Jennifer Dalton, CCC-SLP


Ph.D. 2012 Speech and Hearing Sciences, University of North Carolina at Chapel Hill
M.A. 1999 Communication Sciences and Disorders, Appalachian State University
B.S. 1997 Speech Pathology and Audiology, Kent State University 


ASHA Certificate of Clinical Competence, Speech-Language Pathology
NC license, Speech-Language Pathology


Speech sound disorders in children
Evaluation and treatment of childhood apraxia of speech
Interaction of speech development and phonological awareness during the emergence of literacy 


CSD 2260 – Anatomy & Physiology of the Speech and Hearing Mechanisms
CSD 2361 – Phonetics
CSD 2464 – Basic Speech and Hearing Sciences
CSD 3202 – Speech Disorders across the Lifespan


Dr. Jennifer Dalton joined the faculty at Appalachian in 2010 and is currently an Associate Professor in the Department of Communication Sciences and Disorders.  Earlier in her career, she worked with preschool aged children with communication disorders and their families as a private practitioner in Greensboro, NC. She completed formal supervisory training with Vicki McCready and Louise Raleigh at the University of North Carolina at Greensboro and subsequently supervised numerous clinical fellows and graduate students in a variety of professional settings. Her passion for helping children with autism spectrum disorder and children with suspected Childhood Apraxia of Speech led her to pursue a Ph.D. at the University of North Carolina at Chapel Hill where she studied joint attention and oromotor abilities in children with and without disabilities. Her research explores the scholarship of teaching and learning in the discipline of communication sciences and disorders. She imploys quantative and qualitative research methods to investigate pedagogy, including experiential education and the development of critical thinking skills.

Dr. Dalton’s philosophy of teaching is embedded in reflective practice. Her approach is best described in terms of three goals: (1) to foster reflective practice as a process of critical thinking, appraisal, and modification, (2) to encourage active engagement and shared learning opportunities within and outside the classroom between peers and in small groups, (3) to develop a proto-professional environment within the classroom in preparation for the “real-world” of clinical practice in speech-language pathology and audiology. 

Dr. Dalton is originally from Gainesville, Georgia, and now lives in Boone with her family and dogs. Her hobbies include playing music, gathering with friends, and creating knit textiles.

Recent Publications:

Dalton, J. C., Crais, E. R., & Velleman, S. L. (2017). Joint attention and oromotor imitation in young children with and without autism spectrum disorder. Journal of Communication Disorders, 69, 27-43.

Dalton, J. C., & Keegan, L. (2017). Using speech analysis to unmask perceptual bias: Dialect, difference, and tolerance. Perspectives of the ASHA Special Interest Groups, Volume 2 (SIG 19), 9-18. doi:10.1044/persp2.SIG19.9.

Dalton, J. C., Klein, J. F., & Botts, D. C. (2017). Bridging the divide: Connecting knowledge with best practice in communication disorders. Perspectives of the ASHA Special Interest Groups, Volume 2 (SIG 10), 14-24. doi:10.1044/persp2.SIG10.14.

*Steyl, N. A., Klein, J. F., Howell, M. L., & Dalton, J. C. (2016). Increasing knowledge and skills of graduate students in a fluency disorders class. Contemporary Issues in Communication Sciences and Disorders43, 164-173

* denotes a student researcher

Title: Associate Professor, Communication Sciences and Disorders/Speech-Language Pathology, CSD Undergraduate Program Director

Email address: Email me

Phone: (828) 262-6065

Fax: (828) 262-3153

Office address
Levine Hall, Room 478