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Stephanie De Anda

Assistant Professor
Communication Disorders and Sciences
Phone: 541-346-8530
Office: 254 HEDCO Education Bldg

Biography

Stephanie De Anda, PhD CCC-SLP, is an Assistant Professor in Communication Disorders and Sciences at the University of Oregon. Professor De Anda is a licensed Speech-Language Pathologist and a Latina scholar and has published scientific articles focused on single and dual language learning infants and toddlers in Mexico, the US, and Canada. She has been funded by grants from the National Institutes of Health (NIH) and awarded the Outstanding Dissertation of the Year in 2018 by the International Congress for Infant Studies. She co-directs the Early Dual Language Development Lab made up of a cross-disciplinary group of undergraduate and graduate students. The lab collaborates with colleagues in Education, Linguistics, Psychology and Speech-Language Pathology.

Lab website:  blogs.uoregon.edu/edldlab

Education

2017 - Ph.D., Language and Communicative Disorders
San Diego State University & University of California, San Diego

2011 - B.S., Cognitive Science, specialization in Human Cognition, Cum Laude
University of California, San Diego

Honors and Awards

International Congress for Infant Studies, Outstanding Dissertation of the Year, 2018

American Speech-Language and Hearing Associations Lessons for Success Selected Attendee, 2018

Publications

De Anda, S., Cycyk, L., Durán, L., Biancarosa, G., & McIntyre, L. (in press). Sentence diversity in Spanish-English bilingual toddlers. American Journal of Speech-Language Pathology.

De Anda, S., Budd, E.L., Halvorson, S., Mauricio, A.M., McWhirter, E.H., Cioffi, C.C., Ramírez Garcia, J., Cresko, W.A., Leve, L.D., & DeGarmo, D.S. (2022). Effects of a Health Education Intervention for COVID-19 Prevention in Latinx Communities: A Cluster-Randomized Controlled Trial. American Journal of Public Health, 112 (S9):S923–S927). https://doi.org/10.2105/AJPH.2022.307129

Budd, E.L., McWhirter, E.M., De Anda, S., Mauricio, A.M., Mueller, M., Cioffi, C.C., Nash, A., Van Brocklin, K., Yarris, K., Jackson, A., Terral, H., Ramirez-Garcia, J., OSJP Advisory Board, Cresko, W., DeGarmo, D.S., & Leve, L.D. (2022). Development and Design of a Culturally Tailored Intervention to Address COVID-19 Disparities Among Oregon’s Latinx Communities: A Community Case Study. Frontiers in Public Health, 10, 962862. https://doi.org/10.3389/fpubh.2022.962862

Cycyk, L., Coles, K., O'Dea, K., Moore, H., Sanford-Keller, H., Dolata, J., De Anda, S., Gomez, M., Huerta, L., Libak, A., & Zuckerman, K. (2022). Serving young children with communication disabilities from Latinx backgrounds and their families with equity: Provider perspectives. Journal of Communication Disorders, 99. https://doi.org/10.1016/j.jcomdis.2022.106254

Hall, M., & De Anda, S. (2022). Estimating Early Language Input in Deaf and Hard of Hearing Children With the Language Access Profile Tool. American Journal of Speech-Language Pathology, 31(5), 2132-2144. https://doi.org/10.1044/2022_AJSLP-21-00222

Cycyk, L.M., De Anda, S., Ramsey, K., Sheppard, B.S., & Zuckerman, K.E. (2022). Moving through the pipeline: Ethnic and linguistic disparities in special education from birth through age five. Educational Researcher, 51(7), 451–464. https://doi.org/10.3102/0013189X221120262

DeGarmo, D.S., De Anda, S., Cioffi, C.C., Tavalire, H.R., Searcy, J., Budd, E.L., McWhirter, E.H., Mauricio, A.M., Ramírez García, J., Cresko, W.A., & Leve, L.D. (2022). Effectiveness of a COVID-19 testing outreach intervention for Latinx communities: A clustered randomized clinical trial. Journal of the American Medical Association Network Open, 5(6), e2216796-e2216796. https://doi.org/10.1001/jamanetworkopen.2022.16796

Friend, M., Lopez, O., De Anda, S., Poulin-Dubois, D., Arias-Trejo, N., & Abreu-Mendoza, R. (2022). Maternal education revisited: Vocabulary growth in English and Spanish before 30 months of age. Infant Behavior and Development, 66, 101685. https://doi.org/10.1016/j.infbeh.2021.101685

De Anda, S., Ellis, E., & Mejia, N. (2022). Learning words in two languages: Examining within- and cross-language generalization. Journal of Speech Language and Hearing Research, 65(4), 1450-1464. https://doi.org/10.1044/2021_JSLHR-21-00350

De Anda, S., Cycyk, L., Moore, H., Larson, A., King, M., & Huerta, L. (2022). Psychometric properties of the English–Spanish Vocabulary Inventory in toddlers with and without early language delay. Journal of Speech Language and Hearing Research, 65(2), 672-691. https://doi.org/10.1044/2021_JSLHR-21-00240

Cycyk, L., & De Anda, S. (2021). Media exposure and language experience: Examining associations from home observations in Mexican immigrant families in the US. Infant Behavior and Development, 63, 101554. https://doi.org/10.1016/j.infbeh.2021.101554

Cycyk, L., De Anda, S., Moore, H., & Huerta, L. (2021). Cultural and linguistic adaptations of early language interventions: Recommendations for advancing research and practice. American Journal of Speech-Language Pathology, 30(3), 1224–1246. https://doi.org/10.1044/2020_AJSLP-20-00101

Hall, M., & De Anda, S. (2021). Measuring “Language Access Profiles” in Deaf and Hard-of-hearing Children with the DHH Language Exposure Assessment Tool. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2020_JSLHR-20-00439

Huerta, L., Cycyk, L., Sanford-Keller, H., Busch, A., Dolata, J., Moore, H., De Anda, S., & Zuckerman, K. (2021). A retrospective review of communication evaluation practices of young Latinx children. Journal of Early Intervention, 1–19. https://doi.org/10.1177%2F10538151211012703

De Anda, S., & Friend, M. (2020). Lexical-semantic development in bilingual toddlers at 18 and 24 months. Frontiers in Psychology: Cognition, 11, 11–13. https://doi.org/10.3389/fpsyg.2020.508363

De Anda, S., Blossom, M., & Abel, A.D. (2020). Cross-morpheme generalization in children with delays in morphosyntax. Journal of Speech, Language, and Hearing Research, 63(10), 3501–3524. https://dx.doi.org/10.1044%2F2020_JSLHR-19-00173

Cycyk, L., Moore, H., De Anda, S., *Huerta, L., *Mendez, S., *Patton, C., & *Bourret, C. (2020). Adaptation of a caregiver-implemented naturalistic communication intervention for Spanish speaking-families: A promising start. American Journal of Speech-Language Pathology, 23(3), 1260–1282. https://doi.org/10.1044/2020_AJSLP-19-00142

De Anda, S., Larson, A. & Cycyk, L.M. (2020). Considerations in the evaluation and assessment process for Latinx infants and toddlers. Division for Early Childhood (DEC) Recommended Practices Monograph Series (No. 7- Assessment), 7, 25–40.

De Anda, S., Blossom, M., & Abel, A.D. (2020). A complexity approach to treatment of tense and agreement deficits: A case study. Communication Disorders Quarterly, 41(4), 250–260. https://doi.org/10.1177%2F1525740118822477

Research

Professor De Anda’s research interests include understanding language acquisition in typically and atypically developing English- and Spanish-speaking monolingual and bilingual children. Professor De Anda’s research aims to understand the developmental trajectories of Latinx children in the U.S., with a specific focus in birth to five age range. She has expertise in behavioral measures of language acquisition in infants, toddlers, and preschoolers. Her lab houses an eye tracking system used to examine language processing in young single and dual language learners. In addition, Professor De Anda engages in treatment efficacy research for young preschool and school-age children with language delays.