Director of Clinical Education Speech-Language Pathology
Associate Professor

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Works remotely

HON 299. Portrayals of Neruodivergence in Popular & Social Media

• University of Kansas, PhD in Therapeutic Sciences, 2015
• University of Iowa, Master of Arts in Speech Language Pathology, 2005
• University of Tulsa, Bachelor of Science in Speech Language Pathology, 2003
  
  

• Loyola University, Master of Pastoral Studies, (in progress, anticipated graduation May 2025)

Other formal training

• CAPCSD Leadership Academy 2021
• Ewing Marion Kauffman Foundation Virtual Groundwater Training 2021
• Ignatian Colleagues Program Cohort 11, 2020
• Inaugural ASHA Faculty Development Institute, 2019

 

 

I am a licensed and certified speech-language pathologist specializing in adult and geriatric populations, with a dedicated focus on neurogenic communication and swallowing disorders. My clinical practice centers on providing evidence-based evaluation and treatment for individuals affected by a wide range of medical diagnoses, including stroke, traumatic brain injury (TBI), Parkinson’s disease, other movement disorders, and more. I am especially passionate about the assessment and treatment of motor speech disorders, specifically dysarthrias.

Publications:

Hart, P.A. and Jones, S.S. (2025).  AAC for school age child with complex communication needs. In S. Chabon, E. Cohen, and D. Lee-Wilkerson (Eds.), The communication disorders casebook:  Learning by example:  2nd Edition (pp. 217-224).  Plural Publishing. 

Jones, S.S. (2021).  Qualitative and mixed methods [Video].  Sage Research Methods, London. http://methods.sagepub.com/video/ask-a-researcher-shatonda-jones-on-qualitative-and-mixed-methods 

(To appear) Kapila, R. , Fulk, H., &  Jones, S.S. Clinical considerations and case studies:  Neurogenic rehabilitation across the LGBTQIA2S+ lifespan.  In Wallace, G. (ed.), Cultural competence in neurorehabilitation, San Diego, CA:  Plural Publishing, Inc.

Jones, S.S. (2020).  Community-based participatory research.  Sage Research Methods, London.  http://methods.sagepub.com/video/community-based-participatory-research-in-health-promotion 

Jones, S.S., & Jones, S. (2020). Understanding Black Americans’ anticipated response to stroke symptoms using mixed methods Community-Based Participatory Research. In SAGE Publications Ltd eBooks. http://doi.org/10.4135/9781529715750 

Jones, S.S. (2016). Understanding health literacy:  A review of the literature. Journal of the National Black Association for Speech-Language Hearing (formerly Echo), 11(2), 53-67.

Jones, S.S. and Radel, J.  (2015). Caregivers’ perspectives of stress and burden in providing care for persons with chronic neurological conditions:  A review of the literature. Journal of the National Black Association for Speech-Language Hearing (formerly Echo), 10(2), 29-40. 
Link: http://www.nbaslh.org/assets/docs/ECHO/echo-vol10-no2.pdf#page=29 

My teaching philosophy is grounded in adult learning theory, Ignatian Pedagogy, and Franciscan Pedagogy. I strive to create a classroom environment that encourages students to engage deeply with complex questions in a space that is supportive, affirming, and welcoming of all voices. I view teaching as a reciprocal process, one in which I learn as much from my students as I hope they learn from me. Each student brings unique perspectives, experiences, and strengths, and these enrich our collective learning journey.

In my approach, kindness and openness to the learning experience are foundational. I believe that being gentle with ourselves as learners fosters resilience and growth. My role as an educator is to accompany my students on their educational and professional journeys, offering guidance while honoring their autonomy. I strive to create a classroom atmosphere that encourages curiosity, respects diversity, and emphasizes the importance of reflection — key aspects of both Ignatian and Franciscan traditions. Through this philosophy, I hope to cultivate not only intellectual growth but also a sense of compassion, self-awareness, and commitment to lifelong learning among my students.

My research interests are rooted in advancing health outcomes for individuals across a broad spectrum of areas. One of my projects is focused on utilizing ultrasound technology as biofeedback in the treatment of dysarthria and dysphagia, exploring its potential to enhance motor learning and precision in speech and swallow rehabilitation. Additionally, I am investigating vowel erosion in the United States, examining how subtle shifts in vowel production may impact intelligibility and cultural communication patterns. Other key areas of interest include bandwidth recovery to improve success in navigating their worlds, be it school, health, or community. I also research effective diffusion and dissemination of health information techniques to ensure evidence-based practices reach both clinicians and the public. I am also interested in examining the intersections of spirituality and health outcomes through various theological lenses. Through these research pursuits, I aim to contribute to a broader understanding of physical, mental, and spiritual health to improve individual and community health outcomes.

• Affiliate of the Franciscan Sisters of Perpetual Adoration (FSPA)
• Community Advisory Board member for Frontiers Clinical & Translational Science
• Institute at the University of Kansas
• Alpha Kappa Alpha Sorority, member
• Knights and Ladies of Peter Claver, member
• American Speech Language Hearing Association (ASHA), member
• National Black Association of Speech Language and Hearing (NBASLH), member
• Missouri Speech Language Hearing Association (MSHA), member
• Philippine Association of Speech Pathologists (PASP), member
• Asia Pacific Society of Speech, Language, and Hearing (APSSLH), member