Communication Disorders

College of Health Sciences

Mark Guiberson, Ph.D., CCC-SLP

Director and Professor
Child 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 264

 

 

 

 

 

 

Research Interests:

Dr. Guiberson’s research focuses on enhancing clinical practices for children and families from culturally and linguistically diverse (CLD) backgrounds, including dual language learners and Indigenous children. He is also interested in improving services for underserved and rural communities. His research primarily involves young children, their families, and interventionists, with an emphasis on early language and literacy development. Key areas of his research include:

 

• Developing intervention practices tailored for children from CLD backgrounds.
• Promoting cultural competence in speech-language pathology, including curricular analysis, graduate program admissions, and professional practice.
• Conducting literature reviews to identify best practices.
• Using telehealth and social media approaches to address educational and health disparities.

His work aims to develop culturally responsive and research-based clinical practices in speech-language pathology.

 

Recent Publications:

Magnússon, E., Crowe, K., Stefánsdóttir, H., Guiberson, M., Magnúsdóttir, T., Ágústsdóttir, I., & Baldursdóttir, Ö. V. (2024). Representation of the ICF in research of speech intelligibility: A systematic review of literature describing deaf and hard-of-hearing children. International Journal of Speech-Language Pathology, 1–14. https://doi.org/10.1080/17549507.2024.2409131

 

Guiberson, M. (2024). Culturally Responsive Literacy Interventions in Speech-Language Pathology: A Scoping Review.  Perspectives of the ASHA Special Interests Groups. https://doi.org/10.1044/2024_PERSP-24-00008 

 

Crowe, K., Hopf, S., Hooper, Cassie, and Guiberson, M. (accepted).  Navigating Collaborative Interactions in Early Childhood Intervention: Educator-Family-Interpreter Dynamics for Children With Hearing Loss. REACH: Journal of Inclusive Education in Ireland.

 

Stefánsdóttir, H., Crowe, K., Magnússon, E., Másdóttir, T., Ágústsdóttir, I., & Baldursdóttir, Ö. V. (2023).    Measuring speech intelligibility with deaf and hard-of-hearing children: A systematic review. Journal of Deaf Studies and Deaf Education, 29 (2), 265-277. https://doi.org/10.1093/deafed/enad054 

 

Guiberson, M. & Ferris, K. (2023).  Speech-Language Pathologists' Preparation, Practices, and Perspectives on Serving Indigenous Families and Children. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2023_AJSLP-23-00105 

 

Guiberson, M. & Vining, C.B. (2023).  Language and Literacy Strategies for Indigenous Children: A Scoping Review.  Seminars in Speech and Language, 44 (01), 26-41. DOI: https://doi.org/10.1055/s-0042-1758802

 

Guiberson, M. & Vining, C.B. (2023). Culturally Responsive and Indigenous Language Strategies: Findings From a Scoping Review. Communication Disorders Quarterly. DOI 10.1177/15257401231155812

 

Guiberson, M. & Ferris, K. (2023).  Native American Caregiver-Child Shared Book Reading Interactions: A Descriptive Study and Integrative Review. Language, Speech, and Hearing Services in the Schools. https://doi.org/10.1044/2022_LSHSS-22-00085 

 

Crowe, K., Cuervo, S., Guiberson, M., & Washington, K. N. (2021).  A Systematic Review of Interventions for Multilingual Preschoolers with Speech and Language Difficulties. Journal of Speech, Language, and Hearing Research, 64 (11), 4413-4438.

 

Guiberson, M., (2021). Early Literacy Strategies for Parents of Young Dual Language Learners: A Descriptive Study and Integrative Review. Topics in Language Disorders, 41(4), 294-308.

 

Guiberson, M., & Vigil, D. C. (2021).  Admissions Type and Cultural Competency in Graduate Speech-Language Pathology Curricula: A National Survey Study. American Journal of Speech-Language Pathology, 30 (5) 2017-2027.

 

Ferris, K. P., * Guiberson, M., & Bush, E. J. (2021).  Native American Caregivers' Developmental Priorities for Young Children: Implications for Intervention. Topics in Language Disorders, 41 (2), 169-184.

 

Crowe, K. & Guiberson, M (2021).   Professionals’ Perspectives on Supporting Deaf Multilingual Learners and Their Families.  Journal of Deaf Studies and Deaf Education. 26 (1), 70-84.

 

Guiberson, M. & Vigil, D.  (2021).   Speech-Language Pathology Graduate Admissions: Implications to Diversify the Workforce.  Communication Disorders Quarterly, 43 (3), 145-155.

 

Guiberson, M. & Rodriguez, B. (2020). ^a Working Memory and Linguistic Performance of Dual Language Learners with and without Developmental Language Disorders. American Journal of Speech-Language Pathology, 29 (3), 1301-1306.

 

Guiberson, M. (2020). ^a Alternatives to traditional language sample measures with emergent bilingual preschoolers. Topics in Language Disorders, 40(2), E1-E6.

 

Additional Publications:

Scopus Profile

Google Scholar Profile

 

Recent Grant Funding:

2022-2025, Guiberson, M. Wyoming /Wind River Early Literacy Curriculum Development & Research Project. University of Wyoming. Extension to MW CTR-IN funding.

2020, Guiberson, M. Telehealth Practices for Developmental Language Disorders in Young Native Americans.  National Institutes of Health, Mountain West Clinical Translational Research-Infrastructure Network (MW CTR-IN).

2018, Jim, T.  & Guiberson, M. Ethnographic Interviewing with Native American Caregivers. University of Wyoming Social Justice Research Center Grant.

2018, Ferris, K. & Guiberson, M. Developmental Screenings of Native American Toddlers. University of Wyoming Social Justice Research Center Grant.

2014, Guiberson, M.   Digital Graphic Novella: Hearing Health for Spanish-speaking Agricultural Workers.  National Institutes of Health, High Plains Intermountain Center for Agricultural Health and Safety.

2013, Guiberson, M. Identification of Behavioral Phenotype Markers of Language Impairment in Spanish-speakers via Telehealth: A feasibility study. National Institutes of Health, Mountain West Clinical Translational Research-Infrastructure Network,

 

Awards and Other Honors:

2024, American Speech-Language Hearing Association, Certificate of Recognition for Special Contributions in Multicultural Affairs

2024, Language,  Speech, and Hearing Services in the Schools, Editor’s Award for the article Native American Caregiver-Child Shared Book Reading Interactions: A Descriptive Study and Integrative Review

2024, University of Wyoming College of Health Sciences, Diversity, Excellence, and Inclusion Award

2024, University of Wyoming Foundation Stewardship Award

2016, Council on Academic Programs in Communication Sciences and Disorders, Leadership Academy

2015, University of Wyoming UW Leads: Cultivating Excellence in Academic Leadership

2014, University of Wyoming College of Health Sciences, New Investigator Award

2007, American Speech-Language Hearing Association, Leadership Development Program

1995, University of Colorado, Barbara Bowler Scholarship in Communication Disorders

 

Teaching: 

Early Language Intervention, School-age Language Intervention, Stuttering, and Speech Disorders Across the Lifespan.

 

Affiliations, Associations, Consultation:

American Speech-Language-Hearing Association (ASHA) certified.

ASHA Special Interest Group 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations.

Wyoming Speech-Language-Hearing Association.