Atypical Language Development Professors and Supervisors | ApplySharif

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Donna BaylissView profile

Associate Professor

The University of Western AustraliaAustralia

Donna Bayliss is an Associate Professor at the University of Western Australia (UWA), School of Psychological Science. She holds leadership roles including Graduate Research Coordinator and member of the Board of the Graduate Research School. Her research focuses on working memory, attention regulation, and their links to educational achievement and developmental disorders. She has secured over $650k in research funding from the ARC, ESRC, and Spencer Foundation, with highly cited work (>1275 citations in 5 years). Education: BSc and PhD from University of Wollongong, postdoc at University of Bristol. Leadership: School Executive Committee (2017-2019), Director of Research Committee (2017-2019), Deputy Director (2020-2021). Teaching includes Lifespan Development, Atypical Development, and Honours supervision. Supervised 12 PhD, 10 Masters, and >45 Honours students. Research interests include childhood adversity impacts, trust development in children, and neurodevelopmental pathways to educational achievement. Awards: Fellow of the Higher Education Academy (2022), STAWA Psychology Teachers Convention organiser (2023). Community engagement: Conoco Science Experience facilitator (2018). Key grants include 'Memory Consolidation and Educational Achievement in Children' (ARC, $150k) and 'Binding and Time: Two Fundamental Attributes of Memory' (UWA, $10k). Recent publications explore trust measurement in children, cerebral lateralisation, and stigma experiences in youth with anxiety/depression.

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Lluís Barceló CoblijnView profile

Senior Lecturer

University of the Balearic IslandsSpain

Dr. Lluís Barceló Coblijn is a Senior Lecturer at the University of the Balearic Islands (UIB), specializing in Catalan Philology and General Linguistics. He leads the Laboratori d'Investigació en Complexitat i de Lingüística Experimental (LICLE) , focusing on language evolution, syntax, and atypical language acquisition. His work combines Network Science with linguistic analysis, particularly exploring phylogeny (e.g., H. sapiens and H. neanderthalensis) and ontogeny (birth to adulthood). He also researches Balearic sign languages and clinical linguistics in disorders like Williams syndrome and dyslexia. Education: Bachelor's in Catalan Philology (UIB, 2006), with a year at Universität Paderborn Bachelor's in General Linguistics (UB, 2007), with a year at Vrije Universiteit Amsterdam Master's in Cognitive Science and Language (UB, 2008) Master's in Human Cognition and Evolution (UIB, 2010) PhD in Human Cognition and Evolution (UIB, 2012) Research Interests: Language evolution in hominins (e.g., Neanderthals) and its biological underpinnings Syntactic development analyzed via complex networks and graph theory Sign language sociolinguistics in Balearic islands Clinical linguistics in atypical populations (e.g., Williams syndrome, Down syndrome) Recent Work: His 2025 studies include exploring language acquisition in dyslexic students and syntactic patterns in Spanish speakers with Williams syndrome. He recently secured a grant for expanding the Descriptive Dictionary of Balearic Sign Languages (DDLSIB). Awards/Grants: Member of consolidated research groups (BEATLES, NRL) and recipient of a Menorcan Institute grant for sign language research. Currently coordinating an FPI grant application on Williams syndrome and syntax. Teaching: Teaches courses on Catalan grammar, language acquisition theories, and language evolution at the undergraduate and master's levels. Supervises thesis projects in linguistics and literary competence.

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Nan Bernstein RatnerView profile

Professor

University of Maryland, College ParkUnited States

Nan Bernstein Ratner is a Distinguished University Professor in the Department of Hearing and Speech Sciences at the University of Maryland, College Park. She is actively involved in multiple campus units including the Neuroscience and Cognitive Neuroscience (NACS) program where she serves as Director of Graduate Studies, the Language Sciences Center (LSC), the University of Maryland Developmental Sciences Field Committee, and the Bahá'í Chair for World Peace International Advisory Board. Dr. Bernstein Ratner holds the following educational credentials: BA in Child Study, Linguistics from Tufts University (1974) MA in Speech-Language Pathology from Temple University (1976) Ed.D in Applied Psycholinguistics from Boston University (1982) Her primary research focuses on fluency development and disorders (particularly stuttering), psycholinguistics, and the role of adult input and interaction in child language development. Bernstein Ratner's work spans both typical speech and language development in infants and children as well as childhood communication disorders including autism, seizure disorders, and late talkers. She is deeply committed to evidence-based practice in communication disorders and the role of information literacy in clinical decision-making. Her research also examines the impact of sports-related concussion on children's language skills and the development of speech and nonspeech predictors of later language development. Analysis of her recent publications reveals a strong emphasis on stuttering research, language sample analysis methodology, child language development, and the application of computational approaches to speech and language disorders. Her work increasingly incorporates considerations of linguistic diversity and bias-free assessment, particularly for children who speak non-mainstream dialects of American English. There's also a clear trend toward leveraging technology and computational linguistics to enhance clinical practice and research in communication sciences. Dr. Bernstein Ratner has received numerous prestigious awards for her contributions to the field: Fellow of the American Speech, Language and Hearing Association (ASHA) Fellow of the American Association for the Advancement of Science (AAAS) (2014) Distinguished Researcher award from the International Fluency Association (2006) Professional of the Year by the National Stuttering Association (2016) Board-recognized Specialist in Child Language Disorders As an advisor, Dr. Bernstein Ratner has mentored numerous doctoral students who have gone on to successful careers in academia and clinical practice. She has secured significant grant funding from organizations including the National Institute on Deafness and Other Communication Disorders (NIDCD) and the National Science Foundation (NSF) to support FluencyBank, a project of TalkBank that tracks fluency development across various populations. More recently, she has received NIH TALK initiative funding to examine predictors of recovery from late-talking in early childhood and to study growth in writing skills across diverse student populations. She is currently accepting doctoral students and emphasizes the importance of prior discussions with potential mentees. Dr. Bernstein Ratner co-manages FluencyBank with Brian MacWhinney of Carnegie-Mellon University. This initiative, jointly funded by the NIDCD and NSF, tracks fluency development in typical children, those who stutter, late-talking children, and children raised bilingually. Her lab website at http://languagefluency.umd.edu/ provides additional information about her research activities and current projects, including the Atypical Disfluency Project and investigations into how autism affects understanding in multitalker environments.

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Gillian ForresterView profile

Professor

Birkbeck , University of LondonUnited Kingdom

Professor Gillian Forrester is a distinguished academic holding dual roles as Professor of Comparative Cognition at Birkbeck, University of London, and Professor of Evolutionary & Developmental Psychology at the University of Sussex. She serves as Deputy Dean for the School of Science at Birkbeck and leads the Comparative Cognition Group, focusing on cognitive evolution and development across species. At the University of Sussex, she is Academic Lead for Public Engagement, driving initiatives like the Me, Human project to promote science accessibility and advocacy for women in science. Education: BSc in Cognitive Science (University of California, San Diego); PhD in Experimental Neuroscience (University of Oxford) Affiliations: Founder/Director of the Me, Human project; Co-Director of the SOFAR Network (Supporting Female Academics) Her research explores cognitive evolution in humans and primates, with emphasis on motor biases, lateralization, and developmental markers for neurodiversity. Key areas include infant gaze patterns, primate handedness, and evolutionary links between motor skills and social cognition. Funded by the Leverhulme Trust and Simons Foundation, her work bridges academia and public engagement through media appearances (BBC, CNN), festivals, and educational programs like the Baby Grow project. Awards: Senior Fellow of the Higher Education Authority; Daphne Jackson Trust Research Fellowship Grants: Leverhulme Trust; Simons Foundation She actively collaborates with institutions globally, including the BBC and Royal Society, and has published extensively in journals like Scientific Reports , Cortex , and Animal Behaviour . Her outreach includes hosting events like Think Again! and contributing to TV series such as BBC’s Secrets of the Brain .

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Mikko AroView profile

Professor

University of JyväskyläFinland

Mikko Aro is a Professor of Special Education at the University of Jyväskylä, affiliated with the Department of Education within the Faculty of Education and Psychology. He co-directs the Center of Excellence in Learning Dynamics and Intervention Research (InterLearn), funded by the Academy of Finland (2022–2029). His research focuses on learning disabilities, particularly in literacy and mathematics, and the development of effective interventions. Aro holds a PhD in Psychology from the University of Jyväskylä and has extensive international training in child neuropsychology and neuropsychology. His research interests span typical and atypical learning processes, including the role of cognitive, motivational, and emotional factors in skill acquisition. He has led projects on learning difficulties, intervention efficacy, and assessment practices. Key contributions include studies on reading fluency, math anxiety, and the integration of self-efficacy interventions into educational strategies. Aro’s extensive publications reflect his commitment to advancing understanding of learning disabilities and improving educational support systems. He collaborates with institutions like the Finnish National Agency for Education and the European Commission on projects addressing teacher training, assessment methodologies, and multisite cohort studies. His work emphasizes evidence-based interventions, such as computer-assisted training for struggling readers and strategies to enhance self-efficacy. He advocates for clearer frameworks in educational support, particularly through the Response-to-Intervention (RTI) model. Aro’s research bridges cognitive science, educational policy, and practical classroom applications, aiming to create inclusive and effective learning environments.

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Ece Demir-LiraView profile

Assistant Professor

University of IowaUnited States

Ece Demir-Lira is an Assistant Professor in the Department of Psychological and Brain Sciences at the University of Iowa. Her research focuses on developmental cognitive neuroscience, examining how socioeconomic status, parental input, and early brain injuries influence children's cognitive and language development. She is affiliated with the Developmental Psychopathology and Developmental Science research groups. Ph.D. in Psychology, University of Chicago (2009) Her work explores brain plasticity in typical and atypical development, with a particular emphasis on preterm infants and the impact of environmental factors on neural structures. She utilizes neuroimaging techniques and behavioral assessments to study these phenomena. Recent publications highlight her investigations into gesture-speech integration, socioeconomic disparities in cognition, and the neural correlates of math attitudes. She also contributes methodological expertise in longitudinal data analysis through her involvement with the Adolescent Brain Cognitive Development (ABCD) Study. Demir-Lira leads the Development, Experience, and Neurocognition (DEN) Lab, which investigates how early experiences shape brain development and cognitive outcomes. Her research bridges psychology, neuroscience, and education to inform interventions for at-risk populations.

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Pastora Martínez-CastillaView profile

Senior Lecturer

Guildhall School of Music and DramaUnited Kingdom

Pastora Martínez-Castilla is a Senior Lecturer in the Department of Evolutionary and Educational Psychology at the National University of Distance Education (UNED) in Madrid, Spain. She has maintained an active research profile since joining the institution in December 2010, with 57 publications, over 7,500 reads, and 631 citations to her name. Her research program focuses on prosodic processing in neurodevelopmental disorders , particularly examining Down syndrome and Williams syndrome through the lens of temporal sampling theory. Dr. Martínez-Castilla investigates how rhythm perception deficits cascade into broader language difficulties, with special attention to Spanish-speaking populations. Her work spans from basic research on phonological processing to applied studies on family interventions for children with rare genetic conditions like PACS1 syndrome. Analysis of her recent publications reveals a growing emphasis on cross-disciplinary approaches , integrating music cognition with language development research. She has made significant contributions to assessment methodology, adapting the Profiling Elements of Prosody in Speech-Communication (PEPS-C) battery for Spanish speakers and developing the PRAUTOCAL corpus for studying prosody in Down syndrome. During the pandemic, her research expanded to examine the emotional impact of lockdowns on caregivers of individuals with neurodevelopmental disorders across multiple countries. Dr. Martínez-Castilla maintains an extensive collaborative network across European institutions, with frequent co-authorship with researchers from Hebrew University of Jerusalem, University of Valladolid, and University College London. Her work demonstrates a consistent trajectory from theoretical foundations to practical applications in clinical and educational settings.

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Anna MARCZYK BUKLAHAView profile

Assistant Professor

University of Toulouse-Jean JaurèsFrance

Anna MARCZYK BUKLAHA is a Lecturer (Maître de Conférences) in the Department of Language Sciences at the University of Toulouse - Jean Jaurès, affiliated with the NeuroPsychoLinguistics Laboratory (LNPL, UR 4156). She teaches courses in articulatory phonetics (L2), acoustic phonetics (L3), and neuropsycholinguistics at the master’s level. Her academic appointment began in 2022, following several years of postdoctoral research. Her research lies at the intersection of phonetics, neurolinguistics, and clinical speech science. She investigates acoustic, articulatory, and perceptual aspects of speech , with a focus on speech disorders, atypical speech patterns, vowel clarity, and intelligibility assessment . Her work integrates clinical applications with rigorous acoustic and behavioral analysis, particularly in aging populations and individuals with speech impairments. The trends in her recent publications highlight a strong focus on quantitative, feature-based evaluation of speech using advanced acoustic metrics such as spectrotemporal modulation. Her studies often involve interdisciplinary collaboration and aim to develop better tools for diagnosing and assessing speech pathologies. Themes include transfer effects from singing to speech, optimization of test materials, and objective measurement of speech clarity. Scientific Awards: Extraordinary Thesis Prize, Autonomous University of Barcelona (2015) Anna MARCZYK BUKLAHA has not advised any named students in the provided text, and no information about grants or funding is available. However, her sustained postdoctoral activity across multiple institutions (Aix-Marseille, Grenoble Alpes, Toulouse, Geneva) suggests active participation in research projects and collaborative networks. Laboratory Affiliation: She is an active member of the NeuroPsychoLinguistics Laboratory (LNPL) , a research unit dedicated to understanding the cognitive and neural underpinnings of language production and perception, particularly in clinical contexts.

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Abi RoperView profile

Research Fellow

City, University of LondonUnited Kingdom

Dr. Abi Roper is a Research Fellow at City St George's, University of London , specializing in Speech and Language Therapy and Assistive Technology for atypical communication populations. Her work focuses on Inclusive data visualizations for aphasia and developmental language disorder (DLD) Computer gesture therapy (GeST+) Virtual world rehabilitation (EVA Park) Web resources like CityAccess and DCALPortal . Research Trends : Her publications emphasize Adapting technology for neurogenic communication disorders Co-design with aphasia patients Virtual and tangible interfaces for rehabilitation Telehealth and digital equity in post-stroke care Peer support systems and psychological well-being Clinical tool development (e.g., City Gesture Checklist) . Professional Contributions : Co-investigator on the DARA and INCA projects Guest Lecturer on Inclusive Design at City University Developer of clinical tutorials for Speech and Language Therapists and Optometrists Advocate for Widening Participation in healthcare education .

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Cara CashonView profile

Associate Professor

University of LouisvilleUnited States

Cara Cashon, PhD, is an Associate Professor in the Department of Psychological and Brain Sciences and Associate Dean for Graduate Education in the College of Arts and Sciences at the University of Louisville. Her research focuses on infant cognitive development, face processing, and the effects of developmental disorders like Williams syndrome. She directs the Infant Cognition Lab, which investigates topics such as face recognition, emotion perception, and language acquisition in infants. Cashon holds a PhD from The University of Texas at Austin (2004) and a B.S. from The University of Iowa (1995). She teaches courses including Infant Cognition and Perception and Advanced Statistics. Her work has addressed algorithmic bias in AI tools and contributed to the ManyBabies collaborative project on replicability in developmental science. She advises doctoral students in the Psychological Science PhD program and has published extensively on infant development and neurodevelopmental disorders. Her lab collaborates with institutions like the Neurodevelopmental Sciences Lab (Carolyn Mervis) to study cognitive development in children with Williams syndrome.

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Yang ZhangView profile

Professor

University of Minnesota Twin CitiesUnited States

Yang Zhang is a Full Professor and Director of Undergraduate Studies in the Department of Speech-Language-Hearing Sciences at the University of Minnesota, Twin Cities. He also holds affiliation with the Masonic Institute for the Developing Brain. With over 233 publications and 59,364 reads on ResearchGate, Dr. Zhang has established himself as a leading researcher in auditory neuroscience and speech perception. Dr. Zhang's educational background includes a Ph.D. in Speech and Hearing Sciences from the University of Washington (2002) and an MA in Linguistics (psycholinguistics) from the University of Iowa (1997). His research focuses on brain plasticity across the lifespan, particularly examining neural signature markers for normal and pathological development of speech and language in socio-affective and cultural contexts. He employs an integrative approach combining top-down brain imaging techniques (high-density EEG, MEG, MRI, fMRI) with bottom-up construction through neural coding and computational modeling. Dr. Zhang's research has particularly emphasized speech perception in various populations including children with autism spectrum disorders, cochlear implant users, and second language learners. His lab has conducted extensive work on lexical tone perception, emotional prosody processing, and the neural mechanisms underlying language acquisition. Recent work has explored the application of artificial intelligence in communication sciences and disorders. Dr. Zhang serves as Section Chief Editor for Brain Sciences (MDPI) and Associate Editor for Developmental Science (Wiley), and is on the Editorial Board of the Journal of Speech, Language, and Hearing Research. His research has been recognized with awards including the Developmental Science Early Career Researcher Prize (2010) and the 2023 Brain Imaging Grant Award from the College of Liberal Arts. Developmental Science Early Career Researcher Prize (2010) 2023 Brain Imaging Grant Award from the College of Liberal Arts Dr. Zhang leads the Zhang Lab, which maintains an active research program with numerous ongoing projects examining brain plasticity in speech and language processing across different populations. The lab employs advanced neuroimaging techniques including EEG, MEG, and fMRI to investigate the neural mechanisms underlying speech perception, language acquisition, and emotional processing in both typical and atypical development.

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Hilary RichardsonView profile

Lecturer

University of EdinburghUnited Kingdom

Hilary Richardson is a Lecturer in the Psychology division of the School of Philosophy, Psychology and Language Sciences at the University of Edinburgh, where she joined in August 2020. Her research investigates the relationship between social cognitive development and brain development in childhood using child-friendly neuroimaging methods. Education: PhD in Cognitive Neuroscience, MIT (Department of Brain & Cognitive Sciences, advisor: Dr. Rebecca Saxe) BS in Brain, Behavior, and Cognitive Science, University of Michigan Postdoctoral Research Fellow, Laboratories of Cognitive Neuroscience at Boston Children's Hospital & Harvard Medical School (with Dr. Charles Nelson) Research Focus: Dr. Richardson's work centers on theory of mind development and the emergence of specialized brain regions for social cognition. She examines when specialized neural circuits develop, what computations they perform, how neural changes support cognitive development, and which environmental/genetic factors influence these processes. Her lab employs innovative approaches including naturalistic fMRI paradigms with child-friendly stimuli to study typically and atypically developing children. Publication Trends: Recent work (2019-2024) spans theory of mind in sensory-deprived populations (blind/deaf children), preterm birth effects on brain structure, socioeconomic status interactions, and the development of specialized neural networks for faces/places/objects. She emphasizes open science through shared datasets and reproducible methods. Teaching & Supervision: Dr. Richardson serves as personal tutor for 3rd/4th year undergraduates, runs tutorials for Psych 2 and General Paper Exam, and advises undergraduate/MSc dissertations. She is Course Organiser for Brain Imaging in Cognitive Neuroscience and teaches fNIRS/fMRI modules. She currently supervises PhD student Katie McKinnon. Lab Leadership: She directs the Laboratory for Brain & Cognitive Development (part of Edinburgh's Wee Science group), which actively shares data/stimuli, pre-registers analyses, and investigates brain-cognition relationships in childhood through projects like the Theirworld Edinburgh Birth Cohort.

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Valérie CourchesneView profile

Adjunct Professor

University of MontrealCanada

Valérie Courchesne is an Assistant Professor in the Department of Psychology at Université de Montréal, affiliated with the Faculté des arts et des sciences. Her research focuses on autism, neuropsychology, and mental health interventions. She holds a PhD in clinical psychology (2017) and completed postdoctoral training at McGill University and the Centre for Addiction and Mental Health (Toronto). Her work emphasizes strength-based assessments, mental health risk/resilience factors, and tailored psychotherapy for autistic populations. Education : PhD in Research & Intervention Clinical Psychology (2017), Université de Montréal Bachelor's in Psychology (2011), Université de Montréal Research Interests : Advocating for autism neurodiversity, developing inclusive assessment tools, exploring mental health challenges in autistic youth, and designing interventions aligned with autistic cognitive strengths. Her work combines clinical practice with translational research, aiming to improve diagnostic accuracy and therapeutic outcomes. Recent Article Trends : Focus on diagnostic certainty, calendar calculation abilities in autism, mental health risk factors, and longitudinal language development in autistic children. Her studies highlight the need for context-specific assessments and emphasize autistic individuals' unique cognitive profiles. Awards : Over 20 awards including the Dialogue Scholarship (2020), Governor General's Medal finalist (2018), and multiple best presentation awards at international conferences. Grants & Teams : Leads the CREIA (Centre de recherche, d’évaluation et d’interventions en autisme) and collaborates on Quebec Integrative Cohort (QUIC). Supervises over 20 graduate students and has coordinated clinical teams in autism research. Labs & Affiliations : Associated with the Azrieli Center for Autism Research (ACAR) and the CIUSSS Nord-de-l’île-de-Montréal research center. Co-directs the Moveo Psychology Clinic and contributes to public outreach via the magazine Sur le spectre .

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Ji Hyun (Julia) YangView profile

Research Fellow

University of QueenslandAustralia

Dr. Ji Hyun (Julia) Yang is a Postdoctoral Research Fellow at the University of Queensland Centre for Clinical Research under the Faculty of Health, Medicine and Behavioural Sciences . She completed her PhD in 2020 at the same university. Research Interests : Neuroimaging biomarkers for cognitive decline in Parkinson's disease and dementia, anxiety neurobiology in aging, drug repurposing for neurodegenerative disorders Current Funding : 2023-2027 NHMRC MRFF Dementia, Ageing and Aged Care Mission grant Her recent work explores neuroimaging techniques to identify mild cognitive impairment subtypes in Parkinson's disease through resting-state connectivity analysis and attention network testing. She investigates anxiety's role in cognitive decline and participates in clinical trials for therapeutic interventions like telehealth CBT and levetiracetam repurposing. As an associate advisor , she supervised a 2023 PhD thesis on Cognitive subtypes in Parkinson's disease . Her publications span journals such as The Clinical Neuropsychologist , International Psychogeriatrics , and Brain and Behavior .

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Garrett CardonView profile

Assistant Professor

Brigham Young UniversityUnited States

Garrett Cardon serves as an Assistant Professor in Communication Disorders at Brigham Young University, with a primary research affiliation in the Neuroscience program within the College of Life Sciences. His work bridges cognitive neuroscience and clinical audiology, focusing on brain-behavior relationships using EEG and MRI/fMRI methodologies to investigate sensory processing in neurodevelopmental conditions and hearing disorders. Dr. Cardon's research centers on autism spectrum disorder and hearing loss, with specific expertise in atypical sensory processing, cortical plasticity, and empathy dynamics. He examines how sensory difficulties, intolerance of uncertainty, and anxiety interrelate in autistic children while studying cross-modal reorganization in cochlear implant users. His innovative approach combines scientific rigor with artistic representations to facilitate empathy between autistic and neurotypical individuals, addressing the double empathy problem through interdisciplinary frameworks. Analysis of his 15 most recent publications (2018-2025) reveals three dominant research trajectories: (1) Neurophysiological correlates of sensory processing in autism, including intolerance of uncertainty and pandemic-related stress impacts; (2) Cortical plasticity mechanisms in hearing loss across pediatric and adult populations, particularly cross-modal reorganization in cochlear implant recipients; and (3) Clinical applications of auditory evoked potentials in auditory neuropathy spectrum disorder. His work consistently integrates electrophysiological measures like ABR and CAEP with behavioral outcomes. Information regarding scientific awards, student advising activities, grant funding, and laboratory teams was not provided in the source material.

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