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Sandra Nettleton, Ph.D., CCC-SLP

Photo: Sandra Nettleton

Clinic Director

Email: 
sandynet@unm.edu
Phone: 
(505) 277-4453
Office: 
Speech and Hearing Sciences 1312
Interests: 
augmentative and alternative communication (AAC), child language development, supervision

Curriculum vitae

Profile:

Dr. Nettleton received her bachelor's degree in Elementary Education and Communication Disorders from Fort Hays State University in Kansas. Her master's degree in Speech and Hearing Sciences was obtained from the University of Kansas. Dr. Nettleton worked for 10 years, primarily in school and university settings, prior to obtaining her Ph.D. in Communication Sciences and Disorders from Louisiana State University. She has worked for approximately 35 years as a speech-language pathologist, primarily in preschool, school and private practice settings, and has 10 years of administrative, school-based experience. Her areas of expertise include augmentative and alternative communication (AAC) in children and adults, assistive technology, literacy, and child and adolescent phonology and language. She has presented workshops and seminars, nationwide, in literacy enhancement with augmentative and alternative communication systems, and augmentative and alternative communication options for diverse populations.

Recent/Selected Publications:

Damico, J., Nettleton, S., Damico, H. & Nelson, R.  (2014). Discriminant validity with a direct observational assessment system: Research with previously identified groups.  Clinical Linguistics and Phonetics, Vol. 28 (7-8), 617-626

Damico, J.S., Tetnowski, J, & Nettleton, S. (2004).  Emerging Issues and Trends in Attention Deficit Hyperactivity Disorder: An Update for the Speech-Language Pathologist. Seminars in Speech and Language, Vol. 25 (3), 207- 214.

Hochstein, D., McDaniel, M., Nettleton, S, & Neufeld, K. (2003). The Fruitfulness of a Nomothetic Approach to Investigating AAC: Comparing Two Speech Encoding Schemes Across Cerebral Palsied and Nondisabled Children.  American Journal of Speech-Language Pathology, Vol. 12 (1),110- 122.

Damico, J.S. & Damico, S. (1997).  The Establishment of a Dominant Interpretive Framework in Language Intervention.  Language, Speech and Hearing Services in the Schools.  Vol. 28, 288- 296.

Damico, S.K. & Damico, J.S. (1995).  The Impact of Diversity on Academic Skills: Considerations for the Speech-language Pathologist.  Language, Speech and Hearing Services in the Schools, 24, 236-243.

Damico, S. (1994).  Empowering Nonvocal Populations:  An Emerging Concept.  National Student Speech Language Hearing Association Journal, Vol. 21, 31-44.

Damico, J.S. & Damico, S.K. (1993).  Language and Social Skills from a Diversity Perspective: Considerations for the Speech-Language Pathologist.  Language, Speech and Hearing Services in the Schools, 24, 236-243.

Damico, J.S. & Damico, S.K. (1993). Mapping a Course Over Different Roads: Language Teaching with Special Populations.  In J.W. Oller, Jr. (Ed.) Methods That Work: A Smorgasbord of Language Teaching Ideas, 2nd Edition. New York: Newbury House.

Riley, K., Hoffman, P. & Damico, S. (1985).  The Effects of Conflicting Cues on the Perception of Misarticulations in Children with Articulation Disorders.  Journal of Phonetics, 13, 481-487.