Patti Solomon-Rice is an Associate Professor and Clinic Director in the Communicative Disorders Program at San Francisco State University. She has taught both graduate and undergraduate courses including Advanced Clinical Skills, Motor Speech Disorders, AAC, Language Disorders and Language Development, and each semester she supervises an early intervention toddler clinic at one of SFSU’s two early childhood education centers. She is co-project director of a federally funded grant, Project Building Bridges, which trains graduate students in the knowledge and skills needed to provide services for culturally and linguistically diverse children benefitting from augmentative and alternative communication (AAC). Her research interests are in the area of augmentative and alternative communication, focusing on language development and early intervention services. Patti is actively involved in a variety of professional activities. In California, she has been a member of the Speech-Language Pathology, Audiology, and Hearing Aid Dispensers Board since 2012. Nationally, she completed a 4-year term on the American Speech-Language-Hearing Association’s (ASHA) Board of Ethics in 2016, having served as 2015 Chair. In 2017 she was a topic co-chair of the 2017 ASHA convention for Language in Infants, Toddlers and Preschoolers. In 2017 she also began a 4-year term on ASHA’s Council for Clinical Certification (CFCC).
- University of California at Berkeley/San Francisco State University, 2010, Ph.D. Special Education
- San Francisco State University 1992 Master of Business Administration
- University of Montana 1980 M.C.S.D. Speech-Language Pathology
- University of Wisconsin at Madison 1977 B.S. Speech-Language Pathology
Certification, Licenses and Credentials
- Certification of Clinical Competence in Speech-Language Pathology, American Speech-Language-Hearing Association, 1980–present
- State of California License to Practice Speech-Language Pathology, 1980 - present
- Commission on Teacher Credentialing Clinical Rehabilitative Services Credential to Provide Speech, Language, and Hearing Services in Schools, Lifetime Credential, 1980 - present
- Epstein, L., Solomon-Rice, P.L., & Yu, B. (in press). Speech/language impairments and communication disorders. In Y. Bui & E. Meyen (eds). Exceptional children in today’s schools: What teachers need to know. Austin: PRO-ED.
- 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 of the ASHA Special Interest Groups, SIG 12, Augmentative and Alternative Communication, 2, 13-22.
- Solomon-Rice, P. (2016). CSHA organization liaison update: Speech-language pathology and audiology and hearing aid dispensers board. CSHA Magazine, 45 (2), 21-22.
- Solomon-Rice, P.L. & Robinson, N.R. (2015). Clinical supervision and the use of a three-tiered hierarchical approach to evaluate student clinician performance. Perspectives on Administration and Supervision, ASHA Special Interest Group 11, 25, 31-41.
- Solomon-Rice, P.L. & Soto, G. (2014). Facilitating vocabulary in toddlers using AAC: A preliminary study comparing focused stimulation and augmented input. Communication Disorders Quarterly, 35(4), 16-27.
- Solomon-Rice, P. & Del Mugnaio, A. (2013). Successfully navigating the speech-language pathology and audiology and hearing aid dispensers board licensure application process. CSHA Magazine, 42 (3) 6-7.
- Solomon-Rice, P.L. & Yu, B. (2012). ASHA certified speech-language pathologists pursuing related doctoral degrees: An untapped doctoral shortage resource? Perspectives on Issues in Higher Education, ASHA Special Interest Group 10, 15, 53-58.
- Soto, G. & Solomon-Rice, P. (2012). Relación entre experiencia, rehabilitacion y desarrollo del lenguaje. In E. Soro-Camats, C.Basil & C. Rosell (eds). Pluridiscapacidad y contextos de intervención (pp. 99-116). Barcelona, Spain: Universitat de Barcelona (Insitut de Ciéncies de l’Educació). Edición digital.
- 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 (2), 70-82.
- Solomon-Rice, P. (2011). Best practices for facilitating language development in young children with complex communication needs. CSHA Magazine, 40 (3), 8-9, 16.
- Robinson, N.R. & Solomon-Rice, P.L. (2009). Supporting collaborative teams and families in AAC. In G. Soto and C. Zangari (Eds.) Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs, (pp.289-312). Baltimore: Paul H. Brookes Publishing.
- 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 Special Interest Group 12, 21-27.
- Soto, G., Solomon-Rice, P.L., & Caputo, M. (2009). Enhancing the personal narrative skills for elementary school-aged students who use AAC: The effectiveness of personal narrative intervention. Journal of Communication Disorders, 42, 43-57.
- 2013 Fellows of the Association, California Speech-Language-Hearing Association
- 2010 SFSU Joint Doctoral Program in Special Education Distinguished Doctoral Student