Dr Michael Clarke is a Speech Language Pathologist (SLP) and an Assistant Professor in the Department of Speech, Language and Hearing Sciences in the Graduate College of Education. His area of professional expertise is in augmentative and alternative communication (AAC). His research in the area of AAC is motivated by questions arising from clinical practice and is rooted in close collaboration with families, SLPs, teachers, paraprofessionals and occupational therapists. He has a particular research interest in in-person multi-modal interaction involving children who are provided with AAC systems and tools.
1989 BSc (Hons) Geography, Polytechnic of North London
1994 MSc Speech and Language Pathology and Therapy, University College London
2005 Ph.D. Speech Sciences (Title: Conversational interaction between children using communication aids and their peers), University College London
- Griffiths, T., Clarke, M.T, & Price, K. (2022). Augmentative and alternative communication for children with speech, language and communication needs. Paediatrics and Child Health.
- Hancock, A., Northcott, S., Hobson, H., & Clarke, M.T (2022). Speech, language and communication needs and mental health: The experiences of speech and language therapists and mental health professionals. International Journal of Language & Communication Disorders.
- Rodgers, L., Harding, S., Rees, R. & Clarke, M.T. (2022) Interventions for Pre-school Children with Co-occurring Phonological Speech Sound Disorder and Expressive Language Difficulties: A Scoping Review. International Journal of Language and Communication, 700-716.
- Cooper, B., Soto, G. & Clarke, M.T. (2022) Prompting for Repair as a Language Teaching Strategy for Augmentative and Alternative Communication. Augmentative and Alternative Communication, 1-10.
- Ibrahim, S., Vasalou, A., Benton, L., & Clarke, M.T. (2021). A methodological reflection on investigating children’s voice in qualitative research involving children with severe speech and physical impairments. Disability & Society, 1-26.
- Vasalou, A., Ibrahim, S., Clarke, M.T. & Griffiths, Y. (2021). On power and participation: Reflections from design with developmentally diverse children. International Journal of Child-Computer Interaction, 27, 100241.
- Karlsson, P., Griffiths, T., Clarke, M. T., Monbaliu, E., Himmelmann, K., Bekteshi, S., ... & Wallen, M. (2021). Stakeholder consensus for decision making in eye-gaze control technology for children, adolescents and adults with cerebral palsy service provision: findings from a Delphi study. BMC Neurology, 1-24.
- Rodgers, L., Harding, S., Rees, R., & Clarke, M. T. (2021). Interventions for Pre-School Children with Co-occurring Phonological Speech Sound Disorder and Expressive Language Difficulties. Social Science Protocols, 1-13.
- Clarke, M. T., Sargent, J., Cooper, R., Aberbach, G., McLaughlin, L., Panesar, G., ... & Swettenham, J. (2020). Development and testing of the eye-pointing classification scale for children with cerebral palsy. Disability and Rehabilitation, 1-6.
- Ibrahim, S., Vasalou, A., & Clarke, M.T. (2020). Can Design Documentaries Disrupt Design for Disability? Proceeding of the ACM Interaction Design and Children (IDC) conference, 96-107.
- Soto, G., Clarke, M.T., Nelson, K., Starowicz, R., & Savaldi-Harussi, G. (2020). Recast type, repair, and acquisition in AAC mediated interaction. Journal of Child Language, 1-15.
- Zerbeto, A. B., Soto, G., Chun, R. Y. S., Zanolli, M. D. L., Rezende, A. C. F. A., & Clarke, M.T. (2020). Use and implementation of the International Classification of Functioning, Disability and Health with Children and Youth within the context of Augmentative and Alternative Communication: an integrative literature review. Revista CEFAC, 22.