Board Certification/Licensure

• Certificate of Clinical Competence – American Speech-Language-Hearing Association
• Texas Licensure – State Board of Examiners for Speech-Language Pathology and Audiology
• Florida Licensure – State Board of Examiners for Speech-Language Pathology and Audiology
• South Dakota Licensure - State Board of Examiners for Speech-Language Pathology and Audiology

Teaching

• Undergraduate
  • Phonetics
  • Speech Sound Disorders
• Graduate
  • Articulation and Phonological Disorders
  • Language Disorders in Adolescents
  • Clinical Practicum in Bilingual Assessment/Intervention

Research Interests

• Culturally and Linguistically Diverse Populations
• Children with Highly Unintelligible Speech
• Speech Assessment for Multilingual Children
• Phonological Intervention Models for Multilingual Children
• Working with Underrepresented Populations
• School-Based Issues
• Social Constructs and Worldview Thinking in Speech-Language Pathology

Selected Publications

• Prezas, R. F., Magnus, L., & Hodson, B. W. (In Press). The Cycles Phonological Pattern Approach: Expediting Intelligibility.
• Prezas, R. (In Press). Multilingual Considerations and the Cycles Approach. In Evaluating and Enhancing Children’s Phonological Systems. Phonocomp Publishing.
• Prezas, R. F., Magnus, L., & Hodson, B. W. (2020). The Cycles approach: Expediting intelligibility gains. In L. Williams, S. McLeod, & R. McCauley (Eds.). Interventions for speech sound disorders in children. Baltimore, MD: Brookes Publishing Co.
• Shockley, P. R., & Prezas, R. F. (2019). Thinking with excellence: Navigating the college journey and beyond. New York, NY: Two Creeks Publishing Group.
• Shockley, P. R., & Prezas, R. F. (2018). Worldview thinking as a way to understand CLD populations. Communicologist, 45(6), http://www.txsha.org.
• Prezas, R. F., & Shockley, P. R. (2018). Honoring all perspectives in ethical challenges: A practical method for preserving human dignity in culturally and linguistically diverse cases. Communicologist, 45(2), http://www.txsha.org.
• Prezas, R. F. (2018). Making the right dialectal considerations during assessment: Have we reached a turning point? Communicologist, 45(1), http://www.txsha.org.
• Harbaugh, E., Prezas, R. F., & Edge, R. L. (2018). Selective Stimulability in the Speech and Language Assessment of Bilingual Children with Selective Mutism. Journal of Human Services: Training, Research, and Practice, 3(2), Article 5.
• Prezas, R. F., & Jo, A. (2017). Differentiating language difference and language disorder: Information for teachers working with English language learners in the schools. Journal of Human Services: Training, Research, and Practice, 2(1), Article 2.
• Prezas, R. F., & Edge, R. L. (2016). An alternative to traditional SLP graduate student
  clinical training: Exploring collaborative clinical education models with faculty clinical supervisors. Journal of Phonetics and Audiology, 2(3), 1000122. doi: 10.4172/2471-9455.1000122.
• Edge, R., Sirmon-Taylor, B., & Prezas, R. (2016). A comprehensive review of the 2016
• ASHA Code of Ethics. Journal of Human Services: Training, Research, and Practice, 1(2), Article 5.
• Prezas, R. (2015). Evaluating phonological systems of bilingual (Spanish-English) children with highly unintelligible speech. Journal of Phonetics and Audiology, 1(1), e103. doi: 10.4712/jpay.1000e103
• Prezas, R. (2015). Bilingual assessment considerations in the schools: When an interpreter is not available. Communicologist, 42(6), 12-15.
• Prezas, R. F., Hodson, B. W., & Schommer-Aikins, M. (2014). Phonological assessment and analysis of bilingual preschoolers’ Spanish and English word productions. American Journal of Speech-Language Pathology, 23, 176-185. doi: 10.1044/2013_AJSLP-12-0132.
• Prezas, R. & Rojas, R. (2011). Translation to practice: Assessment of the speech of Spanish-English speaking children in the United States of America. In S. McLeod, & B. Goldstein (Eds.). Multilingual aspects of speech sound disorders in children. (pp. 161-164). Bristol, UK: Multilingual Matters.
• Prezas, R. F., & Hodson, B.W. (2010). The Cycles phonological remediation approach. In L. Williams, S. McLeod, & R. McCauley (Eds.). Interventions for speech sound disorders in children. (pp. 137-157). Baltimore, MD: Brookes Publishing Co.
• Awan, S. N., Watts, C. R., & Prezas, R. F. (2010). Systematic review of voice therapy for functional voice disorders: Positive results from a conservative review. Evidence-Based Communication Assessment and Intervention, 4(1), 5-10. doi: 10.1080/17489531003643309
• Watts, C. R., Prezas, R. F., & Awan, S. N. (2010). Effects of voice therapy: A systematic review that results in limited conclusions. Evidence-Based Communication Assessment and Intervention, 4(1), 1-4. doi: 10.1080/17489530903478584

Selected Presentations

• Prezas, R. F. (2023, January). Expediting intelligibility for multilingual children with unintelligible speech. Peer-reviewed, Invited Webinar Presentation for the Annual Bilinguistics Virtual Conference/Bilinguistics.
• Prezas, R. F. (2022, November). Enhancing and evaluating phonological skills of children with highly unintelligible speech: Bilingual Cycles Approach. Invited Seminar Presentation for Course Beetle, United Kingdom.
• Prezas, R. F. (2022, June). Multilingualism and the Cycles Approach: Finding the shared concepts in order to optimize intervention. Peer Reviewed, Invited Webinar Presentation for SpeechPathology.com/ContinuEd.
• Prezas, R. F. (2022, May). Traditional Cycles or Modified Cycles Approach? Expediting intelligibility for children with highly unintelligible speech. Peer Reviewed, Invited Webinar Presentation for SpeechPathology.com/ContinuEd.
• Williams, L., McLeod, S., McCauley, R., Baker, E., Ballard, K., Bernhardt, B.M., Brosseau-Lapre, F., Camerata, S., Cleland, J., Crosbie, S., Gillon, G.T., Hayden, D., Leece, M., McNeill, B., Morrisette, M., Pascoe, M., Pennington, L., Preston, J., Prezas, R. F., Robin, D., Rvachew, S., Scherer, N., Strand, E., Tyler, A., Williams, P., Wren, Y. (2021, November). Twenty interventions for speech sound disorders: A guide for selection and implementation. Seminar Presentation at the American Speech-Language-Hearing Association Conference, Washington, DC.
• Prezas, R. F. (2021, June). Enhancing and evaluating phonological skills of children with highly unintelligible speech: Bilingual Cycles Approach. Invited Seminar Presentation for the Royal College of Speech-Language Pathology, United Kingdom.
• Prezas, R. F. (2021, May). Evaluating and enhancing children’s phonological systems: Expediting intelligibility gains. Invited Seminar Presentation for the All Wales Speech Language Association, United Kingdom.
• Prezas, R. F. (2021, April). Best practices for working with bilingual children with highly unintelligible speech. Invited On-Demand Presentation at the Texas Speech-Language-Hearing Association Convention, Virtual.
• Prezas, R. F. (2021, April). Phonological systems of bilingual children: Assessment recommendations and a model for a bilingual cycles approach for children with highly unintelligible speech. Invited Seminar Presentation at the Hawaii Speech-Language-Hearing Association Convention, Virtual.
• Prezas, R. F. (2021, February). Enhancing and evaluating phonological skills of children with highly unintelligible speech: Bilingual Cycles Approach. Invited Seminar Presentation for Course Beetle, United Kingdom.
• Prezas, R. F. (2021, April). Best practices for working with bilingual children with highly unintelligible speech. Invited On-Demand Presentation at the Texas Speech-Language-Hearing Association Convention, Virtual.
• Prezas, R. F. (2020, October). The whole bilingual child: Working with culturally and linguistically diverse children with highly unintelligible speech. Invited Virtual Seminar Presentation at the Oregon Speech-Language-Hearing Association Convention, Portland, OR.
• Prezas, R. F., & Shockley, P.R. (2020, February). Worldview thinking as a way to understand and better serve CLD populations. Seminar Presentation at the Texas Speech-Language-Hearing Association Conference, Houston, TX.
• Prezas, R.F., & Shockley, P.R. (2019, November). Worldview thinking and best practices for service delivery of CLD populations. Seminar Presentation at the American Speech-Language-Hearing Association Conference, Orlando, FL.
• Doyle, K., & Prezas, R. F. (2019, November). Accessibility of voice therapy in the Latino Transgender Community: A review. Poster Presentation at the American Speech-Language-Hearing Association Conference, Orlando, FL.
• Smiley, D., Alexander, D., Benafield, N., Corbin, N., Davis-McFarland, E., Falzarano, A., Newman, W., O’silas, S., Yeager Pelatti, C., Prezas, R., Simpson, J., Ventura, T. (2019, November). ASHA’s leadership academy, leadership community, and leadership mentoring program. Poster Presentation at the American Speech-Language-Hearing Association Conference, Orlando, FL.
• Prezas, R. F. (2019, June). Case studies in the speech assessment of culturally and linguistically diverse populations. Invited Seminar Presentation at the Annual Bilingual Symposium, San Juan, Puerto Rico.
• Prezas, R. F. (2019, June). Case studies in the speech sound intervention of culturally and linguistically diverse populations. Invited Seminar Presentation at the Annual Bilingual Symposium, San Juan, Puerto Rico.
• Prezas, R. F., & Shockley, P.R. (2019, April). Speech sounds as symbols: The explanatory power of phonological universals and phonological patterns across human languages. Poster Presentation at the Ninth International Conference on Religion & Spirituality in Society, University of Granada, Granada, Spain.
• Prezas, R. F. (2019, April). Phonological productions of Spanish-speaking children: Case examples and recommendations. Peer-reviewed, Invited Webinar Presentation for www.speechpathology.com
• Crumrine, D., & Prezas, R. (2018, November). Identification of Latino children at risk for autism spectrum disorder: Implications for SLPs. Poster Presentation at the American Speech-Language-Hearing Association Convention, Boston, MA.
• Prezas, R. F. (2018, November). Speech and language assessment for bilingual children. Invited Video Course Presentation for Medbridge Education, Seattle, WA.
• Prezas, R. F. (2018, November). Spanish-speaking children with highly unintelligible speech. Invited Video Course Presentation for Medbridge Education, Seattle, WA.
• Prezas, R. F. (2018, November). Increasing speech intelligibility of Spanish-speaking children. Invited Video Course Presentation for Medbridge Education, Seattle, WA.
• Prezas, R. F. (2018, October). Services for bilingual children with highly unintelligible speech. Invited Video Seminar Presentation for the American Speech-Language-Hearing Association, Rockville, MD.
• Prezas, R. F. (2018, October). Phonological assessment and intervention of bilingual children with highly unintelligible speech. Peer-reviewed, Invited Webinar Presentation at the Annual Nancy McKinley Lecture Series for the University of Wisconsin, Eau Claire, www.speechpathology.com
• Prezas, R. F. (2018, July). Intervention strategies for enhancing the phonological systems of bilingual children with highly unintelligible speech. Invited Seminar Presentation at the Bilingual Symposium, Las Vegas, NV.
• Prezas, R. F., & Hodson, B. W. (2018, March). Phonological assessment and treatment of bilingual Spanish-English children with highly unintelligible speech. Invited Seminar Presentation at the Ohio Speech-Language-Hearing Association Convention, Columbus, OH.
• Hodson, B. W., & Prezas, R. F. (2018, March). Evaluating and enhancing children’s phonological systems: Expediting intelligibility gains. Invited Seminar Presentation at the Ohio Speech-Language-Hearing Association Convention, Columbus, OH.
• Bunta, F., Gildersleeve-Neumann, C., Fabiano-Smith, L., Rojas, R.., & Prezas, R. (2017, November). The whole bilingual child: Assessment & intervention of bilingual populations. Invited Short Course at the American Speech-Language-Hearing Association Conference, Los Angeles, CA.
• Hodson, B., Magnus, L., Farquarson, K., & Prezas, R. (2017, November). Evaluating & enhancing phonological systems: Children with highly unintelligible speech. Seminar Presentation at the American Speech-Language-Hearing Association Conference, Los Angeles, CA.
• Prezas, R. F., & Palafox, P. L. (2017, October). Serving our diverse populations: Understanding English-language learners. Invited Seminar Presentation at the Texas Speech-Language-Hearing Association Executive Council Meeting, Dallas, TX.
• Prezas, R. F., & Palafox, P. L. (2017, October). Serving our diverse populations: Putting it all together. Invited Seminar Presentation at the Texas Speech-Language-Hearing Association Executive Council Meeting, Dallas, TX.
• Prezas, R., Magnus, L., Pressier, D., & Hodson, B. (2016, November). Phonological remediation
  and target selection for children with highly unintelligible speech. Seminar Presentation at the American Speech-Language-Hearing Association Convention, Philadelphia, PA.
• McLeod, S., Verdon, S., Bowen, C., International Expert Panel on Multilingual Children’s Speech (2013, August). Multilingual children with speech sound disorders: Creation of a position paper by an international expert panel. Paper presented in 2-hour seminar titled Multilingual children’s speech, language, and hearing. 29th World Congress of the International Association of Logopedics and Phoniatrics, Turin, Italy.
• Prezas, R. (2010, March). La evaluación y el tratamiento de niños Hispanohablantes: Consideraciones dialectales. Invited Seminar Presentation at the Universidad del Turabo, Gurabo, Puerto Rico.
• Prezas, R. F., Hodson, B. W., & Strattman, K. (2009, June). Exploring phonological systems and intelligibility of bilingual (Spanish-English) preschool children in both languages. Poster Presentation at the International Child Phonology Conference, Austin, TX.
• Prezas, R. (2009, May). Procesos fonológicos y consideraciones bilingües. Invited Seminar Presentation at the Universidad Mayor, Santiago, Chile.
• Rvachew, S., Hodson, B., Prezas, R., & Lewis, B. (2007, June). Encyclopedia of language and literacy development: Speech-sound disorders. Panel presentation at the Canadian Language and Literacy Research Network, Calgary, Alberta.

Professional Organizations

• National Academies of Practice
• International Expert Panel on Multilingual Children’s Speech
• American Speech-Language-Hearing Association
• Student to Empowered Professional (S.T.E.P) Program, American Speech-Language-Hearing Association
• Texas Speech-Language-Hearing Association
• Communication Disorders Field of Study Advisory Committee, Texas Higher Education Coordinating Board
• Phi Kappa Phi
• Alpha Eta Society
• Pi Kappa Lambda