Lidia Huerta, Ph.D., CCC-SLP

Dr. Lidia Huerta, Ph.D., CCC-SLP, is a speech-language pathologist, educator, and scholar with a passion for supporting the next generation of speech-language pathologists and the individuals, families, and communities they will serve. Dr. Huerta’s teaching, clinical work, and scholarship emphasize family- and client-centered approaches that integrate culturally and linguistically responsive care (CLRC), evidence-based practice, and real-world communication needs of clients and families.

Dr. Huerta’s areas of expertise include bilingual language development and assessment, early language development and intervention, and culturally and linguistically responsive clinical practice. Her research examines ways to improve services for young bilingual children and their families while also exploring how academic and clinical training can better prepare future speech-language pathologists to provide equitable and responsive care.

As an educator and mentor, Dr. Huerta is committed to creating supportive and engaging learning environments that foster a sense of belonging and encourage students to bring their experiences, perspectives, questions, and curiosity into the learning process. She strives to help students develop their clinical reasoning, recognize their strengths, and build confidence as emerging professionals. Across her teaching, scholarship, and community engagement, Dr. Huerta seeks to bridge research and clinical practice while preparing students to provide meaningful, responsive care to the diverse individuals and families they will encounter throughout their careers.

Click here for Lidia Huerta's CV

Huerta, L. (2026). Cultural Flexibility and Linguistic Pride: Reframing Latinx Student Experiences 
in Higher Education. Latino Studies, 24(1), 122–127. https://doi.org/10.1057/s41276-026-00557-2
Cycyk, L., Coles, K., O'Dea, K., Moore, H., Sanford-Keller, H., Dolata, J., DeAnda, S., Gomez, M., 
Huerta, L., Libak, A., Zuckerman, K. E. (2022). Serving young children with disabilities from Latinx backgrounds and their families with equity: Provider perspectives. Journal of Communication Disorders.
Huerta, L., Cycyk, L.M., Sanford-Keller, H., Busch, A., Dolata, J., Moore, H., De Anda, S., & Zuckerman, K. (2021). A retrospective review of evaluation practices of Latinx children with suspected communication disabilities in early intervention and early childhood special education. Journal of Early Intervention.
De Anda, S., Cycyk, L.M., Moore, H., Huerta, L., Larson, A., King., M. (2021). Psychometric properties of the English-Spanish Vocabulary Inventory in toddlers with and without early language delay. Journal of Speech, Language, and Hearing Research.
Cycyk, L. M., De Anda, S., Moore, H. W., & Huerta, L. (2021). Cultural and linguistic adaptations of early language interventions: Recommendations for advancing research and practice. American Journal of Speech-Language Pathology. 26(3), 1-23.
Cycyk, L. M., Moore, H. W., De Anda, S., Huerta, L., Mendez, S., Patton, C., & Bourret, C. (2020) Adaptation of a caregiver-implemented naturalistic communication intervention for Spanish-speaking families of Mexican immigrant descent: A promising start. American
Journal of Speech-Language Pathology, 29(3), 1260 – 1282.

Cycyk, L. M., & Huerta, L. (2020). Exploring the cultural validity of parent-implemented naturalistic language intervention procedures for families from Spanish-speaking Latinx homes. American Journal of Speech-Language Pathology, 29(3), 1241-1259.

Book Chapter:
Lorio, C.M., Delehanty, A., Huerta, L., Sienza-Duncan, K. (2025). The role of speech-language 
pathologists in special education: Research-based practices for students with disabilities. In: Bakken, J.P. (eds) Handbook for Educating Students with Disabilities. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-60258-0_48