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Department of Communication Sciences and Disorders Faculty and Staff

Raúl Francisco Prezas, PhD, CCC-SLP, PNAP

Raúl Francisco Prezas, PhD, CCC-SLP, PNAP

  • Adjunct Faculty

Education:

  • Ph.D., Communication Sciences and Disorders, Wichita State University, Wichita, KS, 2005 - 2008
  • M.A., Communication Sciences and Disorders, Wichita State University, Wichita, KS 2003 - 2006
  • B.M., Music/Vocal Performance, Trinity University, San Antonio, TX, 1998 – 2002 (with honors)
  • B.A., Business Administration, Trinity University, San Antonio, TX, 1998 - 2002 (with honors)

Societies and Organizations:

  • ASHA Research Mentoring-Pair Travel Award (with SLPD Student Seijra Toogood; 2022)
  • NSU Teacher Recognition – Thank a Professor (2021)
  • SFA Research and Creative Activity Award (nominated 2019, 2020)
  • Thank A Teacher Recognition, Texas Christian University (2010, 2012)
  • Dora Wallace Hodgson Outstanding Doctoral Student Award, Wichita State University (2008)
  • Delano Maggard Research Award, Wichita State University (2008)
  • Summer Institute in Communication Sciences and Disorders, CAPCSD, Univ. of Iowa (2007)
  • ASHA Convention Registration Award for Recent Graduates (2007)
  • Minority Student Leadership Award, ASHA (2006) 

HONORARIES

  • Phi Kappa Phi
  • Alpha Eta Society
  • Pi Kappa Lambda

Teaching:

  • CSD 5313: Phonological Disorders

Funding:

  • Prezas, R. F. (2016). Contract with Duval County Public Schools, Jacksonville, FL Amount: $70,000 (Funded) 
  • Prezas, R. F. (2009, 2010, 2011). Doctoral Incentive Loan Repayment Program Texas Higher Education Coordinating Board Amount: $20,000 (Funded) 
  • Prezas, R. F. (2007). Graduate Student Scholarship; American Speech-Language-Hearing Foundation. Amount: $4,000 (Funded)
  • Internal Awards Prezas, R. F. (2019). Mini grant; Office of Research and Sponsored Programs, Stephen F. Austin State University; The explanatory power of phonological universals and phonological patterns across human languages. Amount $750.00 (Funded)
  • Prezas, R. F. (2019). Perkins Professional Development Fund Award, Stephen F. Austin State University; Ninth International Conference on Religion and Spirituality in Society. Amount: $500.00 (Funded)
  • Prezas, R. F. (2018). Perkins Professional Development Fund Award, Stephen F. Austin State University; American Speech-Language-Hearing Convention. Amount: $500.00 (Funded)
  • Prezas, R. F. (2017). Perkins Professional Development Fund Award, Stephen F. Austin State University; American Speech-Language-Hearing Convention. Amount: $500.00 (Funded)
  • Prezas, R. F. (2016). Faculty Development Award, Jacksonville University, SSTESOL Conference. Amount: $500.00 (Funded)
  • Prezas, R. F. (2015). Faculty Development Award, Jacksonville University, American Speech-Language-Hearing Association Convention. Amount: $1,200 (Funded)
  • Prezas, R. F. (2009). Junior Faculty Summer Research Program, Texas Christian University, Phonological Productions of Chilean Children. Amount: $6,000 (Funded)
  • Prezas, R. F. (2009). Research and Creative Activities Fund, Texas Christian University, Phonological Productions of Bilingual Children. Amount: $2,700 (Funded)

Select Publications:

  • Goldstein, B., & Prezas, R. F. (in press). Spanish + English speech development. In McLeod, S. (Ed.). The Oxford handbook of speech development in languages of the world. Oxford University Press.
  • Prezas, R. (2024). Using the Cycles Approach to enhance multilingual children’s phonological systems. In B.W. Hodson, Evaluating and enhancing children’s phonological systems: Research & theory to practice (2nd ed.) PhonoComp.
  • Molina, B., (student), Prezas, R.F., Scherz, J.W., & Edwards, H.T. (2024). Review of phonetics. In B.W. Hodson, Evaluating and enhancing children’s phonological systems: Research & theory to practice (2nd ed.) PhonoComp.
  • TooGood, S. (student), Prezas, R.F., & Edwards, M.L. (2024). Phonological theories. In B.W. Hodson, Evaluating and enhancing children’s phonological systems: Research & theory to practice (2nd ed.) PhonoComp.
  • Prezas, R.F., & Shockley, P.R. (2023). A stranger in one’s own community: Iterations of ritual desecration and reverse ritual purification. Schutzian Research, 15, 109-136.
  • Prezas, R.F., Magnus, L.C., & Hodson, B.W. (2023). The Cycles Phonological Pattern Approach: Expediting Intelligibility. In C. Bowen, Children’s speech sound disorders (3rd ed.). (pp. 41-47). Wiley-Blackwell.
  • Prezas, R. F., Magnus, L., & Hodson, B. W. (2021). The Cycles approach: Expediting intelligibility gains. In L. Williams, S. McLeod, & R. McCauley (Eds.). Interventions for speech sound disorders in children. (pp. 251-278). Brookes Publishing Co.
  • 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. 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. 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
  • Prezas, R. F., Shaver, M., Carlson, T., Taylor, J. S., & Scudder, R. (2009). Peer review of teaching: Multiple raters. Perspectives on Issues in Higher Education, 12(2), 59-62.
  • Prezas, R. F., & Hodson, B.W. (2007). Diagnostic evaluation of children with speech sound disorders. Encyclopedia of Language and Literacy Development (pp. 1-8). London, ON: Canadian Language and Literacy Research Network.
  • Prezas, R. F., Shockley, P. R., & Diaz, K. (in press). Pensando con Excelencia: Dirigiendo la Experencia Universitaria [Thinking with Excellence: Navigating the Student Experience - Spanish Translation with Additional Content]. New York, NY: Two Creeks Publishing Group.
  • 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.
  • Prezas, R. F. & TSHA CLD Committee. (2017). Apps for Bilingual Populations in Texas: Challenges and resources. Communicologist, 44(2), http://www.txsha.org.
  • Limon-Ordonez, M., Carver, L., & Prezas, R. (2016). A review of resources for speech-language pathologists working with English language-learning populations. Communicologist, 43(6), http://www.txsha.org.
  • Prezas, R., Goodman Pettis, B., Ahmed, A., Bauman, M., Palafox, P., Baron, A., et al. (2016). English language learners and children from poverty: Facilitating change using brain-based learning strategies and tools. Communicologist, 43(3), http://www.txsha.org.
  • Bauman, M., Baron, A., & Prezas, R. (2016). Ethnographic interviews: Gathering information in the most culturally-sensitive manner. Communicologist, 43(2), http://www.txsha.org.
  • Prezas, R. (2015). Bilingual assessment considerations in the schools: When an interpreter is not available. Communicologist, 42(6), 12-15.
  • Goodman-Pettis, B., Prezas, R., Ahmed, A., Bauman, M., Palafox, P., Baron, A., et al. (2015). Working with English language teachers and learners: Overlap, collaboration, and strategies for success. Communicologist, 42(5), 10-13.
  • Goodman, B., Prezas, R., Ahmed, A., Bauman, M., Palafox, P., Baron, A., et al. (2015). Perspectives on dementia in culturally and linguistically diverse populations. Communicologist, 42(4), 10-13.
  • Prezas, R., Goodman, B., Ahmed, A., Bauman, M., Palafox, P., Baron, A., et al. (2015). A day in the life of a bilingual SLP: Reflections, challenges, and scope from professionals. Communicologist, 42(3), 12-16.
  • Prezas, R., Goodman, B., Ahmed, A., Bauman, M., Palafox, P., Baron, A., et al. (2015). Considerations in early childhood assessment and treatment: Reflections from professionals within the trenches. Communicologist, 42(2), 16-20.
  • Goodman, B., Prezas, R., Ahmed, A., Bauman, M., Palafox, P., Baron, A., et al. (2015). Reflections from a CLD graduate student: Utilizing experiences and personal strengths during the application process. Communicologist, 42(1), 14-17.