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School of Education, Health and Human Behavior
School of Education

James Panico, Ph.D., CCC-SLP

Associate Professor

Ph.D., 2005, University of Nebraska-Lincoln
Specialization: Fluency Disorders
(618) 650‑5838

Founders Hall, Room 1329


About Dr. Panico

Dr. Panico received his doctorate in Speech-Language Pathology from the University of Nebraska-Lincoln and started teaching at SIUE in 2006. He is currently an associate professor in the Department of Special Education and Communication Disorders. Furthermore, Dr. Panico holds the Certificate of Clinical Competence (CCC) through the American Speech, Language, and Hearing Association (ASHA). He teaches undergraduate and graduate courses in fluency disorders, clinical methods, counseling, and professional issues. His research area of interest involves perceptions of stuttering. Dr. Panico has presented at professional meetings at the state, national, and international levels. He is also active in professional organizations at the state and national levels.

Representative Publications

Daniels, D.E., Panico, J., & Sudholt, J. (2011). College instructors' perceptions of stuttering: A quantitative and qualitative approach. Journal of Communication Disorders, 44, 631-639.

Panico, J., Daniels, D.E., Claflin, S. (2011). Working with young children in the classroom who stutter. Young Children, 66(3), 91-95.

Panico, J. & Healey, E.C. (2009). The Influence of Text Type, Topic Familiarity, and Stuttering Severity on Listener Recall, Comprehension, and Mental Effort. Journal of Speech, Language, and Hearing Research, 52, 534-546.

Panico, J. & Healey, E.C. (2007). The Influence of Topic Familiarity and Stuttering Severity on Listener Recall and Comprehension: A Qualitative Perspective. In J. Au-Yeung & M.M. Leahy (Eds.) 5th World Congress on Fluency Disorders: Proceedings (pp. 51-56). Nijmegen, The Netherlands: Nijmegen University Press.

Panico, J., Healey, E.C., Brouwer, K., & Susca, M. (2005). Listener perceptions of stuttering across two presentation modes: A quantitative and qualitative approach, Journal of Fluency Disorders, 30, 65-85.

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