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Naseem ChoudhuryView profile

Professor

• Neuroscience
• Developmental Psychology
• Infant Information Processing
• +3 more

Dr. Naseem Choudhury is a Professor of Psychology and Neuroscience at Ramapo College of New Jersey, affiliated with the School of Social Science and Human Services (SSHS). She holds a Ph.D. in Experimental Psychology from the University of Vermont. Her research focuses on the neural basis of infant information processing, particularly how perceptual abilities influence typical and atypical development, with an emphasis on familial and sociocultural factors. Her work spans auditory processing in infants at risk for developmental language disorders, electrophysiological studies in children with autism, and cross-cultural analyses of artistic perception. She directs the Palestroni Integrated Neuroscience Lab, exploring neural mechanisms underlying cognitive development. Dr. Choudhury has published extensively in journals like Journal of Neuroscience and Developmental Cognitive Neuroscience , with over 50 peer-reviewed articles since 2002. Her studies often involve ERP and EEG methodologies to track developmental milestones and intervention efficacy in high-risk populations. Her research demonstrates that early auditory experiences shape prelinguistic acoustic mapping and that neuroplasticity interventions improve outcomes for language-impaired children. She collaborates internationally on projects linking sensory perception to linguistic outcomes, particularly in Italian and bilingual populations. Dr. Choudhury’s contributions bridge basic neuroscience and clinical applications, emphasizing early screening and preventive strategies for developmental disorders.

Pamela A. Morris-PerezView profile

Professor

• Developmental Psychology
• Suicidology
• Education Policy
• +6 more

Pamela A. Morris-Perez is a Professor of Applied Psychology at the NYU Steinhardt School of Culture, Education, and Human Development and an Affiliated Professor at the NYU School of Global Public Health. She is an elected member of the National Academy of Education. Her research bridges developmental psychology, suicidology, education, and policy, with over $75M in research funding. She holds a BA from Columbia University and a PhD in Developmental Psychology from Cornell University. Her research focuses on early childhood interventions, adolescent suicide prevention (through ARCADIA), and policy impacts. Notable projects include a $5M IES-funded NYC Universal Pre-K initiative and a $10M NIH trial on parenting interventions. She has also led institutional roles as Vice Dean/Interim Dean of NYU Steinhardt, overseeing significant research growth and diversity initiatives. Research Themes: Suicidology, early childhood development, policy evaluation, pediatric health interventions. Key Projects: ARCADIA suicide prevention, NYC Pre-K expansion, pediatric primary care interventions. Her articles highlight interdisciplinary approaches to child development and policy, with recent work emphasizing adolescent mental health and pandemic impacts on early childhood programs. Awards include the National Academy of Education membership and a 2017 Best Paper Award. Leadership Achievements: 44% increase in research expenditures, tripling of faculty of color hires, pandemic response coordination. Grants & Funding: William T. Grant Foundation, NIMH, NIH, IES. Morris-Perez collaborates across academia and public agencies to translate research into scalable interventions, particularly in under-resourced communities.

Barbara LandauView profile

Professor

• Cognitive Science
• Developmental Psychology
• Neuroscience
• +3 more

Barbara Landau is the Dick and Lydia Todd Professor of Cognitive Science at Johns Hopkins University (since 2001). She previously served as Vice Provost for Faculty (2011-2014) and Director of the Science of Learning Institute (2013-2018). Her research focuses on the interplay between language and spatial cognition, studying typical and atypical development through experimental psychology, linguistic analysis, and brain imaging. PhD in Cognitive Science, University of Pennsylvania Landau investigates the cognitive primitives underlying early development, including how children learn spatial language (e.g., prepositions), how spatial impairments affect word learning in Williams syndrome, and how language and spatial cognition interact. Her work spans typical development, congenital blindness, Williams syndrome, and post-stroke spatial representation. She leads the Language and Cognition Lab, part of the JHU Vision Sciences Group (Cognitive Science, Psychological and Brain Sciences, Neuroscience). Her research has been featured in Time , New York Times , NPR, and The New Yorker, with a focus exhibit at the Walters Art Museum (2011). She received the Guggenheim Fellowship (2009), William James Fellow Award (2018), and is a member of the National Academy of Sciences. Cognitive Science Society Fellow American Academy of Arts and Sciences Fellow American Association for the Advancement of Science Fellow Landau’s lab collaborates with University of Pennsylvania researchers (John Trueswell, Lila Gleitman) on NSF-funded projects connecting symmetry to linguistic/perceptual development. She trains students like Zihan Wang (2023 Glushko Award) and Rennie Pasquinelli (Science of Learning Fellow). Her studies involve participants aged 18 months to 18 years, including Williams syndrome individuals.

Emma AxelssonView profile

Lecturer

• Cognitive Development
• Social Development
• Sleep-Related Learning
• +4 more

Dr. Emma Axelsson is a Lecturer at the School of Psychological Sciences, University of Newcastle, Australia. Her research focuses on cognitive and social development in typically and atypically developing children, with specific interests in early word learning, sleep-related memory consolidation, screen time effects on development, and infants' social category representations using eye-tracking technology. Doctor of Philosophy, University of East London Bachelor of Arts (Honours in Psychology), University of Queensland Dr. Axelsson's research spans multiple disciplines including cognitive neuroscience, memory and attention, and child development. She explores how sleep patterns interact with learning outcomes, investigates screen time's impact on preschoolers' cognition, and examines visual processing of bodies and faces in developmental contexts. Her recent publications highlight trends in screen time research, with 2025 studies analyzing executive function and sleep interactions, and 2024 work examining cross-species social evaluation mechanisms. Earlier articles (2022-2013) cover temperament effects on word learning, body perception mechanisms, and longitudinal developmental studies. Dr. Axelsson supervises multiple PhD and Masters projects related to screen time, sleep, and neurodevelopmental outcomes. Her research team collaborates internationally through networks like ManyBabies and Healthy Minds (Hunter Medical Research Institute).

Usha GoswamiView profile

Professor

• Cognitive Developmental Neuroscience
• Developmental Psychology
• Educational Neuroscience
• +7 more

Professor Usha Goswami is a leading academic in Cognitive Developmental Neuroscience at the University of Cambridge, serving as Professor of Cognitive Developmental Neuroscience and Director of the Centre for Neuroscience in Education. She is also a Fellow at St John's College, Cambridge. Her work focuses on understanding the neural and cognitive foundations of language acquisition, reading development, and developmental disorders such as dyslexia. Key areas of interest include the role of rhythm perception, speech processing, and EEG-based studies of neural entrainment in typical and atypical development. Her research integrates insights from neuroscience, cognitive psychology, and education, emphasizing translational approaches to improve literacy interventions. She has conducted longitudinal studies on infants and school-aged children, examining predictors of language outcomes and the impact of rhythmic training on executive function. Her work bridges developmental linguistics, auditory neuroscience, and educational policy, with a focus on universal speech structures in child-directed communication. Professor Goswami’s contributions include pioneering studies on the neural basis of phonological awareness and the application of machine learning to decode speech information from EEG data in infants. She has also explored cross-linguistic patterns in poetry and infant-directed speech, highlighting universal acoustic features underlying language acquisition. Her research has significant implications for understanding and remediating developmental disorders, particularly dyslexia and developmental language disorder. Her lab, the Centre for Neuroscience in Education, focuses on translating neuroscientific findings into practical educational strategies. Current projects include investigating rhythm-based interventions for children with language difficulties and analyzing the acoustic properties of speech in diverse linguistic contexts.

• Clinical Psychology
• Typical and atypical development during lifespan
• Neuropsychology
• +5 more

Barbara Penolazzi is an Associate Professor of Clinical Psychology at the University of Trieste's Department of Life Sciences. She serves as a member of the Department's Board, coordinates Course of Study Advice for Psychological Sciences and Techniques, and participates in multiple Doctoral Colleges for Neuroscience and Cognitive Sciences across numerous academic cycles. As the leader of the Clinical Psychology research group, her work focuses on "Typical and atypical development during lifespan" within the Psychology research area. Department Council - Member Course of Study Advice - Coordinator (Psychological Sciences and Techniques) Boards of Studies - Member (Clinical Psychology, Developmental Psychology and Neuropsychology) Doctoral Studies Boards - Member (Neural and Cognitive Sciences across multiple cycles) Professor Penolazzi's research spans clinical psychology, neuropsychology, and psychological well-being with emphasis on emotional intelligence, cognitive processes in various disorders, and brain mechanisms. Her work integrates experimental psychology with clinical applications, particularly using transcranial direct current stimulation to investigate neural mechanisms underlying decision-making, moral cognition, and memory processes. She has made significant contributions to understanding psychological mechanisms in eating disorders, schizophrenia, and addiction through a transdiagnostic lens. Her extensive publication record demonstrates consistent focus on the intersection of cognitive neuroscience and clinical psychology. Recent work examines neural underpinnings of voluntary action, environmental sensitivity as a personality trait, and interventions for fostering emotional intelligence in preadolescence. Her research employs diverse methodologies including neurostimulation techniques, psychometric validation studies, and experimental paradigms to investigate cognitive control mechanisms across various clinical populations. Professor Penolazzi currently serves as Scientific Manager for two significant research projects funded by the Ministry of University and Research: "PROBEN_0000008 - Promotion of the Well-Being of the University Community - PRO-BENE-COMUNE" and "10% Trentin Silvia - 100% MUR". These projects reflect her commitment to applying psychological science to address contemporary mental health challenges within academic communities and beyond. Within the Department of Life Sciences, Professor Penolazzi leads the Clinical Psychology research group that investigates typical and atypical developmental trajectories across the lifespan. Her team employs a multidisciplinary approach combining cognitive neuroscience methods with clinical assessment to understand the mechanisms underlying various psychological conditions and to develop evidence-based interventions.

• Developmental Psychology
• Autism Spectrum Disorder
• Developmental Psychopathology
• +9 more

Professor David Williams is a leading academic in Developmental Psychology at the University of Kent , serving as Acting Director of the Division of Human Social Sciences. His research bridges developmental psychopathology, autism spectrum disorder (ASD), and cognitive neuroscience. Research Interests include understanding the neuro-cognitive bases of ASD and specific language impairments, with a focus on Episodic and Prospective Memory Metacognition and Mindreading Inner Speech Mechanisms Comorbidity in Developmental Disorders Scientific Recognition includes the 2010 Young Investigator Award from the International Society for Autism Research. He has supervised numerous students, including Mahsa Barzy Katie Carpenter Louise Malkin on topics like humor production in ASD and referential communication. Key Grants highlight his leadership in major projects, such as an ESRC grant (£661,196, 2022-2025) on autism and gender incongruence, and a Leverhulme Trust grant (£225,482, 2015-2019) on self-in-fictional-worlds in ASD.

Anne-Lise GiraudView profile

Professor

• Neural Bases of Language
• Speech Processing
• Vocal Communication
• +6 more

Anne-Lise Giraud is a Professor and Group Leader at the Faculty of Medicine, University of Geneva, where she directs a research laboratory focused on the neural mechanisms underlying language and vocal communication. Her work bridges experimental neurophysiology, computational neuroscience, and clinical applications for language disorders. Her research interests encompass: Neural bases of speech and language processing Audio-visual integration in communication Brain-Computer Interfaces for speech communication Neural mechanisms of language disorders (dyslexia, autism, aphasia) Computational modeling of speech processing Comparative studies of vocal communication across species Dr. Giraud's recent publications demonstrate a sophisticated integration of multiple neuroimaging techniques (EEG, fMRI, MEG) with computational approaches to understand both typical and atypical speech processing. A notable trend in her work is the emphasis on neural oscillations as fundamental mechanisms for speech perception, with applications ranging from understanding autism spectrum disorders to developing brain-computer interfaces for communication-impaired individuals. Her research increasingly explores cross-species communication mechanisms, as evidenced by her recent work on dog-human vocal interactions. Her laboratory at Campus Biotech includes multiple graduate students, postdocs, and research assistants working collaboratively on various aspects of language neuroscience.

Patricia J. BrooksView profile

Professor

• Language Development
• Language Learning
• Individual Differences in Cognition
• +12 more

Patricia J. Brooks is a Professor in the Department of Psychology at the College of Staten Island, City University of New York (CUNY). She serves as Director of the Language Learning Laboratory and is an active member of the Doctoral Faculty at The Graduate Center, CUNY, contributing to PhD programs in Psychology, Educational Psychology, and Speech-Language-Hearing Sciences. Education: PhD, New York University MA, New York University BA, Johns Hopkins University Her research focuses on individual differences in language learning across the lifespan, with an emphasis on adult second language acquisition and child language development. She employs experimental methods and computer-based games to study speech perception and production in both typical and atypical development. She also has a strong interest in pedagogy, particularly active learning, mentoring, and the use of technology in education. Her recent publications span diverse areas including statistical learning in developmental disorders, narrative evaluation in children, phonological processing, and innovative teaching practices such as Wikipedia editing in the classroom. These works reflect a consistent theme of understanding cognitive and social mechanisms in language development and applying that knowledge to educational contexts. Scientific Service and Leadership: Faculty Advisor, Graduate Student Teaching Association, American Psychological Association (Division 2) She has authored and edited key academic texts such as Language Development (2012), Encyclopedia of Language Development (2014), and Cognitive Development in Digital Contexts (2017). Her work bridges experimental psychology, linguistics, and educational practice. She is actively involved in research mentorship and graduate training, contributing to the development of future scholars in psychology and education. Her laboratory supports interdisciplinary research on language and cognition, and she collaborates widely across institutions and disciplines.

• Cognitive Neuroscience
• Neuroimaging
• Autism Spectrum Disorders
• +4 more

Susan Y. Bookheimer, PhD, is Professor-in-residence in the Department of Psychiatry and Biobehavioral Sciences at the David Geffen School of Medicine, University of California, Los Angeles. From 2008 to 2024 she held the endowed Joaquin M. Fuster Chair in Cognitive Neuroscience and currently directs or co-directs several large-scale NIH consortia including the UCLA site of the Adolescent Brain Cognitive Development (ABCD) Study, the Lifespan Human Connectome Project in Aging, and newly funded initiatives on resilience to Alzheimer’s disease in centenarians. Education & Training Details of formal degrees are not provided in the source text; however, her continuous NIH funding since 1995 and leadership roles imply advanced research training in clinical neuroscience and neuroimaging. Research Focus Dr. Bookheimer’s work integrates multimodal neuroimaging (fMRI, sMRI, DTI, PET, EEG) with genetics, cognitive testing, and clinical phenotyping to understand: Typical and atypical brain development across the lifespan Neurobiological underpinnings of autism spectrum disorder and sensory phenotypes Early detection and prediction of Alzheimer’s disease and age-related cognitive decline Neuroplasticity and cognitive outcomes following epilepsy surgery Effects of environmental adversity, stress, and social support on brain networks Scientific Awards & Honors Joaquin M. Fuster Chair in Cognitive Neuroscience, UCLA (2008–2024) Principal or Co-Principal Investigator on >15 active NIH grants totaling >$100 M Over 230 peer-reviewed publications with >25,000 citations (Google Scholar metrics) Grants & Consortia Leadership Dr. Bookheimer currently leads or co-leads the following major NIH projects: U19AG073585 – Vulnerability and Resiliency in the Aging Adult Brain Connectome (AABC) U19AG073172 – Resilience/Resistance to Alzheimer’s Disease in Centenarians and Offspring (RADCO) R01AG073480 – Modulation of Hippocampal Circuitry with Focused Ultrasound in Amnestic MCI P50HD103557 – UCLA Intellectual and Developmental Disabilities Research Center U01DA050987 – ABCD-USA Consortium Research Project Site at UCLA U01AG052564 – Mapping the Human Connectome During Typical Aging U01MH109589 – Mapping the Human Connectome During Typical Development In addition, she has served as PI on prior awards including P50HD055784 (Autism Center), R01AG013308 (Alzheimer’s Risk), and P30HD004612 (IDDRC). Laboratories & Teams Dr. Bookheimer directs the UCLA Brain Mapping Center (part of the Ahmanson-Lovelace Brain Mapping Center) and co-directs imaging cores for both the UCLA IDDRC and the ABCD Study. Her multidisciplinary teams include post-doctoral fellows, graduate students, research staff, and collaborators across neurology, radiology, psychology, and genetics departments.

Hana D’SouzaView profile

Research Fellow

• Developmental Psychology
• Cognitive Neuroscience
• Neurodevelopmental Disorders
• +7 more

Hana D’Souza is an Associate Research Fellow at the Centre for Brain & Cognitive Development (CBCD) , Birkbeck, University of London, and a key member of the London Down Syndrome (LonDownS) Consortium . Her work bridges psychology, neuroscience, and genetics to investigate developmental mechanisms in neurodevelopmental disorders. Education: PhD in Psychology, Goldsmiths, University of London (2012-2016) Visiting Doctoral Student, University of Michigan (2015) PGCert in Management of Learning & Teaching, Goldsmiths (2013-2015) MSc in Psychological Research, University of Oxford (2011-2012) Master’s and Bachelor’s in Psychology, Masaryk University (2005-2011) Research Focus: Dr. D’Souza studies how attention and motor abilities interact in typical and atypical development, particularly in infants with Down syndrome, fragile X syndrome, and Williams syndrome. Her research emphasizes syndrome-specific markers, individual differences, and links between Down syndrome and Alzheimer’s disease. Publication Trends: Her recent work explores cross-syndrome comparisons, motor system specialization, audio-visual speech perception, bilingual language control, and parent-child interactions. Keywords include Developmental Psychology , Cognitive Neuroscience , and Neurodevelopmental Disorders , with sub-fields spanning Language Acquisition , Face Processing , and Neurophysiological Correlates . Scientific Awards: Trisomy 21 Research Society Travel Award Guarantors of Brain Travel Grant Experimental Psychology Society Study Visit Grant Cornell University Sackler Summer Institute Fellowship Masaryk University Exceptional Scholarship Grants: She has secured funding from the British Academy, The Waterloo Foundation, and other institutions for research on embodied language development, early behavioral markers, and Williams syndrome. Her roles in grants often involve interdisciplinary collaborations.

Maria Teresa GuastiView profile

Professor

• Pragmatics
• Bilingual Acquisition
• Developmental Language Impairment
• +8 more

Maria Teresa Guasti is a Professor of Linguistics and Psycholinguistics at the University of Milano-Bicocca. She has held academic positions since 1988, including Assistant Professor (2000-2005) and Researcher roles at institutions like the University of Siena and San Raffaele Hospital. Her research bridges theoretical linguistics, child language acquisition, and cognitive disorders like dyslexia and developmental language impairment (DLD). PhD in Linguistics, University of Geneva Guasti’s work focuses on syntax, semantics, and pragmatics in typical and atypical language development, with a special emphasis on bilingual acquisition, DLD, and dyslexia. She has contributed to understanding timing anticipation deficits in dyslexia and has expanded her research into musical cognition and motor control (handwriting). Recently, she collaborated with human-computer interaction scientists to develop language-based interactive technologies. Her publications span 160 works, including 80 peer-reviewed articles and 6 books, with over 7,000 citations and an H-index of 42. Key grants include the ERC Synergy (2019) and Multimind (2017-2022, €516,122). 2019 ERC Synergy Grant for Leibniz’s Dream (€10.2M) 2012-2018 Associate Investigator at ARC Centre of Excellence in Cognition and its Disorders 2005-2009 Italian Representative in European COST A33 Action Guasti has trained 14 PhD students, supervised 12 postdocs, and mentored 100+ master’s students. She has served as Associate Editor for Language Acquisition and Frontiers in Psychology , and on editorial boards including Journal of Child Language . She has delivered keynotes at international conferences and taught at summer schools.

Sonia FrotaView profile

Professor

• Language Acquisition
• Prosody
• Speech Perception
• +11 more

Sonia Frota is a Full Professor in the Department of Linguistics at the School of Arts and Humanities, University of Lisbon. She serves as Scientific Coordinator of the Center of Linguistics of the University of Lisbon, Director of the Lisbon Baby Lab, and Executive Director of the Mind-Brain College. She is Editor-in-Chief of the Journal of Portuguese Linguistics and Associate Editor of Phonetica . Her research focuses on early speech perception, language acquisition (typical and atypical), and prosody. She investigates how prosodic systems are acquired by infants, how prosody interfaces with phonology, morphology, syntax, and information structure, and how it may bootstrap language learning or serve as an early marker of language impairment. She is particularly interested in multisensory constraints on language acquisition in both typical and clinical populations, and her work is grounded in multidisciplinary collaborations with health, education, and parent institutions. The available information does not include a list of recent publications, so article trends cannot be summarized. Maria Teresa Palha Award 2022 ULisboa/CGD scientific award for Language Sciences 2021 ULisboa/CGD scientific award for Language Sciences 2016 Best Linguistics and Literature scientist in Portugal (AD Scientific Index 2024) Sonia Frota has supervised numerous PhD, MA, and postdoctoral students across various institutions, including the University of Lisbon, University of Porto, and international universities. Her students have worked on topics such as prosody acquisition, infant-directed speech, autism markers, visual prosody, and intonation in Portuguese varieties. Many of her former students hold academic positions in Portugal, Brazil, Spain, the Netherlands, the UK, and China. While no specific grant names are listed, her students' work has been supported by funding bodies such as FCT (Portugal), CAPES (Brazil), and CGD/ULisboa. She leads the Lisbon Baby Lab, a research facility focused on early language development, and is involved with the Center of Linguistics of the University of Lisbon (CLUL) and the Mind-Brain College. Her research projects include Horizon21 (early language development in Down Syndrome), EBELA (early markers of language development), and InAPoP (Interactive Atlas of the Prosody of Portuguese).

Tobias DörflerView profile

Professor

• Educational-Psychological Diagnostics
• Self-Regulated Learning
• Teacher Education
• +4 more

Prof. Dr. Tobias Dörfler is W3 Professor for Educational-Psychological Diagnostics at Heidelberg University of Education, serving as Scientific Director of the university's Test Library. He holds key administrative roles including Vice Dean of the Faculty of Education and Social Sciences, member of the Board of Directors of Heidelberg School of Education, and head of the DiaKom research group. Education: Dipl.-Psych. in Psychology and Human Medicine (minor) - University of Leipzig (1996-1997) Diploma in Biochemistry - University of Leipzig (1996-1997) Dr. phil. - RWTH Aachen University (2004) Research Focus: Professor Dörfler's research centers on educational-psychological diagnostics, with particular emphasis on self-regulated learning, assessment methods, and teacher education. His work integrates cognitive psychology principles with educational practice, focusing on developing diagnostic tools for educational settings and understanding learning processes in both typical and atypical development. Current Projects: He leads the DiaKom research group investigating diagnostic competencies in educational contexts. His research spans multiple domains including mathematical learning difficulties, reading and writing development, and the assessment of teacher professional knowledge through innovative methods like vignette-based assessments and eye-tracking studies. Scientific Contributions: Professor Dörfler has authored numerous publications in high-impact journals including Learning & Instruction , Journal of Educational Psychology , Frontiers in Psychology , and Journal for Mathematics Didactics . His recent work explores the intersection of stress, cognition, and educational assessment, as well as the development of diagnostic tools for language and learning disorders. Advising and Supervision: He currently supervises four doctoral students: Christina Ingelfinger, Nursin Karadeniz, Gina-Maria Trunte, and Irene Zemp. His mentorship extends to numerous former doctoral students and postdocs who have gone on to academic positions at institutions including University of Education Ludwigsburg, University of Tübingen, and University of Education Freiburg. Leadership Roles: Beyond his professorship, Professor Dörfler serves as Scientific Director of the Testothek (university test library), coordinates multiple educational modules, and sits on various university committees including doctoral committees and examination boards. He is actively involved in state-level educational initiatives in Baden-Württemberg.

Michelle AldridgeView profile

Teaching Professor

• Autism Spectrum Disorders
• Pediatric Motor Speech Disorders
• Speech Sound Disorders
• +4 more

Michelle Aldridge serves as Professor of Instruction and Program Head for the Speech-Language Pathology MS and Speech, Language, and Hearing Sciences BS programs within the Department of Speech, Language, and Hearing at the School of Behavioral and Brain Sciences, University of Texas at Dallas. Her academic credentials include: Ph.D. in Human Development and Communication Sciences, University of Texas at Dallas (1997) M.S. in Communication Disorders, University of Texas at Dallas (1995) B.S. in Psychology, Texas Woman's University (1992) Dr. Aldridge's research focuses on early communication development in typical and atypical populations, with dual emphases on infant speech perception (vowel categorization, intermodal representation) and autism-related language/cognitive development . Her work bridges foundational neuroscience with clinical applications for pediatric speech disorders including motor speech impairments and speech sound disorders, informing early intervention strategies for autism spectrum disorders. Publication analysis reveals an evolutionary trajectory from basic infant speech processing research (1994-1999) toward applied autism studies (2000-2001), demonstrating how newborn perception mechanisms inform understanding of communication breakdowns in autism. Recognition includes: Callier Excellence in Education award (4K, 1999) She directs the Follow-Up study of Children in the Preverbal Program and oversees academic operations for two degree programs. While not currently accepting undergraduate researchers, her Program Head role involves extensive graduate mentorship in speech-language pathology. Professional engagement spans the American Speech-Language Hearing Association, Texas Speech-Language Hearing Association, Autism Society of America, and International Society for Infant Studies.