Laura Epstein

Laura Epstein

( She/Her/Hers )
Department Chair, Professor
Speech, Language and Hearing Sciences
Phone: (415) 405-2170

Laura Epstein, Ph.D., CCC-SLP, Professor and Chair, Department of Speech, Language and Hearing Sciences.  Director of the Spanish-Bilingual Specialization and the Laboratorio de Conexiones Comunitarias (Community Connections Lab).  Research interests include Spanish-bilingual language issues, classroom-based intervention, and school-based practice.  Clinical educator for undergraduate clinic aides, first-year graduate student clinicians and second-year interns.  Academic courses include SLHS 707 – School Communities, SLHS 712 – Internship Workshop, SLHS 714 – Interprofessional Education and Family-Centered Practice. 

Educational Background

  • 1994 University of California, Santa Barbara, Ph.D., Speech and Hearing Sciences. 
  • 1990 University of California, Santa Barbara, M.A., Speech and Hearing Sciences.
  • 1988 San Jose State University, curriculum in Communication Disorders & Sciences.
  • 1983 University of London, Institute of Archaeology, M.S., Bioarchaeology.
  • 1982 University of California, Berkeley, B.A., Anthropology.

Certification and Licenses

  • Certificate of Clinical Competence in Speech-Language Pathology, American Speech-Language-Hearing Association, 1991-present
  • California State License in Speech and Language Pathology, Speech Language and Audiology Licensing Board, 1991-present

Recent Publications

  • Yu, B., Nair, V.K.K., Brea, M.R., Soto-Boykin, X., Privette, C., Sun, L., Khamis, R., Chiou, H.S., Fabiano-Smith, L., Epstein, L., Hyter, Y.D. (2022).  Gaps in Framing and Naming: Commentary to “;A Viewpoint on Accent Services.”  American Journal of Speech-Language Pathology, 31, 1913-1918.  
  • Yu, B., Epstein, L. & Tisi, V. (2021).  A DisCrit-Informed Critique of the Difference vs. Disorder Approach in Speech-Language Pathology (pages 105-128).  In Horton, L. (Ed.), Critical Perspectives on Social Justice in Speech-Language Pathology.  IGI Global.  
  • Epstein, L. and Shah, P. (2019). Classroom-Based Services in an Urban Middle School: Strategies for Becoming Part of the Solution. Perspectives on School-Based Issues (SIG 16).
  • Epstein, L., Solomon-Rice, P.L., & Yu, B. (2017). Speech/language impairments and communication disorders. In Y. Bui & E. Meyen (eds). Exceptional children in today’s schools: What teachers need to know. Pro-Ed: Austin, TX.
  • Anthony, J., Epstein, L., and Yu, B. (2016). Speech Sound Acquisition in a Five-Year-Old Spanish-English Bilingual Child. Perspectives on Cultural and Linguistic Diversity (SIG 14), 2, 15-26.
  • Epstein, L. (2012). Dimensions of building clinical training teams in the Spanish-bilingual preschool classroom. Perspectives on Administration and Supervision, 22, 28-32. 
  • Yu, B. and Epstein, L. (2011). Facilitating Critical Reflections About Disability Among Students in Speech-Language Pathology. Perspectives on Issues in Higher Education (ASHA Division 10), 14 (1), 11-20. 
  • Epstein, L., Nazario, A., & Yu, B. (2009). Evaluation of evidence in evidence-based practice and how library science can help. Perspectives on Issues in Higher Education (ASHA Division 10), 12(1), 32-41. 
  • Epstein, L. and Pena, E. (2008). Co-Editors, Topics in Language Disorders, 28(3). 
  • Epstein, L. and Pena, E. (2008). Issue Editor Foreword. Topics in Language Disorders, 28(3). 
  • Epstein, L. (2008). Clinical therapy data as learning process: The first year of clinical training and beyond. Topics in Language Disorders, 28(3), 274–285. 
  • Robinson, N. A., Graham, M. S., Epstein, L., Graham, B. J. (2008, April 15). Strategic planning in CSD program: The San Francisco State example. The ASHA Leader, 13(5), 28-30. 
  • Epstein, L. (2007). The art and science of clinical data collection. CSHA magazine, Summer 2007, 12 – 13. 
  • Chambers, T., and Epstein, L. (2007). The art and science of clinical interaction. CSHA Magazine, Summer 2007, 3-4.
  • Epstein, L., and Chambers, T. (2007). Co-Editors, CSHA Magazine, Summer 2007.