{"id":46986,"date":"2017-01-03T10:09:23","date_gmt":"2017-01-03T15:09:23","guid":{"rendered":"http:\/\/www.bu.edu\/sargent\/?post_type=profile&#038;p=46986"},"modified":"2025-12-17T09:57:48","modified_gmt":"2025-12-17T14:57:48","slug":"alyssa-boucher","status":"publish","type":"profile","link":"https:\/\/www.bu.edu\/sargent\/profile\/alyssa-boucher\/","title":{"rendered":"Alyssa Boucher, PhD, CCC-SLP"},"content":{"rendered":"<h2>Scholarly, Research, and\/or Practice Interests<\/h2>\n<p>My primary clinical and research interests are in the areas of speech sound disorders and early literacy development of young children with communication disorders. I am also interested in designing flexible learning environments to support meaningful classroom participation for children with communication differences through the use of universal design for learning (UDL).<\/p>\n<h2>Courses Taught<\/h2>\n<p><span><div class=\"curriculum\"><div class=\"course-feed\"><div class=\"bu_collapsible_container \" aria-live=\"polite\" data-customize-animation=\"false\"><h3 class=\"bu_collapsible\" aria-expanded=\"false\"tabindex=\"0\" role=\"button\"><strong>SAR SH350<\/strong>: Clinical Methods<\/h3><div class=\"bu_collapsible_section\" style=\"display: none;\"><p>Undergraduate Prerequisites: SARSH221, SARSH230, and SARSH110; or consent of instructor. - This course is designed to prepare speech-language pathology students to enter into clinical practicum. Students will study theories of clinical process through guided observation experiences, As part of this course, students will complete the ASHA requirement of 25 clinical observation hours. (Credits: 4)<\/p><\/div>\n<\/div><div class=\"bu_collapsible_container \" aria-live=\"polite\" data-customize-animation=\"false\"><h3 class=\"bu_collapsible\" aria-expanded=\"false\"tabindex=\"0\" role=\"button\"><strong>SAR SH355<\/strong>: Introduction to Language Disorders across the Lifespan<\/h3><div class=\"bu_collapsible_section\" style=\"display: none;\"><p>Undergraduate Prerequisites: (SARSH230) - This course will provide a broad overview of language disorders across the life span. Students will learn about the causes and characteristics of a variety of developmental and acquired language disorders. We will discuss assessment of language skills and various evidence-based treatment methodologies using video demonstration and observation, and simulated practical experiences. (Credits: 4)<\/p><\/div>\n<\/div><div class=\"bu_collapsible_container \" aria-live=\"polite\" data-customize-animation=\"false\"><h3 class=\"bu_collapsible\" aria-expanded=\"false\"tabindex=\"0\" role=\"button\"><strong>SAR SH356<\/strong>: Introduction to Speech Sound Disorders<\/h3><div class=\"bu_collapsible_section\" style=\"display: none;\"><p>Undergraduate Prerequisites: (SARSH221 & SARSH230) - This course provides an overview of current models of typical and disordered phonological development. Students examine and practice evidenced-based principles and practical applications of assessment, analysis, diagnosis, and intervention approaches and procedures to facilitate critical thinking and problem-solving abilities to apply to working with children with a variety of speech sound disorders. (Credits: 4)<\/p><\/div>\n<\/div><div class=\"bu_collapsible_container \" aria-live=\"polite\" data-customize-animation=\"false\"><h3 class=\"bu_collapsible\" aria-expanded=\"false\"tabindex=\"0\" role=\"button\"><strong>SAR SH605<\/strong>: Speech Sound Disorders<\/h3><div class=\"bu_collapsible_section\" style=\"display: none;\"><p>Undergraduate Prerequisites: For MS-SLP students only or with consent of the instructor - Current theoretical models of phonological development and analysis will be applied to decision making processes in assessment and treatment of speech sound disorders. (Credits: 3)<\/p><\/div>\n<\/div><\/div><\/div><\/span><\/p>\n<h2>Selected Presentations<\/h2>\n<ul>\n<li>Johnson, V. &amp; <strong>Boucher, A.R.<\/strong> (2024). <em>Developing an inclusive curriculum and critically reflective teaching in speech-language pathology<\/em> [Podium presentation]. American Speech, Language and Hearing Association Annual Convention, Seattle, WA.<\/li>\n<li><strong>Boucher, A.R.,<\/strong> &amp; Carney, A. (2023). <em>Mini modules: A \u201cjust-in-time\u201d approach to clinical readiness<\/em> [Podium presentation]. American Speech-Language-Hearing Association, Boston, MA.<\/li>\n<li><strong>Boucher, A.R.<\/strong>, Maietta, J., Cotter, K., &amp; Tewksbary, N. (2023). <em>Fostering clinical judgment: Supervisor and student clinician perspectives on implementing interventions for speech sound disorders<\/em> [Podium presentation]. American Speech-Language-Hearing Association, Boston, MA.<\/li>\n<li>Davison, K.E., Valladares, M., Gray-Bauer, H., <strong>Boucher, A.R.<\/strong>, &amp; Zuk, J. (2023). <em>Parents&#8217; oral reading expressiveness in shared reading: Associations with parents&#8217; language-related skills and language interaction<\/em> [Podium presentation]. American Speech-Language-Hearing Association Annual Convention, Boston, MA.<\/li>\n<li>DeLuca, T., <strong>Boucher, A.R.<\/strong>, &amp; Maietta, J. (2023). <em>Designing community-centered clinical instruction for graduate students<\/em> [Podium presentation]. American Speech-Language-Hearing Association Annual Convention, Boston, MA.<\/li>\n<li>Davison, K.E., <strong>Boucher, A.R.<\/strong>, &amp; Zuk, J. (2023). <em>Parental self-efficacy is associated with parental history of language-based learning difficulties and children\u2019s shared reading exposure<\/em> [Poster presentation]. Symposium on Research in Child Language Disorders, Madison, WI.<\/li>\n<li>DeLuca, T. &amp; <strong>Boucher, A.R.<\/strong> (2023). <em>Leveraging clinical education in community-based tier 2 literacy instruction<\/em> [Poster presentation]. Speech, Language, and Learning Intervention Virtual Research Symposium (SLLIVRS). Virtual, Arizona State University.<\/li>\n<li><strong>Boucher, A.R.<\/strong>, Ito, M.N., Graham, M., Balz, M., Carney, A., &amp; Howland, K. (2022). <em>Cultivating student-faculty collaborations for the advancement of anti-racist and anti-bias education in speech-language pathology<\/em> [Podium presentation]. American Speech-Language Hearing Association Annual Convention, New Orleans, LA.<\/li>\n<li><b data-olk-copy-source=\"MessageBody\">Boucher, A.R.,<\/b><span>\u00a0&amp; Schlichtmann, G. (2021).\u00a0<\/span><i>Leveraging Interprofessional Practices: Reducing Barriers to Learning for Students with Communication Disorders in the Classroom.<\/i><span>\u00a0Podium presentation at the American Speech-Language Hearing Association Annual Convention. Washington, DC.<\/span><\/li>\n<\/ul>\n<h2>Selected Publications<\/h2>\n<p><span>List of published works: <\/span><a href=\"https:\/\/scholar.google.com\/citations?user=NndGP6gAAAAJ&amp;hl=en\">Google Scholar\u00a0<\/a><\/p>\n<ul>\n<li><strong>Boucher, A.R.,<\/strong> Rappolt-Schlictmann, G., &amp; Hensler, E. (2025). Universal design for learning: A shared language to create a culture of collaboration and leverage interprofessional practice. <em>Language, Speech, and Hearing Services in Schools, 56<\/em>(3), 581\u2014597<em>. <\/em><a href=\"https:\/\/doi.org\/10.1044\/2025_LSHSS-24-00142\">https:\/\/doi.org\/10.1044\/2025_LSHSS-24-0014<\/a><\/li>\n<li><a href=\"https:\/\/doi.org\/10.1044\/2025_LSHSS-24-00142\"><\/a>DeLuca, T., <strong>Boucher, A.R.,<\/strong> &amp; Holyfield, C. (2024). Accessible Literacy for Emerging Communicators (ALEC): A proposed model and case application with children on the autism spectrum. <em>Perspectives of the ASHA Special Interest Groups<\/em>, <em>1<\/em>, 236\u2014248. <a href=\"https:\/\/doi.org\/10.1044\/2024_persp-24-00107\">https:\/\/doi.org\/10.1044\/2024_persp-24-00107<\/a><\/li>\n<li><a href=\"https:\/\/doi.org\/10.1044\/2024_persp-24-00107\"><\/a>Davison, K.E., Ronderos, J., Gomez, S., <strong>Boucher, A.R.<\/strong>, &amp; Zuk, J. (2024). Caregiver self-efficacy in relation to caregivers&#8217; history of language and reading difficulties and children&#8217;s shared reading experiences. <em>Language, Speech, and Hearing Services in Schools<\/em>, <em>55<\/em>(3), 853\u2014869. <a href=\"https:\/\/doi.org\/10.1044\/2024_LSHSS-23-00067\">https:\/\/doi.org\/10.1044\/2024_LSHSS-23-00067<\/a><\/li>\n<li>MacLellan, L.E., Stepp, C. E., Fager, S. K., Mentis, M., <strong>Boucher, A.R<\/strong>., Abur, D., &amp; Cler, G. J. (2023). Evaluating Camera Mouse as a computer access system for augmentative and alternative communication in cerebral palsy: a case study. <em>Assistive Technology<\/em>, <em>36<\/em>(3), 217\u2013223. <a href=\"https:\/\/doi.org\/10.1080\/10400435.2023.2242893\">https:\/\/doi.org\/10.1080\/10400435.2023.2242893<\/a><\/li>\n<li><span data-olk-copy-source=\"MessageBody\">Spencer, C., Davison, K., <strong>Boucher, A.R<\/strong>., Zuk, J. (2022). Speech perception variability in childhood apraxia of speech: Implications for assessment and intervention. Language, Speech, and Hearing Services in the Schools, 1-16.\u00a0<\/span><a data-auth=\"NotApplicable\" href=\"https:\/\/doi.org\/10.1044\/2022_LSHSS-21-00170\" data-linkindex=\"0\" title=\"https:\/\/doi.org\/10.1044\/2022_LSHSS-21-00170\"><span>https:\/\/doi.org\/10.1044\/2022_LSHSS-21-00170<\/span><\/a><\/li>\n<li><span data-olk-copy-source=\"MessageBody\">Rappolt-Schlichtmann, G., <strong>Boucher, A. R.<\/strong>, &amp; Evans, M. (2018). From deficit remediation to capacity building: Learning to enable rather than disable students with dyslexia. Language, Speech, and Hearing Services in Schools, 49(4), 864-874.<\/span><span>\u00a0<\/span><a data-auth=\"NotApplicable\" href=\"https:\/\/doi.org\/10.1044\/2018_LSHSS-DYSLC-18-0031\" data-linkindex=\"1\" title=\"https:\/\/doi.org\/10.1044\/2018_LSHSS-DYSLC-18-0031\"><span>https:\/\/doi.org\/10.1044\/2018_LSHSS-DYSLC-18-003<\/span><\/a><\/li>\n<\/ul>\n<h2>Licenses and Certifications<\/h2>\n<ul>\n<li>Certificate of Clinical Competence, American Speech, Language, and Hearing<br \/>\nAssociation (CCC-SLP)<\/li>\n<li>Massachusetts State Licensure in Speech Language Pathology<\/li>\n<li>State of Massachusetts, Educator\u2019s License<\/li>\n<\/ul>\n<h2>Awards and Honors<\/h2>\n<ul>\n<li>Whitney Powers Excellence in Teaching Award, Sargent College (2023)<\/li>\n<\/ul>\n","protected":false},"author":5825,"template":"","_links":{"self":[{"href":"https:\/\/www.bu.edu\/sargent\/wp-json\/wp\/v2\/profile\/46986"}],"collection":[{"href":"https:\/\/www.bu.edu\/sargent\/wp-json\/wp\/v2\/profile"}],"about":[{"href":"https:\/\/www.bu.edu\/sargent\/wp-json\/wp\/v2\/types\/profile"}],"author":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/sargent\/wp-json\/wp\/v2\/users\/5825"}],"version-history":[{"count":31,"href":"https:\/\/www.bu.edu\/sargent\/wp-json\/wp\/v2\/profile\/46986\/revisions"}],"predecessor-version":[{"id":84035,"href":"https:\/\/www.bu.edu\/sargent\/wp-json\/wp\/v2\/profile\/46986\/revisions\/84035"}],"wp:attachment":[{"href":"https:\/\/www.bu.edu\/sargent\/wp-json\/wp\/v2\/media?parent=46986"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}