Resources

Websites

• For everyone:
  • https://www.habladll.org/
  • https://diversebookfinder.org/
  • Podcast about bilingual children: https://kletsheadspodcast.org/
  • (in Spanish) Legado Universal del Autismo (LUNA): https://www.facebook.com/LunaAutismo/; https://www.youtube.com/c/LUNAAutismo/videos
  • (in Spanish) youtube channel of CARD-USF (The Center for Autism & Related Disabilities at the University of South Florida): https://www.youtube.com/c/CARDUSF/playlists
• For parents/families:
  • Presentations and resources created by our lab (mostly in Spanish) about bilingual development and support services
  • About bilingual development: https://www.asha.org/public/speech/development/learning-two-languages/
  • Language milestones: https://www.asha.org/public/speech/development/chart/
  • Developmental milestones: https://www.cdc.gov/ncbddd/actearly/milestones/index.html
  • Resources for multilingual families: https://bilingualfamily.eu/es/recursos-para-padres/ 
  • Resources about special education: https://fcsn.org/a-parents-guide-to-special-education/
• For teachers:
  • Supporting students at various levels of English proficiency: https://wida.wisc.edu/teach/can-do/descriptors
  • supporting students at various levels of Spanish proficiency: https://wida.wisc.edu/about/espanol
• For speech-language pathologists:
  • Bilingual service delivery: https://www.asha.org/Practice-Portal/Professional-Issues/Bilingual-Service-Delivery/
  • Resources about different languages and cultural considerations, service delivery, and how to discuss clinical topics in Spanish: https://sites.google.com/pdx.edu/multicsd/home
  • Resources about bilingual evaluations: https://www.leadersproject.org/disability-evaluation/
  • Teletherapy video read-alouds: https://bilinguistics.com/video-read-alouds-for-speech-therapy/  
  • Resources about teletherapy speech-language evaluations and how to conduct them remotely: https://bilinguistics.com/teletherapy-speech-language-evaluations/
  • Information about augmentative and alternative communication (AAC) systems with bilingual options.
  • Bilingual activities for children who use AAC.
  • Bilingual SLP mentorship program.
  • Strategies and materials for SLP practice.
  • Software to transcribe, code, and analyze language samples.
  • Blog with advice for bilingual SLPs from a bilingual SLP.
  • Article discussing the future of AI in bilingual SLP practice.
  • EMBRACE project aids children in connecting words to their meanings through interactive passages.

Publications by Lab Members

• Gross, M.C. & Castilla-Earls, A. (2023). Code-switching during narratives by bilingual children with and without Developmental Language Disorder. Language, Speech, and Hearing Services in Schools, 54(3), 996-1019.
• Gross, M.C., López González, A.C., Girardin, M.G., & Almeida, A.M. (2022). Code-switching by Spanish–English bilingual children in a code-switching conversation sample: Roles of language proficiency, interlocutor behavior, and parent-reported code-switching experience. Languages, 7(4), 246.
• Gross, M.C. & Kaushanskaya, M. (2022). Language control and code-switching in bilingual children with Developmental Language Disorder. Journal of Speech, Language, and Hearing Research, 65, 1104-1127.
• Gross, M.C. & Tager-Flusberg, H. (2021). Commentary: Expanding contexts for exploring the intersection of autism and bilingualism. Linguistic Approaches to Bilingualism. Advance online publication. https://doi.org/10.1075/lab.21047.gro
• Gross, M.C., Patel, H., Kaushanskaya, M. (2021). Processing of Code-Switched Sentences in Noise by Bilingual Children. Journal of Speech Language and Hearing Research, 64(4), 1283-1302. PubMed PMID: 33788593. doi: 10.1044/2020_JSLHR-20-00388
• Gross, M. & Kaushanskaya, M. (2020). Cognitive and linguistic predictors of language control in bilingual children. Frontiers in Psychology. 11:968. doi: 10.3389/fpsyg.2020.00968 
• Gross, M., Lopez, E., Buac, M., & Kaushanskaya, M. (2019). Processing of code-switched sentences by bilingual children: Cognitive and linguistic predictors. Cognitive Development, 52, 100821. doi: 10.1016/j.cogdev.2019.100821
• Crespo, K., Gross, M., & Kaushanskaya, M. (2019). The effects of dual-language exposure on executive function in Spanish-English bilingual children with different language abilities. Journal of Experimental Child Psychology, 188, 104663. 
• Gross, M., & Kaushanskaya, M. (2018). Contributions of nonlinguistic task-shifting skills to language control in bilingual children. Bilingualism: Language & Cognition, 21(1), 181-194. doi: 10.1017/S1366728916001097
• McDonald, M., Gross, M., Buac, M., Batko, M., & Kaushanskaya, M. (2018). Processing and comprehension of accented speech by monolingual and bilingual children. Language Learning and Development, 14(2), 113-129. doi: 10.1080/15475441.2017.1404467
• Kaushanskaya, M., Gross, M., Sheena, E., & Roman, R. (2017). Novel morpheme learning in monolingual and bilingual children. American Journal of Speech Language Pathology, 26, 301-315. doi:10.1044/2016_AJSLP-16-0011
• Buac, M., Gross, M., & Kaushanskaya. (2016). Predictors of processing-based task performance in bilingual and monolingual children. Journal of Communication Disorders, 62, 12-29. doi:10.1016/j.jcomdis.2016.04.001
• Gross, M., & Kaushanskaya, M. (2015). Voluntary language switching in English-Spanish bilingual children. Journal of Cognitive Psychology, 27(8), 992-1013. doi: 10.1080/20445911.2015.1074242
• Buac, M., Gross, M., & Kaushanskaya, M. (2014). The role of primary caregiver vocabulary knowledge in the development of bilingual children’s vocabulary skills. Journal of Speech, Language, and Hearing Research, 57(5), 1804-1816.
• Edwards, J., Gross, M., Chen, J., Macdonald, M., Kaplan, D., Brown, M., & Seidenberg, M. (2014). Dialect awareness and lexical comprehension of Mainstream American English in African American-English speaking children. Journal of Speech, Language, and Hearing Research, 57, 1883-1895.
• Gross, M., Buac, M., & Kaushanskaya, M. (2014). Conceptual scoring of receptive and expressive vocabulary measures in simultaneous and sequential bilingual children. American Journal of Speech-Language Pathology, 23(4), 574-586.
• Kaushanskaya, M., Gross, M., & Buac, M. (2014). Effects of classroom bilingualism on task-shifting, verbal memory, and word learning in children. Developmental Science, 17(4), 564-583.
• Kaushanskaya, M., Gross, M., & Buac, M. (2013). Gender differences in child word learning. Learning and Individual Differences, 27, 82-89.

Didn’t find what you were looking for?