/2022_AJSLP-22-00003
  • King, M., & Soto, G. (2022). Code-switching using aided AAC: Towards and integrated theoretical framework. Augmentative and Alternative Communication, 38, 67-76. https://doi.org/10.1080/07434618.2022.2051603
  • Soto, G. (2022). The Protocol for the Analysis of Aided Language Samples in Spanish: A Tutorial. Perspectives on Augmentative and Alternative Communication, 7, 523-532. https://doi.org/10.1044/2021_PERSP-21-00236
  • Cooper, B., Soto, G., & Clarke, M.T. (2021). Prompting for repair as a language teaching strategy for augmentative and alternative communication. Augmentative and Alternative Communication, 37, 251-260. https://doi.org/10.1080/07434618.2021.1979648
  • Soto, G., & Cooper, B. (2021). An early Spanish vocabulary for children who use AAC: Developmental and linguistic considerations.  Augmentative and Alternative Communication, 37, 64-74. https://doi.org/10.1080/07434618.2021.1881822
  • Tönsing, K.M., & Soto, G. (2020). Multilingualism and augmentative and alternative communication: Examining language ideology and resulting practices.  Augmentative and Alternative Communication, 36, 190-201. https://doi.org/10.1080/07434618.2020.1811761
  • 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, 47, 250-264.  https://doi.org/10.1017/S0305000919000436
  • Savaldi-Harussi, G., Lustigman, L., & Soto, G. (2019). The emergence of clause constructions in children who use SGDs. Augmentative and Alternative Communication, 35, 109-119. https://doi.org/10.1080/07434618.2019.1584642
  • Solomon-Rice, P. L., Soto, G., & Robinson, N. B. (2018). Project Building Bridges: Training Speech-Language Pathologists to Provide Culturally and Linguistically Responsive Augmentative and Alternative Communication Services to School-Age Children With Diverse Backgrounds. Perspectives of the ASHA Special Interest Groups, 3(12), 186-204. https://doi.org/10.1044/persp3.SIG12.186
  • Savaldi-Harussi, G., & Soto, G. (2018). Changes in adult scaffolding in conversations with children who use aided AAC. Communication Matters, 32(3), 4-6.
  • Savaldi-Harussi, G., & Soto, G. (2018). Early verbal categories and inflection in children who use speech-generating devices. Augmentative and Alternative Communication, 34, 194-205. https://doi.org/10.1080/07434618.2018.1490925
  • Soto, G., & Clarke, M. T. (2018). Conversation-based intervention for adolescents using AAC. Augmentative and Alternative Communication, 34, 180-193. https://doi.org/10.1080/07434618.2018.1490926
  • Solomon-Rice, P. L., Soto, G., & Heidenreich, W. (2017). The Impact of Presupposition on the Syntax and Morphology of a Child Who Uses AAC. Perspectives on Augmentative and Alternative Communication, ASHA Division 12, 2(12). https://doi.org/10.1044/persp2.SIG12.13
  • Soto, G., & Clarke, M. T. (2017). Effects of a conversation-based intervention on the linguistic skills of children with motor speech disorders who use augmentative and alternative communication. Journal of Speech, Language, and Hearing Research, 60(7), 1980- 1998. https://doi.org/10.1044/2016_JSLHR-L-15-0246
  • Clarke, M. T., Soto, G., & Nelson, K. (2017). Language learning, recasts, and interaction involving AAC: background and potential for intervention. Augmentative and Alternative Communication, 33(1), 42-50. https://doi.org/10.1080/07434618.2016.1278130