Shameka Stanford, Ph.D., CCC-SLP/L
Associate Professor
shameka.n.johnson@howard.edu
Dr. Shameka Stanford is an Associate Professor in the Communication Sciences and Disorders department at Howard University and the Juvenile Forensic Speech-Language Pathologist. She is also a Co-Program Director for the Department of Communication Sciences & Disorders.
Dr. Stanford is the first and only Juvenile Forensic SLP in the United States. Dr. Stanford’s clinical and scholarly work specializes in Juvenile Forensics, Law Enforcement Interaction with youth with CD, and child language disorders. Her research focuses on the Confluence and Impact of cognitive and communication disorders on the school-to-confinement pipeline, status offenses, involvement with the criminal justice system, law enforcement interaction, and criminal recidivism in youth placed at-risk for delinquency and crime (especially Black and Brown youth from under-resourced areas). Dr. Stanford is also a clinically certified and licensed speech-language pathologist and is licensed to practice in Maryland, Washington, D.C, and some Caribbean Islands. Through her work, Dr. Stanford has created cutting edge social justice and juvenile justice specialty courses for graduate CSD students, nationally known training programs for law enforcement and legal counsel, and national and international CE workshops and training for licensed SLP clinicians.
Confirmed completion of the ASHA required CEU courses for Ethics and Supervision Yes
Research Interests
Dr. Stanford’s research interests are communication disorders and the school-to-prison pipeline, the confluence between cognitive-communicative disorders and juvenile delinquent thinking and behavior, augmentative and alternative communication for minority populations, literacy delays and its impact on academic success for minority males, interdisciplinary training, tele-practice/telespeech, social justice, and multiculturalism.
Relevant Publications
Stanford, S. N., & Braham, R. (9/2020). The Silent Epidemic of Cognitive and Communicative Deficits on At-Risk Juveniles’ Criminal Behavior in the Caribbean in CARIBBEAN PERSPECTIVES ON CRIMINOLOGY AND CRIMINAL JUSTICE.
Stanford, S. N., & Muhammad, B. (2018). Critical Race Theoretical Perspective on the Correlation between the school-to-prison pipeline and the prevalence of low SES minority students of color with Language and Learning disorders in Special Education: A Silent Epidemic. American University Journal of Gender, Social Policy, and the Law.
Stanford, S. N. (2018). Understanding the disproportionate representation of minority youth in special education and the juvenile justice system: A fundamental discussion for the justice of minority youth. Howard League for Penal Reform Early Career Academics Network Bulletin, 36, 19-23.
Stanford, S. N., & Harris, O. (2019). An Exploratory Study on the Benefits of AAC Classroom Integration Training for Special Educators who work with Children with Complex Communication Needs in the Bahamas, ASHA Perspectives.
Stanford, S. N. (2020). Combatting the School-to-Confinement Pipeline, ASHA Perspectives.
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HOWARD UNIVERSITY
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