SRCLD 2022 Invited Speakers
Dr. Judith A. Cooper is currently Deputy Director of the National Institute on Deafness and Other Communication Disorders at the NIH. In addition, she serves as Director, Division of Scientific Programs, within NIDCD, and finally, she has programmatic responsibilities for the language research portfolio, which includes language, language disorders in children and adults, and language and deafness. She received her B.F.A. at Southern Methodist University
in 1971 with a major in Speech-Language Pathology, her M.S. in Speech-Language Pathology at Vanderbilt University in 1972, and her Ph.D. at the University of Washington in 1982 in Speech and Hearing Sciences. She was elected a Fellow of the American Speech-Language-Hearing Association in 2006 and received the Honors of the Association in 2007.
She joined the National Institutes of Health as a Health Scientist Administrator (HSA)/ Program Officer within the National Institute of Neurological and Communicative Disorders and Stroke in November, 1982, beginning the start of her long-standing responsibility for language research at that time. Dr. Cooper became a Program Officer within the National Institute on Deafness and Other Communication Disorders, upon its establishment in October, 1988; subsequently served in a variety of positions within NIDCD; and has been in her current three positions since January, 200
Child Language Research at NIH: Updates and Perspectives from NIDCD
Dr. Jana Iverson is Professor of Psychology and Communication Sciences and Disorders at the University of Pittsburgh. Her research, funded by NICHD, NIDCD, and Autism Speaks, focuses primarily on the interface between the development of early motor skills and the emergence of communication and language in neurotypical development and in children with or at risk for developmental disorders. Dr. Iverson has published a co-edited book and more than 100 articles and book chapters. She is on the editorial boards of the Journal of Child Language and Language Learning and Development. Since 1991, she has served as an international investigator at the CNR in Rome, Italy. Dr. Iverson was awarded the University of Pittsburgh’s Chancellor’s Distinguished Research Award in 2007 and the Chancellor’s Distinguished Teaching Award in 2018. She is a Fellow of the Association for Psychological Science.
THE DYNAMIC GIVE AND TAKE OF EARLY COMMUNICATIVE DEVELOPMENT :
LANGUAGE, GESTURE, AND ACTION IN PARENT-CHILD INTERACTION
Dr. Lisa Green is Distinguished Professor of Linguistics at the University of Massachusetts Amherst. Her research and teaching interests include syntax, syntactic variation, child language acquisition and development of African American English, and linguistics and education. She is the author of African American English: A Linguistic Introduction (Cambridge University Press, 2002) and journal articles and book chapters on syntax and semantics of African American English (e.g., tense and aspect, negation, left periphery phenomena). Her work also addresses the practical applications of linguistic description of African American English in educational contexts. Green’s research on the development of language patterns in the speech of three-, four- and five- year-olds in African American speech communities, which was supported by a grant from the National Science Foundation, is reported in her book Language and the African American Child, published by Cambridge University Press (2011). Her third book, African American English Through the Years: Getting at the Core Grammar, is under contract with Cambridge University Press. She is currently co-PI of “Understanding Variation in African American Language: Corpus and Prosodic Fieldwork Perspectives”, which is supported by a grant from the National Science Foundation.
Green is also the founding director of the Center for the Study of African American Language (CSAAL) at the University of Massachusetts Amherst. Its goal is to foster and integrate research on language in the African American community and applications of that research in educational, social, and cultural realms. The Center serves as a resource for communities across the country, with a commitment to furnishing information and training to educators who address language- and dialect-related issues. During the summer months, undergraduates from different universities, including historically black colleges and universities (such as Howard University, Hampton University, and Tennessee State), work on research projects in linguistics at CSAAL. Green is the 2017 recipient of a Conti Fellowship at the University of Massachusetts Amherst, and she was named a Linguistic Society of America Fellow in 2016.
Before moving to UMass Amherst, Green taught in the linguistics program in the Department of English at Binghamton University (1994-1995), and she was also a member of the faculty in the Department of Linguistics at The University of Texas at Austin (1995-2006). She was an Old Dominion Fellow in the Linguistics Program at Princeton University in Fall 2009. Green holds a Ph.D. in linguistics from the University of Massachusetts Amherst, an MA in English from the University of Kentucky, and a BS in English Education from Grambling State University. She also completed postdoctoral fellowships at Temple University and Stanford University.
Properties of Discourse in Children and caretakers in an AAE-Speaking Community: moving beyond the Myth
Dr. Megan Y. Roberts is an associate professor in the Roxelyn and Richard Pepper Department of Communication Sciences and Disorders at Northwestern University. Her work focuses on family-centered early communication interventions for young children with language delays. This clinically based line of research examines different variations of parent-implemented communication interventions tailored specifically for different populations of children with language delays. Her research has been funded by the National Institute on Deafness and Other Communication Disorders and the Institute of Education Sciences.
From Recruitment to Results: Advances and Roadblocks in Parent-Mediated Intervention Research