Gloria Soto

Professor
Picture of Gloria Soto
Coordinator, Physical and Health Impairments Program Area
Phone: 
415-338-1757
Office Information: 
Building: 
Burk Hall
Room Number: 
271
Biography: 

Educational Background

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

 

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.

 

Recent Publications

  • Boenisch, J., & Soto, G. (2015). The Oral Core Vocabulary of Typically Developing English-Speaking School-Aged Children: Implications for AAC Practice. Augmentative and Alternative Communication, 31, 77-84.
  • Solomon-Rice, P., & Soto, G. (2014). Facilitating vocabulary in toddlers using AAC: A preliminary study comparing focused stimulation and augmented input. Communication Disorders Quarterly, 35, 204-215.
  • Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use AAC. Augmentative and Alternative Communication, 30, 83-92.
  • Robinson, N., & Soto, G. (2014). AAC in the Schools: Best Practices for Intervention. WI: Attainment.
  • Dukhovny E., & Soto, G. (2013). Speech Generating Devices and Modality of Short-term Word Storage. Augmentative and Alternative Communication, 29, 246-258.
  • Soto, G. (2012). Training partners in AAC in culturally diverse families. Perspectives on Augmentative and Alternative Communication, 21 #4, ASHA Division 12, 144-150.
  • Henneberry, S., Kelso, J., & Soto, G. (2012). Using standards-based instruction to teach language to children who use AAC. Perspectives on Augmentative and Alternative Communication, 21 #3, ASHA Division 12, 92-97
  • Soto, G. & Solomon-Rice, P. (2012). Relación entre la experiencia, la rehabilitacion y el desarrollo del lenguaje. In E. Soro, C.Basil & C. Rusell (Eds). Intervención Comunicativa para Alumnos con Pluridiscapacidad (Communication Intervention for Students with Multiple Disabilities). Barcelona, Graó.
  • Solomon-Rice, P.L. & Soto, G. (2011). Co-construction as a facilitative factor in supporting the personal narratives of children who use AAC. Communication Disorders Quarterly, 32, 70-82.
  • Solomon-Rice, P.L. & Soto, G. (2009). Language modeling as an efficacious early language intervention approach with young children demonstrating complex communication needs. Perspectives on Augmentative and Alternative Communication, ASHA Division 12, 21-27.
  • Soto, G. (2009). Academic adaptations for students with AAC needs. In G. Soto & C. Zangari (Eds.), Practically Speaking: Language, Literacy and Academic Development of Students with AAC Needs (Chapter 6 pp. 131-142).  Baltimore, MD: Paul Brookes Publishing Co.
  • Soto, G. & Zangari, C. (2009). Practically Speaking: Language, Literacy and Academic Development of Students with AAC Needs. Baltimore, MD: Paul Brookes Publishing Co.
  • Soto, G., Solomon-Rice, P. & Caputo, M. (2009). Enhancing the personal narrative skills of elementary school-aged students who use AAC:” The effectiveness of personal narrative intervention. Journal of Communication Disorders, 42, 43-57.
  • Soto, G., & Dukhovny, E. (2008). The effect of shared book reading on the acquisition of expressive vocabulary of a 7 year old who uses AAC. Seminars in Speech and Language, 29, 133-145.
  • Soto, G., Yu, B., & Kelso, J. (2008). Effectiveness of multifaceted narrative intervention on the stories told by a 12 year old girl who uses AAC. Augmentative and Alternative Communication, 24, 76-87.
  • Soto, G., Yu, B., Henneberry, S. (2007). Supporting the development of narrative skills of an 8 year-old child who uses an augmentative and alternative communication device: Case Study. Child Language Teaching and Therapy, 23, 27-45.
  • Soto, G., Dukohvny, E., & Vestly, T. (2006). Increasing storybook reading for children who use AAC. In L. Justice (Ed.).Clinical approaches to emergent literacy intervention. (chapter 9 pp. 289-320). San Diego, CA: Plural Publishing.
  • Soto, G., & Hartmann, E. (2006) Analysis of narratives produced by four children who use augmentative and alternative communication. Journal of Communication Disorders, 39, 456-480.
  • Soto, G., Hartmann, E., & Wilkins, D. (2006). Exploring the elements of narrative that emerge in the interactions between an 8 year-old child who uses a device and her teacher. Augmentative and Alternative Communication, 22, 231-249.
  • Liboiron, N., & Soto, G. (2006). Shared Storybook Reading with a Student who uses AAC: An Intervention Session. Child Language Teaching and Therapy, 22, 69-95.
  • McCord, M.S., & Soto, G. (2004). Perceptions of AAC: An ethnographic investigation of Mexican-American families.Augmentative and Alternative Communication.
  • Hunt, P., Soto, G., Maier, J., Liboiron, N., &, Bae, S. (in press). Collaborative teaming to support preschoolers with severe disabilities who are placed in general education early childhood programs. Topics in Early Childhood Special Education.
  • Soto, G. (in press). Mas alla del habla: Estrategias alternativas al habla en la intervencion en problemas de comunicacion. (Beyond Speech: Alternative Communication Strategies).
  • Arnaiz, P. & Soto, G. (2003). Special education in Spain at the beginning of the 21st century: The challenge to educate in an unequal and multicultural society. Journal of Inclusive Education, 17, 375-388.
  • Hunt, P., Soto, G., Maier, J., & Doering, K., (2003). Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms. Exceptional Children, 69, 315-332.
  • Soto, G., & Wine-Seligman, W. (2003). Childdriven development of alternative communication: A case study. In S. von Tetzchner and N. Grove (Eds.), Augmentative and alternative communication: Developmental issues. (chapter 9 pp. 211-228). London, UK: Whurr.
  • Soto, G., & von Tetzchner, S. (2003). Supporting the development of alternative communication through culturally significant activities in shared educational settings. In S. von Tetzchner and N. Grove (Eds.), Augmentative and alternative communication: Developmental issues. (chapter 13 pp. 287-299). London, UK: Whurr.
  • Soto, G., & Grove, N. (2002). Multimodal transcription in augmentative and alternative communication: Theoretical and methodological considerations. In S. von Tetzchner & J. Clibbens (Eds.) Understanding the theoretical and methodological bases of augmentative and alternative communication. Proceedings of the Sixth Research Symposium of the International Society for Augmentative and Alternative Communication. Toronto, Canada: ISAAC.
  • Müller, E., & Soto, G. (2002). Capturing the Complexity of Aided Interactions: A Conversation Analysis Perspective. In S. von Tetzchner & J. Clibbens (Eds.) Understanding the theoretical and methodological bases of augmentative and alternative communication. Proceedings of the Sixth Research Symposium of the International Society for Augmentative and Alternative Communication. Toronto, Canada: ISAAC.
  • Sutton, A., Soto, G., & Blockberger, S. (2002). Grammatical Issues in Graphic Symbol Communication. Augmentative and Alternative Communication, 18, 192-204.