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Raffaella FolliView profile

Professor

• Theoretical Syntax
• Multilingualism
• Child Language Acquisition
• +4 more

Professor Raffaella Folli is a faculty member at the School of Communication and Media, Ulster University, where she serves as Research Director for Modern Languages and Linguistics. She joined the university in 2005 after research roles at the University of Arizona and University of Cambridge. She holds a DPhil in Linguistics (2001) and MPhil in Linguistics (1998) from the University of Oxford, alongside a BA in Philosophy (1995) from the University of Milan. Her research focuses on theoretical syntax, multilingualism, and child language development. Her recent publications explore auxiliary selection in Romance languages neural speech decoding via multimodal learning cross-linguistic influences in bilingual children historical syntactic restructuring in French statistical analysis of language proficiency Her work intersects with UN Sustainable Development Goals related to education and reduced inequalities. Scientific recognition includes Distinguished Research Fellowship (2011) Senior Distinguished Research Fellowship (2023) Membership in the Royal Irish Academy (2023) She advises PhD researchers like Balthazar Lauzon and Gianluca Porta, and leads the Ulster Centre on Multilingualism (UCoM) since 2012. Her externally funded projects include collaborations with Barnardo’s and the AHRC Green Transition Ecosystem initiative.

John RappView profile

Professor

• Behavior Analysis
• Applied Behavior Analysis
• Autism Spectrum Disorders
• +7 more

John Rapp is a full Professor in the Department of Psychological Sciences within the College of Liberal Arts at Auburn University. He also serves as the Project Director for the Alabama Psychiatric Medication Review Team with the Alabama Department of Human Resources, highlighting his applied work in behavioral health systems. Education: PhD in Behavior Analysis – University of Florida (2003) MS – North Dakota State University BS – St. Mary’s University Dr. Rapp's research focuses on applied behavior analysis, particularly the assessment and treatment of automatically reinforced behaviors such as stereotypy , methodological sensitivity in discontinuous recording techniques , and the production of false positives in single-subject designs . He has increasingly extended behavioral interventions to nontraditional populations, including foster care youth and detained adolescents , demonstrating a commitment to real-world application. His publication record includes over 90 peer-reviewed articles, with recent work emphasizing behavioral interventions in autism, methodological rigor in single-case designs, and clinical applications in juvenile and developmental settings. The research spans disciplines such as clinical psychology, special education, and behavioral neuroscience, with subfields including joint attention training, compliance strategies, and parent-implemented interventions. Scientific Awards and Recognitions: No awards explicitly mentioned in the provided text. Dr. Rapp actively mentors graduate students, many of whom appear as co-authors on his publications, indicating strong advising and collaboration. He serves on the editorial boards of several leading journals including the Journal of Applied Behavior Analysis , Behavioral Interventions , Behavior Modification , Education and Treatment of Children , and The European Journal of Behavior Analysis , underscoring his influence in the field. While no specific grants are listed, his role as project director suggests involvement in funded initiatives. He does not appear to lead a named lab or research center in the provided text.

Heather E. VolkView profile

Professor

• Epidemiology
• Neurodevelopment
• Autism Spectrum Disorder
• +4 more

Heather E. Volk is a Professor at the Johns Hopkins Bloomberg School of Public Health, with joint affiliations in Environmental Health and Engineering and Epidemiology. Her research focuses on identifying gene-environment interactions and the effects of prenatal and early-life exposures on neurodevelopmental disorders, particularly autism spectrum disorder (ASD). She holds a PhD from Saint Louis University (2006), an MPH from Boston University (2002), and a BA from the University of Notre Dame (2000). Her work integrates genetics, biomarkers, and environmental exposure data to explore mechanisms linking pollutants like air pollution to neurodevelopmental risks. Key areas include maternal metabolic conditions, mitochondrial DNA, and dietary influences on child outcomes. Collaborations span institutions like Harvard, Stanford, and Kaiser Permanente. Recent studies examine associations between air pollution and ASD risk mitigation via folic acid, as well as sex-based differences in psychopathology among ASD children. Awards include recognition from Autism Speaks (2012) and the Autism Science Foundation (2014). Volk advises PhD students and leads NIH-funded projects through the ECHO program. Her lab focuses on large-scale cohort studies, with over 111 publications since 2005. Active research tracks include placental epigenetic aging, prenatal chemical mixtures, and maternal mental health impacts.

• Special Education
• Communication Disorders
• Disability Studies
• +3 more

Dr. E. Pranger-Boers is affiliated with the Department of Educational Science at the University of Groningen’s Faculty of Behavioural and Social Sciences. Their research focuses on communication assessment methodologies for individuals with congenital deafblindness and prelinguistic communication challenges. They hold a PhD from the University of Groningen (2015), where their thesis pioneered dynamic assessment procedures in deafblindness. Their work bridges special education, disability studies, and health sciences, emphasizing practical applications in educational and clinical settings. Key research contributions include the Interaction and Communication Analysis List (ICAL) for deafblindness intervention and studies on orthopedagogical testing methodologies. Publications span journals like International Journal of Disability, Development and Education and collaborative works in Dutch educational policy discourse. Their interdisciplinary approach addresses gaps in communication assessment for marginalized populations. Despite no explicit mention of awards, their work has influenced dynamic assessment frameworks in special education. Collaborations with scholars like M. Janssen and W. Ruijssenaars highlight their network in educational psychology and disability research.

• Educational Psychology
• Autism Spectrum Disorder
• Developmental Disabilities
• +3 more

Laci Watkins is an Associate Professor in the Department of Educational Psychology at Texas A&M University. Her research focuses on supporting the inclusion of autistic children in schools and communities, teacher implementation of evidence-based practices, and statistical analysis of behavioral interventions. She holds affiliations with the Texas A&M Institute for Early Childhood Development & Education and the Center on Disability & Development. Dr. Watkins leads the Autism & Inclusion lab, collaborating on community-based research to improve outcomes for children with developmental disabilities. Education: Ph.D. in Special Education (Autism & Developmental Disabilities) from the University of Texas at Austin. Research Interests: Strategies for autism inclusion, peer-mediated interventions, social validity of interventions, teacher training, and statistical methods in behavioral research. Current projects include rural practitioner preparation (R-TAPP) and interdisciplinary training programs (Project SUCCESS and RIIPL), funded by the Texas Higher Education Coordinating Board and U.S. Department of Education. Awards: Recipient of Behavioral Interventions' top cited articles (2023-2022), JABA most read article (2020), and Springer-Nature Change the World Initiative (2018). Grants: Principal Investigator for Project SUCCESS and Co-Principal Investigator for R-TAPP and RIIPL. Advises PhD students focusing on special education and applied behavior analysis. Labs/Teams: Autism & Inclusion Lab focuses on community partnerships and translational research to bridge academic findings with real-world applications.

Udita IyengarView profile

Lecturer

• Maternal and Infant Attachment
• Perinatal Mental Health
• Neuroscience of Attachment
• +3 more

Dr Udita Iyengar is a Lecturer in Psychosis Studies at King’s College London’s Institute of Psychiatry, Psychology & Neuroscience (IoPPN). She holds roles in the Department of Psychosis Studies and teaches on MSc Mental Health Studies and MSc Early Intervention in Psychosis programmes. Udita completed her PhD in 2016 at University College London (UCL) on maternal attachment and trauma neuroscience under Prof. Peter Fonagy and Dr. Lane Strathearn. She transitioned from postdoctoral research at Baylor College of Medicine (USA) to King’s in 2016, coordinating projects like c-VEDA and the Best Services Trial. She co-leads the Basic Mental Health and Women’s Mental Health module and pioneered the IoPPN’s first Lived Experience module, co-produced with experts by experience. Education: MSc from University College London and Yale University; PhD in Neuroscience of Attachment from UCL (2016). Research focuses on maternal-infant attachment, perinatal mental health, and integrating lived experience into education. Udita leads CORE-UNITY, a student advisory group for racially minoritized students, enhancing student wellbeing. Awards include KCL Public Engagement Awards (2017 and 2023). She actively engages in public talks, such as the 2025 ‘Voices of Experience’ event addressing mental health stigma. Her recent research spans extreme heat’s mental health impacts, postpartum psychosis advocacy, and neurocognitive effects of arsenic exposure. She contributes to global mental health initiatives and co-authored over 15 peer-reviewed articles, emphasizing translational research and policy implications.

Anna LambrechtsView profile

Lecturer

• Autism Spectrum Disorders (ASD)
• Temporal Dynamics of Behavior
• Communication
• +5 more

Anna Lambrechts is a cognitive neuroscientist at City, University of London specializing in autism spectrum disorders (ASD) and temporal dynamics of behavior. She holds a PhD from City, University of London (2019) and advanced degrees from École Normale Supérieure in Paris, including an MSc in Cognitive Neuroscience and BSc in Biology. Her research focuses on time perception, communication challenges in ASD, and learning/reward processing in individuals with complex needs. Key areas include: Temporal aspects of social interaction Memory mechanisms in ASD Adaptive behavior during crisis Forensic interview techniques for autistic witnesses Her work employs electrophysiological methods (EEG/ERP), eye-tracking, and behavioral experiments. Recent studies explore how pandemic disruptions affect autistic populations and neurophysiological markers of associative memory. Proficiency includes bilinguality (English/French) with expertise in academic peer review. Active in cross-disciplinary collaborations involving dance movement analysis and forensic psychology innovations.

• Clinical Psychology
• Parenting
• Child Psychopathology
• +7 more

Camilo Ortiz is an Associate Professor and Co-director of Clinical Training in the Doctoral Program in Clinical Psychology at Long Island University (LIU), Post campus, within the College of Education, Information and Technology. He specializes in parenting, disruptive behavior in children, bedtime resistance, elimination disorders, and cognitive-behavioral therapy for child and adult psychiatric disorders. Dr. Ortiz earned his Ph.D. in Clinical Psychology from the University of Massachusetts, Amherst in 1999, completed a pre-doctoral internship at Montefiore Medical Center, and a postdoctoral fellowship at Stony Brook, joining LIU in 2001. He is a licensed psychologist in New York State. His research focuses on evidence-based parent training interventions, particularly behavioral strategies for managing child behavior problems. He has published extensively on topics including time-out procedures, cultural adaptations of parent training, technology-enhanced interventions, and the role of religion and community settings in service delivery. His work bridges clinical science with practical implementation in diverse populations, including Head Start families and minority communities. Dr. Ortiz's recent publications highlight a strong trend toward innovation in parent training—integrating technology (e.g., online coaching), examining cultural and familial factors (e.g., acculturation, father involvement), and refining behavioral techniques (e.g., extinction, reinforcement sequencing). His research spans developmental stages and emphasizes accessibility, acceptability, and efficacy of interventions across diverse contexts. His scientific awards and grants reflect sustained external funding from prestigious sources including the National Institutes of Health (NIH), National Institute of Mental Health (NIMH), and Department of Health & Human Services. Notable grants include a K01 Career Development Award and multiple R-level and intramural grants supporting the development of behavioral interventions and assessment tools. Dr. Ortiz actively mentors students through research and clinical supervision, though specific advisee names are not listed. He teaches the full-year statistics sequence and clinical courses on cognitive-behavioral therapy and evidence-based treatments for children and adolescents. His professional service includes leadership in the Association for Behavioral and Cognitive Therapies (ABCT), where he has chaired special interest groups and panels on parenting and behavioral interventions. He also contributes to community outreach by exploring faith-based delivery of parent training.

Madeline CruiceView profile

Professor

• Aphasia Rehabilitation
• Quality of Life in Communication Disorders
• Stroke Recovery
• +3 more

Professor Madeline Cruice, based at City, University of London since 2002, is a leading expert in aphasia rehabilitation research. She holds a PhD in Speech Pathology from the University of Queensland (2001) and has pioneered innovations in clinical education, including the Classroom-to-Clinic program and Communication Skills Intensive in the NHS. Research Focus: Quality of life in aphasia, WHO ICF frameworks, communication disability assessment, and technology-enhanced interventions Grants: £609,000 (EPSRC), £410,000 (NIHR), £1,096,000 (NIHR HSDR), and £477,809 (Barts Charity) for projects like DARA, TANGO, COM-STAR, and MARS Her recent publications span virtual reality therapy (EVA Park), personalized language treatments , and communication partner training . She serves as Co-Chair of the international Collaboration of Aphasia Trialists (CATs-4) and has supervised 11 PhD/MRes students. Awards: Vice Chancellor’s Award for Local Community Contribution (2016), Research Supervision Award (2016), Student Voice Award (2011), and Walter and Eliza Hall Travelling Scholarship

Johan VerhoevenView profile

Professor

• Speech Production
• Phonetics
• Phonology
• +3 more

Johan Verhoeven is a Professor in Experimental Phonetics at the Department of Language and Communication Science , City St George's, University of London. He has been affiliated with the university since 2006 and specializes in speech production , acoustic phonetics , and the phonetic description of motor speech disorders , particularly focusing on Foreign Accent Syndrome , Dysarthria , and Apraxia of Speech . Over his career, he has held academic positions at the University of Edinburgh, University of Oxford, Aarhus University, Hasselt University, and the University of Antwerp. Qualifications : BA, MA, AHSO, MSc, PhD in Germanic Languages and Linguistics, Neurolinguistics, and Phonetics. Research Areas : Speech Production, Phonetics, Phonology, Motor Speech Disorders, Neurolinguistics, and Acoustic Analysis. Collaborators : Allen Hirson, Peter Mariën, and Husen Owaida (PhD student). His recent publications (2025–2019) span topics like accent modulation in neurological conditions , intrinsic vowel pitch , articulatory asymmetry , and hearing impairment effects on speech . These works intersect with disciplines such as phonetics, neurology, psychiatry, and computational linguistics. Awards include a Fellowship at the Flemish Royal Academy of Belgium of Sciences and the Arts (2011–present) and membership in the International Phonetic Association . Teaching modules include Acoustic Phonetics, Biomedical Sciences, and Speech Acoustics and Perception.

Pamela TerrellView profile

Professor

• Communication Sciences and Disorders
• Speech-Language Pathology
• Neurodiversity
• +4 more

Pamela Terrell is a Professor in the School of Communication Sciences and Disorders at the University of Wisconsin-Stevens Point, where she has served since 2007. She previously worked as an Adjunct Instructor at Missouri Southern State University (now Missouri Southern State University) from 1997–2000. Ph.D. in Communication Sciences and Disorders, Louisiana State University (2007) M.S. in Speech and Hearing Sciences, University of South Alabama (1991) B.S. in Speech and Hearing Sciences with minors in English and Psychology, University of South Alabama (1990) Her research focuses on enhancing educational practices in communication disorders, particularly through asynchronous online learning strategies, neurodiversity advocacy, and literacy interventions for diverse populations. Her 2023 book chapter on counseling in speech-language therapy and 2022 studies on role assignments in online discussions demonstrate interdisciplinary approaches to pedagogy and clinical practice. 2019 Ethel and Ward Cable Family Faculty Heroes Award Terrell advises the Miles of Smiles student organization, serves on the UWSP Diversity Council (2019–2025), and contributes to national professional societies like ASHA and the International Cleft Lip and Palate Foundation. She also hosts a public radio segment on speech-language science.

Georgios P. GeorgiouView profile

Assistant Professor

• Experimental Phonetics
• Speech Acquisition
• Language Acquisition
• +4 more

Dr. Georgios (George) P. Georgiou is an Assistant Professor of Linguistics at the University of Nicosia , where he serves as Associate Head of the Department of Languages and Literature and Director of the Phonetic Lab . He was awarded the Cyprus Research Award – Young Researcher 2023 in Social Sciences and Humanities and elected a Fellow of the Young Academy of Europe (2024) . B.A. in Greek Philology (University of Cyprus, 2007–2011) M.A. in Education with distinction (University of Cyprus, 2011–2013) Ph.D. in Linguistics with distinction (University of Cyprus, 2014–2018) His research integrates experimental phonetics , language acquisition , communication disorders , and machine learning . He developed the Universal Perceptual Model (UPM) for speech perception and focuses on diagnosing neurological/communication disorders via speech elements. His recent work applies AI to classify speech patterns and identify language disorders. Article trends highlight crosslinguistic vowel classification , acoustic markers in speech disorders , and machine learning for diagnostic tools , with collaborations across Europe. He has secured grants exceeding €60,000, including projects on Developmental Language Disorder and Neurological Speech Diagnosis . Scientific accolades include: Cyprus Research Award – Young Researcher 2023 Fellow, Young Academy of Europe (2024) Seal of Excellence, Marie Skłodowska-Curie Action (2021) Georgiou has received research grants as Principal Investigator, including postdoctoral fellowships at RUDN University and Cyprus University of Technology, and a €60,000 grant from the Cyprus Research and Innovation Foundation (2024–2026). He mentors through PhD Research Methodology courses and leads the Phonetic Lab , a hub for computational linguistics and disorder diagnosis.

Bethanne MazurczakView profile

Assistant Clinical Professor

• Speech-Language Pathology
• Pediatric Rehabilitation
• Neuromuscular Disorders
• +3 more

Bethanne Mazurczak is a Clinical Assistant Professor in the Department of Communication Sciences and Disorders at the University of Wisconsin-Milwaukee (UWM). Concurrently, she works at Curative New Berlin Therapies on a limited basis, treating infants and children while providing consultative services. With over three decades of clinical experience since 1990, her career spans diverse settings such as pediatric outpatient rehabilitation, acute care, Neonatal Intensive Care Units (NICU), and private practice. Her clinical expertise focuses on pediatric and young adult populations with neuromuscular and musculoskeletal conditions, specializing in feeding and swallowing, motor-speech disorders, early communication, and respiratory/phonatory disorders. Bethanne advocates for multidisciplinary approaches and dynamic problem-solving methodologies to achieve functional outcomes for diverse patient groups. American Speech Language and Hearing Association (ASHA) Wisconsin Speech Language and Hearing Association (WSHA) Neuro-Developmental Treatment Association (NDTA) Bethanne is certified in Neuro-Developmental Treatment (NDT), Vital-Stim for Dysphagia, and the SOS Feeding Approach. She has supervised graduate students during externship placements and mentored Speech-Language Pathologists (SLPs) in their Clinical Fellowship Year. Her teaching aspirations aim to integrate her extensive clinical experience to prepare future speech pathologists for impactful careers.

• Infant and Child Development
• Sleep Development
• Early Childhood Education
• +3 more

Dr. Melissa Burnham, Ph.D., serves as Department Chair and Professor at the University of Nevada, Reno's College of Education and Human Development. She holds joint appointments in the Department of Human Development, Family Science and Counseling, as well as the Early Childhood Education track of the Integrated Elementary Teaching Program (IETP). Ph.D. in Human Development (University of California, Davis, 2002) M.S. in HDFS (University of Nevada, Reno, 1996) B.S. in HDFS (University of Nevada, Reno, 1994) Her research focuses on infant/child development within contextual frameworks, particularly sleep development. She examines how early care quality and PreK-Third Grade reforms affect developmental outcomes, while also exploring teacher-student relationship policies and pandemic impacts on families. Recent publications analyze equity in teacher preparation, pandemic-related graduate student challenges, and educational reform strategies. Her work spans developmental psychology, educational policy, and contextual behavior analysis. Dr. Burnham has served in multiple leadership roles including Associate Dean (2015-2019), IETP Steering Committee Chair, and President of both the Nevada Commission on Professional Standards and Nevada Association for Colleges of Teacher Education.

• Deaf Mental Health
• Trauma Psychology
• Substance Use Disorders
• +5 more

Melissa Lee Anderson is an Associate Professor at UMass Chan Medical School with primary appointments in the Department of Psychiatry and Behavioral Sciences within the School of Medicine. She holds additional positions in Population and Quantitative Health Sciences, Masters in Clinical Investigation, and Population Health Sciences across the T.H. Chan School of Medicine and Morningside Graduate School of Biomedical Sciences. Boston University: BA in Psychology, BS in Deaf Studies Gallaudet University: MA and PhD in Clinical Psychology As a Gallaudet University-trained psychologist, Dr. Anderson specializes in Deaf mental health with research focusing on trauma, substance use disorders, and healthcare accessibility for Deaf communities. She founded the DeafYES! Center for Deaf Empowerment and Recovery at UMass Chan Medical School in 2014, where she provides outpatient therapy and conducts community-engaged research. Her work consistently addresses barriers in behavioral healthcare systems, violence against Deaf women, and development of culturally accessible interventions like the Signs of Safety toolkit. Her publication trends (2010-2023) reveal strong emphasis on Deaf-specific trauma experiences , substance use epidemiology in Deaf populations, and methodological innovations for linguistically appropriate research. Key fields include trauma psychology (32% of publications), substance-related disorders (18%), and audiology/education (25%), with growing focus on implementation science and health equity in recent years. APA/APAGS Award for Distinguished Graduate Student in Professional Psychology (2012) High-impact publications in Health Affairs (2022, Altmetric score 3) and Social Psychiatry (2017, 33 citations) Leadership in NIH-funded studies on clinical trial accessibility for Deaf participants Dr. Anderson actively mentors through the DeafYES! Center and collaborates with national experts like Lisa Najavits (Seeking Safety protocol) and Nancy Byatt (perinatal mental health). Her research has influenced policy through 5 policy source references and generated significant social media engagement (32 X posts for 2017 Social Psychiatry paper). Current work focuses on adapting evidence-based practices for Deaf trauma survivors using community-based participatory approaches.