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Communication Disorders|College of Health Sciences

Mark Guiberson, Ph.D.

Associate Professor
Early Childhood Language

Ph.D., Colorado State University, 2006
M.A., University of Colorado, 1999
B.A.,  University of Colorado, 1997

mguibers@uwyo.edu • (307) 766-3985 • Health Sciences Room 247e

 Research Interests:
Main research interests: screening, assessment, and intervention practices with families of young linguistically diverse children. Dr. Guiberson has examined the use of multiple measures to screen Spanish-speaking toddler and preschool age children.  His research has also described hearing prevention and other programming for culturally and linguistically diverse populations.  
His research is clinically focused, involving families, care providers, and preschool teachers.

Teaching: 

Preschool Language, Stuttering, and Speech Disorders Across the Lifespan

Affiliations, Associations, Consultation:

American Speech-Language-Hearing Association
ASHA Special Interest Group 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations

 

Publications:

 

REFEREED JOURNALS

Guiberson, M. & Rodriguez, B. (2014). A Rasch analysis of a Spanish language-screening parent survey. Research in Developmental Disabilities, 35, 646-656.

Guiberson, M., (2014). A bilingual skills of deaf/hard of hearing children from Spain. Cochlear Implants International, 15, 87-92. 

Guiberson, M.  (2013).    Survey of Spanish Parents of Children Who are Deaf or Hard of Hearing: Decision Making Factors Associated with Communication Modality and Bilingualism.   American Journal of Audiology, 22, 105-119. Doi:  10.1044/1059-0889(2012/12-0042)

Guiberson, M. & Rodriguez, B. (2013).  Classification Accuracy of Nonword Repetition When Used with Spanish-speaking Preschool Age Children. Language, Speech, and Hearing Services in Schools, 2, 121-132.  Doi:  10.1044/0161-1461(2012/12-0009)

Guiberson, M. & Rodriguez, B. (2013).   False Belief Understanding in Language Impaired and Typical Spanish-speaking Preschoolers from Lower Income Backgrounds.   Early Education and Developmen, 39, 303-311. Doi:  10.1080/10409289.2012.693429

Banerjee, R., & Guiberson, M. (2012).  Evaluating Young Children from Culturally and Linguistically Diverse Backgrounds for Special Education Services. Young Exceptional Children, 15, 32-44.  doi: 10.1177/1096250611435368

Guiberson, M., & Atkins, J.  (2012).  Speech-Language Pathologists’ Preparation, Practices, and Perspectives on Serving Culturally and Linguistically Diverse Children.  Communication Disorders Quarterly, 33, 169-180 doi: 10.1177/1525740110384132

Guiberson, M., Rodriguez, B., & Dale, P. (2011).  Classification accuracy of brief parent report measures of language development in Spanish-speaking toddlers.  Language, Speech, and Hearing Services in Schools, 42, 536-549doi:  10.1044/0161-1461(2011/10-0076)

Rodriguez, B., & Guiberson, M. (2011).  Using a Teacher Rating Scale of Language and Literacy Skills with Preschool Children of English-Speaking, Spanish-Speaking, and Bilingual Backgrounds.  Early Childhood Education Journal, 39, 303-311. doi: 10.1007/s10643-011-0474-9

Guiberson, M. & Rodriguez, B. (2010).  Measurement properties and classification accuracy of two Spanish parent surveys of language development for preschool age children.  American Journal of Speech-Language Pathology, 19, 225-237.  doi:10.1044/1058-0360(2010/09-0058)

Guiberson, M. (2009).   Hispanic representation in special education: Patterns and implications.  Preventing School Failure, 53, 167-176.

Guiberson, M. (2008).   Validity of a parent vocabulary checklist for young Spanish speaking children of Mexican immigrants.  International Journal of Speech-Language Pathology, 10, 279-285.

Guiberson, M., Barrett, K.C., Jancosek, E.G., & Yoshinaga-Itano, C. (2006).  Language maintenance and loss in young preschool age children of Mexican immigrants:  Longitudinal study. Communication Disorders Quarterly, 28, 4-14.

Guiberson, M. (2005).  Children with cochlear implants from bilingual families:  Considerations for intervention and a case study. Volta Review, 105, 29-41.

Fidler, D.J., Most, D.E., & Guiberson, M. (2005).  Neuropsychological correlates of word identification in Down syndrome. Research in Developmental Disabilities, 26, 487-501.

INVITED PUBLICATIONS

Guiberson, M. (2013). Bilingual myth-busters series: Language confusion in bilinguals. Perspectives on Communication Disorders in Culturally and Linguistically Diverse Populations, 20, 5-14.

Guiberson, M. (2013). Book review of Early communication skills for children with down syndrome (3rd ed.), by Libby Kumin. Research and Practice for Persons with Severe Disabilities, 38, 122-124.

Weber, J., & Guiberson, M. (2011).  Recommended audiometric screening strategies with preschool age English Language Learners. Perspectives on Communication Disorders in Culturally and Linguistically Diverse Populations, 18, 57-52.

Guiberson, M. (2008).  Concurrent validity of a parent survey measuring communication skills of Spanish speaking preschoolers with and without delayed language. Perspectives on Communication Disorders in Culturally and Linguistically Diverse Populations, 15, 64-72.

REFEREED BOOK AND MONOGRAPH CHAPTERS

Guiberson, M. &  Banerjee, R., (2012).   Using Questionnaires to Screen Young Dual Language Learners for Language Disorders.   14th Young Exceptional Children, Monograph:  Supporting young children who are Dual Language Learners with or at-risk for disabilities (pp. 75-93).  Missoula, MT:  Council for Exceptional Children Division for Early Childhood.

Kayser, H., & Guiberson, M. (2008). Hispanic family and child socialization. In H. Kayser (Ed.), Educating Latino Preschool Children, San Diego, CA: Plural.

Kayser, H., & Guiberson, M. (2008). Research considerations. In H. Kayser (Ed.), Educating Latino Preschool Children, San Diego, CA: Plural.

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Mark Guiberson

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