Read the work behind the ideas.

Monolingual clinicians using computer-assisted bilingual vocabulary instruction to promote Spanish and English in dual language learners

In a preliminary study with 21 Spanish-speaking preschoolers, bilingual CABVI supported target Spanish vocabulary, while both bilingual and English-only CABVI supported English gains. Gains were maintained six weeks later; replication is still needed.

Rivera Pérez, J. F., Lund, E., Abdelaziz, M., & Regalado-Lee, A. (2026). Monolingual clinicians using computer-assisted bilingual vocabulary instruction to promote Spanish and English in dual language learners. Language, Speech, and Hearing Services in Schools, 57(2), 386–405.

• CABVI
• Bilingual vocabulary
• Intervention

Effects of a computer-based transcription training on clinicians' accuracy in identifying Spanish dialectal features

In a preliminary single-case study, six bilingual graduate clinicians improved in identifying Spanish dialectal features and distinguishing language difference from disorder, with skills maintained after training.

Rivera Campos, A., Rivera Pérez, J. F., Mascorro, K., & Bou, N. (2026). Effects of a computer-based transcription training on clinicians’ accuracy in identifying Spanish dialectal features: A multiple-baseline single-case design. American Journal of Speech-Language Pathology, 35(3), 1081–1099.

• Professional learning
• Spanish dialects
• Technology

Dialogic reading strategies and vocabulary in Spanish-speaking students with developmental language disorder

Five young Spanish-speaking students with identified or suspected developmental language disorder learned English vocabulary under both dialogic-reading conditions. The bilingual condition was more efficient because it also supported Spanish learning; the study used a small single-case sample.

Kuyuk, M. L., Combs, S., & Rivera-Perez, J. F. (2025). Dialogic reading strategies and vocabulary in Spanish-speaking students with developmental language disorder: A single-case research study. Language, Speech, and Hearing Services in Schools, 56(4), 1174–1191.

• Dialogic reading
• Vocabulary
• Developmental language disorder

Revisiting student stories: Understanding microaggressions and interpersonal conflict within speech-language and hearing sciences training programs

In a survey of 236 current and former speech-language and hearing sciences students, participants described substantial microaggressions and interpersonal conflict. Respondents with more marginalized identities reported more aggression, and incidents were often not formally reported.

Abdelaziz, M. M., & Rivera Pérez, J. F. (2024). Revisiting student stories: Understanding microaggressions and interpersonal conflict within speech-language and hearing sciences training programs. American Journal of Speech-Language Pathology, 33(6), 2871–2888.

• Equity
• Professional education
• Student experiences

Effects of a computer training to teach Spanish book-sharing strategies to mothers of emergent bilinguals at risk of developmental language disorders

An app trained six Spanish-speaking mothers to use three book-sharing strategies. Distancing and Completion increased clearly, while Questioning was less consistent; the study examined caregiver behavior rather than long-term child outcomes.

Rivera Pérez, J. F., Regalado, A., & Lund, E. (2022). Effects of a computer training to teach Spanish book-sharing strategies to mothers of emergent bilinguals at risk of developmental language disorders: A single-case design study. American Journal of Speech-Language Pathology, 31(4), 1771–1786.

• Families
• Book sharing
• Professional learning

The relationship between perceived assertiveness/shyness and emergent bilinguals' vocabulary intervention outcomes

Among 28 preschoolers from an audio-intervention sample, clinicians' assertiveness and shyness ratings were strongly associated with vocabulary gains. The association does not establish causation.

Rivera Pérez, J. F., Creaghead, N. A., Washington, K., Guo, Y., Raisor-Becker, L., & Combs, S. G. (2022). The relationship between perceived assertiveness/shyness and emergent bilinguals' vocabulary intervention outcomes: A preliminary investigation. Communication Disorders Quarterly, 44(1), 14–22.

• Vocabulary
• Emergent bilinguals
• Child participation

Student stories: Microaggressions in communication sciences and disorders

In a survey of 155 underrepresented communication sciences and disorders students, 64.51% reported microaggressions. Themes included othering, harmful generalizations, and mistreatment.

Abdelaziz, M. M., Matthews, J.-J., Campos, I., Kasambira Fannin, D., Rivera Perez, J. F., Wilhite, M., & Williams, R. M. (2021). Student stories: Microaggressions in communication sciences and disorders. American Journal of Speech-Language Pathology, 30(5), 1990–2002.

• Microaggressions
• Equity
• Student experiences

Vocabulary-learning cues used on children’s bilingual programming

A content analysis of five children's programs found that Dora and Diego used more vocabulary-learning cues than the other programs. The study analyzed program content and did not test children's learning.

Rivera Pérez, J. F., Hart, R., & Lund, E. (2021). Vocabulary-learning cues used on children’s bilingual programming. Journal of Children and Media, 15(3), 301–319.

• Children's media
• Bilingual programming
• Vocabulary

Using audio prompting to assist monolingual speech-language pathologists to teach English–Spanish vocabulary to English learners

Compared tablet-delivered Spanish audio prompts, English-only instruction, and no instruction. Both instructional groups improved English naming; bilingual prompting also supported Spanish naming and definitions and English definitions.

Rivera Pérez, J. F., Creaghead, N. A., Washington, K., Guo, Y., Raisor-Becker, L., & Combs, S. (2019). Using audio prompting to assist monolingual speech-language pathologists to teach English–Spanish vocabulary to English learners. Communication Disorders Quarterly, 41(1), 3–11.

• Audio prompting
• Bilingual vocabulary
• Speech-language pathology

Pathways to cultural competence: Diversity backgrounds and their influence on career path and clinical care

Personal narratives describe how lived experience can shape career choices, work settings, and approaches to care, including adaptability, self-reflection, sensitivity, and collaboration.

Lowell, S. Y., Vigil, D. C., Abdelaziz, M., Edmonds, K., Goel-Sakhalkar, P., Guiberson, M., Fleming Hamilton, A., Hung, P.-F., Lee-Wilkerson, D., Miller, C., Rivera Perez, J. F., Ramkissoon, I., & Scott, D. (2018). Pathways to cultural competence: Diversity backgrounds and their influence on career path and clinical care. Perspectives of the ASHA Special Interest Groups, 3(14), 30–39.

• Cultural responsiveness
• Workforce
• Clinical care

Supporting English and Spanish vocabulary in English language learners

Among 21 preschoolers, Spanish–English and English-only instruction both supported expressive English vocabulary compared with a control condition. Bilingual instruction also supported expressive Spanish vocabulary.

Rivera-Perez, J. F., & Combs, S. G. (2013). Supporting English and Spanish vocabulary in English language learners. eHearsay: Electronic Journal of the Ohio Speech-Language-Hearing Association, 3(2), 119–126.

• Bilingual vocabulary
• English learners
• Practice

Effects of a computer-based Spanish transcription training on clinicians' accuracy

Focuses on computer-based Spanish transcription training for practicing clinicians.

Rivera Campos, A., Rivera Pérez, J. F., Treviño, R., Thomas-More, F., & Bou Pérez, N. (Under review). Effects of a computer-based Spanish transcription training on clinicians' accuracy: A multiple-baseline single-case design. American Journal of Speech-Language Pathology.

• Professional learning
• Spanish transcription
• Technology

No public article is available while this manuscript is under review.

Intersectional identities in speech-language pathology and audiology

Focuses on intersectional identities and professional experiences in speech-language pathology and audiology.

Rivera Pérez, J. F., Rivera, A., DiLollo, A., & Abdelaziz, M. (Under review). Intersectional identities in speech-language pathology and audiology: A qualitative interview study. Teaching and Learning in Communication Sciences & Disorders.

• Intersectionality
• Professional education
• Equity

No public article is available while this manuscript is under review.

Computer training to promote vocabulary strategies for children with developmental language disorders

Focuses on computer-based training in vocabulary strategies for communication sciences and disorders students.

Rivera Pérez, J. F. (In preparation). The effects of a computer-training for students in communication sciences and disorders to promote vocabulary strategies for children with developmental language disorders.

• Student training
• Vocabulary strategies
• Developmental language disorder

No public article is available while this work is in preparation.

Spanish sentence repetition computer recognition for identification of children with language disorder

Focuses on computer recognition of Spanish sentence repetition in research related to language disorder identification.

Rivera Pérez, J. F., & Lund, E. (Data analysis). Assessing Spanish sentence repetition computer recognition for identification of children with language disorder.

• Speech technology
• Sentence repetition
• Language disorder

No public article is available while data analysis is underway.