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Judith L. Page, Ph.D.

Associate Professor, Communication Sciences and Disorders

Judith L. Page is an Associate Professor in the Division of Communication Sciences & Disorders within the Department of Rehabilitation Sciences. She joined the faculty in Communication Sciences and Disorders in 1980 and currently serves as Director of the Division of Communication Sciences & Disorders and Chair of the Department of Rehabilitation Sciences.

Dr. Page received her B.S. in 1971 from the University of Minnesota, her M.A. in 1972 from the University of Illinois, and her Ph.D. in Audiology & Speech Sciences in 1981 from Purdue University. She holds Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association and the Assistive Technology Provider (ATP) credential from the Rehabilitation Engineering Society of North America.

Scholarly / Research Interests

Dr. Page’s primary areas of interest are communication intervention strategies for persons with severe disabilities and augmentative and alternative communication systems. Other research interests include early intervention, factors influencing acquisition of manual signs and gestural systems by non-speaking children, and early literacy development.

Educational Focus

Dr. Page teaches both undergraduate and masters courses in the Communication Sciences & Disorders program, including CD 520:Manual Communication, CD 647: Language Disorders in Developmentally Young, CD 701: Research Methods in Communication Disorders; and CD 659: Clinical Rotation in Communication Disorders (Student Teaching). She also teaches and mentors doctoral students in formal courses, such as RHB 770: Surviving & Thriving in the Academic Culture and CD 747: Advanced Language Development & Disorders, and in a variety of apprenticeships and independent studies.

Professional Activities

Dr. Page has been an active member of the American Speech-Language-Hearing Association, the Kentucky Speech-Language-Hearing Association, and the United States Society for Alternative and Augmentative Communication. She is a past president of KSHA, a Fellow of ASHA, and is currently chair-elect of ASHA’s Council on Academic Accreditation.

Awards

Dr. Page is a Fellow of the American Speech-Language-Hearing Association, a recipient of the Honors of the Kentucky Speech-Language-Hearing Association, and a past nominee for the American Speech-Language-Hearing Foundation’s DiCarlo Award for Outstanding Clinical Achievement.

Representative Publications

• Luftig, R.L., Lloyd, L.L., and Page, J.L. (1982). Ratings for sign translucency and gloss concreteness of two grammatical classes of sign. Sign Language Studies, 37, 305-343.
• Culatta, B., and Page, J.L. (1982). Strategies for achieving generalization of grammatical constructions. Communicative Disorders, 7, 31-44.
• Luftig, R.L., Page, J.L., and Lloyd, L.L. (1983). Ratings of translucency in manual signs as a predictor of sign learnability. Journal of Childhood Communication Disorders, 6, 117-134.
• Culatta, B., Page, J.L., and Ellis, J. (1983). Story retelling as a communicative performance screening tool. Language, Speech, and Hearing Services in Schools, 14, 66-74.
• Page, J.L. (1985). Relative translucency of ASL signs representing three semantic classes. Journal of Speech and Hearing Disorders, 50, 241-247.
• Page, J.L., and Stewart, S.R. (1985). Story grammar skills in school-age children. Topics in Language Disorders, 5, 16-30.
• Page, J.L., and Horn, D. (1985). Influence of syntactical complexity on comprehension in conceptually delayed children. Journal of Childhood Communication Disorders, 8, 179-189.
• Page, J.L., and Culatta, B. (1986). Incorporating relational vocabulary teaching into daily classroom activities. Journal of Childhood Communication Disorders, 9, 157-167.
• Page, J.L., and Horn, D. (1987). Comprehension of developmentally delayed children as a function of utterance complexity. Language, Speech, and Hearing Services in Schools, 18, 63-71.
• Farmer, R., Wolery, M., Gast, D.L., and Page, J.L. (1988). Individual staff training to increase the frequency of data collection in an integrated preschool program. Education and Treatment of Children, 11, 127-142.
• Stewart, S.R., Gonzalez, L.S., & Page, J.L. (1997).  Incidental learning of sight words during articulation training.  Language, Speech, and Hearing Services in Schools, 28, 115-126.
• Rider, J.D(avis)., Wright, H.H., Marshall, & Page, J.L. (in press). Using semantic features analysis to improve contextual discourse in adults with aphasia. American Journal of Speech-Language Pathology
• Wright, H.H., Marshall, R.C., Wilson, K., & Page, J.L. (in press). Using a written cueing hierarchy to improve verbal naming in aphasia. Aphasiology

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