About Betty Yu
At SF State Since:
Betty Yu is an Associate Professor in the Department of Speech, Language, and Hearing Sciences. Before joining the faculty at San Francisco State, she practiced as a speech-language therapist primarily serving young children and their families in Chinese-speaking communities. Her research interest is in how the development of communicative, linguistic and sociocultural competencies interfaces with dominant language ideologies, institutional practices/policies, and family socialization. Her current research focuses on the communication experiences of young autistic children within bilingual/multilingual communities as they and their families interact with early intervention service providers for the first time. She is a member of the Conversation Analysis Research in Autism (CARA) research group. She teaches courses related to child language development, social communication development, culturally and linguistically responsive practices and counseling in the speech-language-hearing sciences. She is the co-director of Project ALLIES, a project funded by the U.S. Department of Education to prepare speech-language therapists and special educators to work in collaboration to support the social and communication development of autistic students. She is a advisory board member to the Asian Pacific Islander Speech-Langugage-Hearing Caucus.
- University of California at Berkeley/San Francisco State University, 2009, Ph.D. Special Education
- New York University, 1999, M.A. Speech-Language Pathology
- University of California at Berkeley, 1996, B.A. Linguistics
Certification and Licenses
- Certificate of Clinical Competence in Speech-Language Pathology, American Speech-Language-Hearing Association, 1999-present
- California State License in Speech and Language Pathology, Speech Language and Audiology Licensing Board, 1999-present
- Hanen certified speech-language pathologist for “It Takes Two to Talk”, “More Than Words” and “Talkability”
- Does Accent Modification Do More Harm Than Good? (1 hour talk vieweable at https://youtu.be/3W3NN42H2YI. Sponsored by the Asian Pacific Islander Speech-Langugage-Hearing Caucus Speaker Series, December 2020.
- For Children with Autism, Multiple Languages May Be a Boon
By Ann Griswold, Spectrum, reprinted in Scientific American (July 26, 2016).
- Language Barriers or Boosters? Autism Spectrum Researchers Take Aim at a Multilingual Myth
By Steve Hockensmith, SF State Magazine (Fall/Winter 2016)
Yu, B., Epstein, L., Tisi, V. (Accepted.) A DisCrit-Informed Critique of the Difference Versus Disorder Approach in Speech-Language Pathology. In R. Horton (Ed.) Critical Perspectives on Social Justice in Speech-Language Pathology.
Yu, B., Horton, R., Munson, B., Newkirk-Turker, B. L., Johnson, V. E., Khamis-Dakwar, R., Muñoz, M. L., Hyter, Y. (Accepted). Making Race Visible in the Speech, Language and Hearing Sciences: A Critical Discourse Analysis. American Journal of Speech-Language Pathology.
Sterponi, L. & Yu, B. (In press.) Neurodiversity. In A. Church & A. Bateman (Eds.) Talking with Children: A Handbook for Early Childhood Education. Cambridge: Cambridge University Press.
Kim, H., Ruppar, A., Baker, D., Kim, S. & Yu, B. (2020). Interweaving Disentangled: Korean American Students with Autism go to College. Race, Ethnicity and Education.
Langdon, H., Seung, H., & Yu, B. (2019). One or two languages for children on the autism spectrum? Logopaedica Lodziensia, 3, 117-124. doi:http://dx.doi.org/10.18778/2544-7238.03.08
Yu, B. & Luo, F. (2019). Augmentative and alternative communication. In G. Hao & Z. Shao (Eds.), Autism spectrum disorders: Assessment and intervention. Chongqing, China: Chongqing Publishing Group. (Published in Chinese)
Yu, B., & Hsia, S. (2018). Inclusion of heritage language learners on the autism spectrum: Lessons from second-generation parents. International Journal of Applied Linguistics, 0(0). doi:doi:10.1111/ijal.12233
Kashinath, S., & Yu, B. (2018). Embedding intervention strategies within everyday family routines. In M. Siller & L. J. Morgan (Eds.), Handbook of Family-Centered Practice for Very Young Children with Autism. New York: Springer.
Epstein, L., Solomon-Rice, P., & Yu, B. (2018). Speech/Language Impairments and Communication Disorders. In Y. Bui & E. L. Meyen (Eds.), Exceptional children in today's schools: What teachers need to know. 5th Edition
Yu, B. (2016). Bilingualism as Conceptualized and Bilingualism as Lived: A Critical Examination of the Monolingual Socialization of a Child with Autism in a Bilingual Family. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-015-2625-0.
Yu, B. (2016). Code-switching as a communicative resource within routine, bilingual family interactions for a child on the autism spectrum. Perspectives of the ASHA Special Interest Groups, 1(14), 17-28.
Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use augmentative and alternative communication. Augmentative and Alternative Communication, 30(1), 83-92. doi:10.3109/07434618.2013.878751
Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders.American Journal of Speech-Language Pathology, 22(1), 10-24.
Solomon-Rice, P. & Yu, B. (2012). ASHA Certified Speech-Language Pathologists Pursuing Doctoral Degrees in Related Areas: An Untapped Doctoral Shortage Resource?Perspectives on Issues in Higher Education, 15(2), 53-58.
Yu, B. & Epstein, L. (2011). Facilitating critical reflections about disability among students in speech-language pathology.Perspectives on Issues in Higher Education,14, 11-20.
Yu, B. & Kashinath, S. (2011). Family-centered care and other labors of love: Culturally competent service delivery for young children and their families.CSHA Magazine, 41(1), 12-13.
Yu, B. (2010). Achieving cultural reciprocity in early intervention through a recommitment to family-centered care.CSHA Magazine, 40(1), 8-9.
Epstein, L., Nazario, A., & Yu, B. (2009). Evaluation of evidence in evidence-based practice and how library science can help.Perspectives on Issues in Higher Education, 12(1), 32-41.
Soto, G., Yu, B., Morton, J. (2008). Effectiveness of multifaceted narrative intervention on the stories told by a 12-year old girl who uses AAC.Augmentative and Alternative Communication, 24(1), 76-87.
Soto, G., Yu, B., Henneberry, S. (2006). Supporting the development of narrative skills of an eight-year old child who uses an augmentative and alternative communication device.Child Language Teaching and Therapy, 23(1), 27-45.