Alycia Cummings, Ph.D., CCC-SLP

With a Ph.D. in Language and Communicative Disorders, I possess extensive expertise in working with children who experience speech sound disorders, developmental language disorders, and literacy (i.e., reading and spelling) disorders. Over the past 15 years, my research efforts have been focused on uncovering the underlying mechanisms of speech sound disorders and developing efficient and effective intervention techniques for children with speech sound deficits. In 2009, I graduated from the Joint Doctoral Program in Language and Communicative Disorders at the University of California, San Diego, and San Diego State University. Prior to that, I earned my Psychology B.A. from Stanford University in 2000 with an emphasis in human development.

I have had the privilege of serving as an Associate Professor at the University of North Dakota and am currently an Associate Professor and Department Chair at Idaho State University. I have taught a range of undergraduate and graduate courses, specializing in phonological development and speech sound disorders in children. Educating future speech therapists and instilling in them the same passion for helping children communicate effectively has been a truly fulfilling experience.

I actively pursue research in the field of speech therapy. I have authored several academic articles on intervention intensity and effectiveness in children with speech sound disorders. Notably, I was the recipient of a prestigious multi-year federal grant from the National Institute on Deafness and Other Communicative Disorders between 2014 and 2019. This grant provided me with the opportunity to delve deeper into understanding effective intervention strategies and contribute to the advancement of our field.

In recognition of my commitment to professional growth and lifelong learning, I have received multiple American Speech-Language-Hearing Association (ASHA) Awards for Continuing Education (ACE). These awards highlight my dedication to staying at the forefront of advancements in our field, ensuring that I consistently provide the highest level of care to my clients. Through extensive training, I have developed expertise in various intervention approaches for articulation and phonological disorders. These include complexity, traditional treatment, SATPAC, minimal pairs, multiple oppositions, cycles, and speech perception/SAILS. Additionally, I have undergone specialized training in childhood apraxia of speech, including the DTTC and speech motor chaining methodologies. This comprehensive training equips me with the necessary tools to address a wide range of speech challenges effectively.

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More recently, I have realized that many of my clients who first start treatment with me for speech sound disorders transition to having literacy-based disorders involving reading and spelling and often receive a diagnosis of dyslexia. As I am committed to supporting my clients through their various phases of learning, I have actively pursued training in assessing and treating dyslexia, reading disorders, and spelling impairments. For example, I recently completed the 60-hour Orton-Gillingham (OG) Associate Training Course and am working to complete a 100-hour supervised OG clinical practicum. When the practicum is complete, in late 2025, I will be an Associate Orton-Gillingham Practitioner. I have also completed training courses with other reading and spelling curriculums, including Lively Letters®, Spell Links®, Wilson Reading System®, Reading Simplified®, Structured Word Inquiry, Story Champs®, and Ascend Smarter Intervention®. Thus, I feel I am well-prepared to support clients in all areas of speech, language, and literacy.

Embracing telepractice as my primary mode of service delivery, I firmly believe that short but frequent intervention sessions conducted remotely foster long-term learning and generalization. Through telepractice, I have had the privilege of working with children and their families, harnessing the power of technology to bridge distances and provide convenient access to high-quality therapy. Time and time again, I have witnessed the transformative power of early and intensive speech and language intervention programs, which has further fueled my dedication to helping children and their families access the necessary support for their speech production and literacy difficulties as early as possible.

It would be an honor to be part of your child's journey toward improved communication skills and a brighter future. Together, we can achieve remarkable sound achievement.