SECTION A. TEST BATTERY (as described in the above section)
 
·       Shah, A. P. (2007). Comprehensive Assessment of Accentedness & Intelligibility. EBAM
INSTITUTE, L.L.C. A nationally-normed standard assessment test to conduct nonbiased assessments of intelligibility and spoken communication skills pertaining to accents and dialects. This is a gold-standard in the field of speech-language pathology, adopted by the national accrediting body, the American Speech, Language, and Hearing Association (ASHA), and adopted by over hundreds of trained graduate programs and clinics and licensed practitioners in the country and internationally.
 
SECTION B. PEER-REVIEWED PUBLICATIONS
 

• Shah, A. P. (2024). Retuning Ears & Rewiring Brains for Effective Communication:

Foreign-Accent Perception & Sensitivity Training (FAPST)™. Advances in Social Sciences Research Journal, 11(7), 294–310.
 

• Shah, A. P. (2024). Assessing Accented Speech with a Data-Based Assessment

Framework: The Key to Evidence-based Accent-Management. Advances in Social Sciences Research Journal, 11(5). 135-152.
 

• Shah, A. P. (2024). Reliability, Sensitivity, and Specificity Measures of the

Comprehensive Assessment of Accentedness and Intelligibility (CAAI) Test Battery. Advances in Social Sciences Research Journal, 11(5), 318–334. 
 

• Shah, A. P. & Gu, Y. (2023). Measuring Healthcare Cross-Cultural Competencies: A Pilot

Survey with University Students. Advances in Social Sciences Research, Vol. 10 (3). 1-15.
https://journals.scholarpublishing.org/index.php/ASSRJ/article/view/14130
 

• Shah, A. P. (2023a). Dr. JN: An Adult Nonnative Speaker of English: High

Proficiency. The Communication Disorders Casebook: Learning by Example, 411-420. Plural Publishing, Inc. San Diego, CA.
 

• Shah, A. P. (2023b). Ms. PW: An Adult Nonnative Speaker of English: Low

Proficiency. The Communication Disorders Casebook: Learning by Example, 421-443. Plural Publishing, Inc. San Diego, CA.
 

• Gu, Y. & Shah, A. P. (2021). Isolated, Intimidated and Bullied on University Campus:

The Students’ Experience and Recommendations. The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings, pages 1-18.  http://25qt511nswfi49iayd31ch80-wpengine.netdna-ssl.com/wp-content/uploads/papers/iicehawaii2021/IICEHawaii2021_59013.pdf
 

• Shah, A. P. & Gu, Y. (2020). A Mixed Methods’ Approach to Identifying Sexual

Assault Concerns on a University Campus. Journal of Aggression, Maltreatment, and Trauma, Vol. 29 (6), 643-660. https://www.tandfonline.com/doi/full/10.1080/10926771.2020.1734707
 

• Shah, A. P. & Galantino, M.L. (2019). Building Emotional Intelligence for Student

Success: A Pilot Study. Perspectives of the ASHA Special Interest Groups, SIG 14. https://pubs.asha.org/doi/10.1044/2019_PERSP-19-00101
 

• Shah, A. P. (2019). Why are Certain Accents Judged the Way they are? Decoding

Qualitative Patterns of Accent Bias. Advances in Language and Literary Studies, Vol 10, No 3, pp. 128-139. https://www.journals.aiac.org.au/index.php/alls/article/view/5548/4015
 

• Shah, A. P. (2019). What makes Spanish-accented English sound Spanish-accented?

Acoustic Measures and Listener Cues. International Journal of Linguistics, Vol. 11, No. 6, pp. 187-208, December 2019. https://doi.org/10.5296/ijl.v11i6.15815
 

• Gu Y, & Shah A. (2019). A systematic review of interventions to address accent-related

communication problems in healthcare. Ochsner Journal. 2019 Winter;19(4):378-396. doi: 10.31486/toj.19.0028.
 

• Incera, S; Shah, A. P; McLennan, C. T.; & Wetzel, M.T. (2016). Sentence Context Influences

the Subjective Perception of Foreign Accents. Acta Psychologia, 172, 71-76. https://authors.elsevier.com/a/1UAViOde71mx
 

• Shah, A. P. (2012a). Accent Modification for Speakers with Indian Accents: Speech

Characteristics and an Assessment Framework Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations March 2012 19:12-20; doi:10.1044/cds19.1.12, Special Interest Group 14 of the American Speech, Language, and Hearing Association (ASHA). Invited peer-reviewed article.  Mar. 2012 http://div14perspectives.asha.org/content/19/1/12.full.pdf+html
 

• Shah, A. P. (2012b). Know the costs but appreciate the values of accents. ASHA Leader,

Invited peer-reviewed feature article. http://www.asha.org/Publications/leader/2012/120313/Helping-Clients-Choose-a-Voice.htm
 

• Shah, A. P. (2010a). An International Medical Doctor in Practice: A Representative Case

Study of a High English Proficiency Client for Accent Modification. In S. Chabon & E. Cohn (Eds.), “Communication Disorders: A Case-Based Approach: Stories from the Front Line”, Ch. 46, 393-402, Allyn & Bacon. (Refereed & Peer-reviewed Book Chapter)
 

• Shah, A. P. (2010b). An International Student on Campus: A Representative Case Study

of a Low English proficiency Client for Accent Modification. In S. Chabon & E. Cohn (Eds.), “Communication Disorders: A Case-Based Approach: Stories from the Front Line”, Ch. 47, 403-409, Allyn & Bacon. (Refereed & Peer-reviewed Book Chapter)
 

• Shah, A. P. (2008). Educational Decisions about the Culturally and Linguistically Diverse

(CLD) Students under the No Child Left Behind (NCLB) Act. Forum on Public Policy: A Journal of the Oxford Round Table, Spring 2008, 1-22.
 

• Shah, A. P. & McLennan, C. T. (2008). The role of foreign-accentedness in lexical

processing. Proceedings of the Meeting of the Acoustical Society of America (POMA), vol. 2, 1-13.
 

• Shah, A.  (2007). Cultural Issues in Clinical Context with Asian Indian Patients. In Uzzell, B.,

Ponton, M. et al. (Eds.), “International Handbook of Cross-cultural Clinical Neuropsychology” (IHCCN) 303-317, Lawrence Erlbaum Associates, Inc.
 

• Shah, A. Baum, S; & Dwivedi, V. (2006). Neural substrates of linguistic prosody: Evidence from

syntactic disambiguation in the productions of brain-damaged patients. Brain and Language, 96 (1), 78-89.
 

• Shah, A. & Baum, S. (2006). Perception of Lexical Stress by Brain-damaged Individuals: Effects

on Lexical-Semantic Activation. Applied Psycholinguistics, 27, 143-156.
 

• Shah, A. P., Schmidt. B. T., Goral, M., & Obler, L. K. (2005). Age Effects in Processing

Bilinguals’ Accented Speech. In ISB4: Proceedings of the 4th International Symposium on Bilingualism (Cohen, J., McAlister, K., Rolstad, K., & MacSwan, J., Editors), pp. 2115-2121. Somerville, MA: Cascadilla Press.
 

• Baum, S., Dwivedi, V., and Shah, A. P. (2004). Prosodic Production and Domain Sensitivity in

Brain-Damaged Patients. Brain and Language, 91 (1), 56-57. 
 

• Shah A, P. (2004). Production and Perceptual Correlates of Spanish-accented English

Proceedings of the MIT Conference: From Sound to Sense: 50+ Years of Discoveries in Speech Communication, Massachusetts Institute of Technology (MIT), Cambridge, MA.
 

• Shah, A. P. (2003). Acoustic Indicators of Spanish-accented English. Canadian Acoustics, 31, 3,

42-43.

SECTION C. PUBLISHED UNIVERSITY REPORTS
 

• Strategic Plan Implementation SMART Goals and Plan (2020). Report completed

and Posted on Stockton University Website by early Spring 2020. I served as Co-Chair of Inclusive Student Success Team and helped in preparing this report.
Link to full plan: https://stockton.edu/strategic-plan/executive-summary.html
Link to the Inclusive Student Success Team part of the plan: https://stockton.edu/strategic-plan/inclusive-student-success.html
 

• Sexual and Gender-based Violence Report (2020). pp. 1-44. Prepared by the Faculty

Senate Task Force on Sexual and Gender-Based Violence. Final Report, May 2020. My role: I served as a consultant on this report along with helping the task force use the results of my Campus Climate Survey on Sexual Assault and Exclusionary Behaviors. Findings of my survey are cited in this report. https://stockton.edu/faculty-senate/documents/standingcommittees/ay2019_2020_reports/SenateTFonSGBVFinalReport.pdf
 

• Shah, A. P. & Gu, Y. (2018). Student Perspectives on Diversity at Stockton University:

Findings from the 2018 Campus Climate Survey, pp. 1-73, Stockton University, Stockton Galloway.
As the Primary Investigator on this research, I had worked on designing and piloting this study from 2016-2017, and in keeping with the  strategic plan of the Campus Diversity Committee, and with the assistance of the Faculty Senate President, I was able to administer the survey online in Spring 2018 to 8770 Stockton students, with a response rate of 2511 completed surveys (29%). With funding provided by the Provost, along with Dr. Yulong Gu, I analyzed the data and prepared this report for the Stockton University Faculty Senate and Provost in summer 2018. This one-year long study assessed the campus climate for students on issues of exclusionary behavior, diversity, sexual harassment, veteran, and LGBTQIA concerns to determine the overall inclusiveness and safety on campus for students with identification of gaps, and provision of recommendations. A final report was submitted to the Faculty Senate and the Provost and I presented to all major stakeholders on campus through separate presentations and open forums (see CV, under Presentations- Section B). Two manuscripts were prepared from the survey findings and are presently under review. Full report is available here: https://go.stockton.edu/announcements/Stockton_Student_Climate_Survey_Report_Final.pdf (intraweb access required)
 

• ACT/SAT Optional Task Force Report (2018). pp.1-69.

Report prepared by the special Task Force on ACT/SAT Optional, recommended by the Faculty Senate.  I served as one of 18 invited faculty and administrators over a one-year period to research, discuss, and assess the various options of foregoing the standardized assessment scores for the admission and enrollment process. The work of the Task-Force concluded in presenting the findings and recommendations in this report.
https://stockton.edu/faculty-senate/documents/distributed-docs/april2018_meeting/Test_optional_Task_Force_Report_Final.pdf (intraweb access required)
 
·       Institutional Strategic Plan Report (November 2018).
Out of the year-long work of the Steering Committee on Strategic Planning, of which I was a faculty member, a long-term strategic plan of the university was developed with the facilitation of an external consulting company, DumontJenks. I will continue to serve on the implementation of this plan through my work on the Strategic Enrollment Management Planning committee (SEMP), and as the co-chair of the Research sub-committee.
https://stockton.edu/academic-affairs/institutional-strategic-plan.html  (intraweb access required)
 
 
SECTION D. BOOKS
 
 

1. Shah, A. P. (2024 First Edition; 2025 Second Edition): From Babble to Brilliance: Communication Development Through the Lifespan. An Engaging Guide for Students, Professionals & Parents. Vesperon Publishers. 1st edition: ISBN 979-84842464397. 2nd Edition: 979-8309452552

 

1. Shah, A. P. (2020). Becoming the Light: From Angst to Awakening (Sonder House Publishing, NY, NY). A book of uplifting poetry, part of my research and clinical work in helping people improve their health, wellbeing, and resilience through poetry.

https://www.amazon.com/Becoming-Light-Awakening-Beautiful-direction/dp/B08RHZLG52/ref=sr_1_1?dchild=1&keywords=dr.+amee+shah&qid=1615925807&sr=8-1
 

1. Shah, A. P. (2018). THE EMPOWERMENT ZONE CORE-VALUES BUILDING PEDAGOGICAL PRIMER.  The book is built upon my Self Empowerment Model for Preparing Future HealthCare Professionals (Shah, 2018). This is a workbook of pedagogical activities designed by me that are being implemented to enhance students’ self esteem, self-empowerment, and self-responsibility (i.e., emotional intelligence). These measures are important for the overall student success not only in any given course, but especially as part of the core lifeskills essential as a future healthcare professional. The book contains a curriculum to demonstrate to the students the various skills needed in the profession, and uses a progress bar to help them track their own development and deepen the practice in areas low on the progress bar. All of the worksheets were recently used as a test-case in my HLTH 3115 Speech and Language Development, as part of a study to test this model and teaching practice. Significant results were accomplished at the end of the semester for students; the results of the study were published in Perspectives-SIG 14 (Dec., 2014), and  presented at two peer-review national conference on teaching and communication sciences and disorders respectively

 

1. Shah, A. P. (2019). TRAIN THE TRAINER MANUAL FOR THE EMPOWERMENT ZONE CURRICULUM. A manual prepared for use of all instructors who plan to incorporate the Empowerment Zone curriculum in their courses, regardless of the discipline or academic level. The manual ensures that the training in incorporated with high-fidelity and meets meaningful goals aligned with the discipline- and course-matrices.

 

1. Shah, A. P. (2015). “SPEECH SCIENCE CARTOON BOOK OF FACTS: SCIENCE MADE FUN AND MEANINGFUL!”. Self-published Resource. I use this book in my class and have developed innovative pedagocial techniques using a combination of cartoons and science from this book. Portions of this work were presented at the annual conference of the American Speech, Language, and Hearing Association, as part of the Special Interest Group on Speech Science.