Current Projects

Interested in participating in our research? 

We are regularly looking for families to participate in our research. If you are interested in participating, please complete our information form below and a member of our team will be in touch with you soon about our current opportunities. 
Participation Interest Form

Spoken and Written Language Comprehension Intervention Review

The purposes of this systematic review are to:

1. Determine the spoken and written language comprehension interventions available for speech-language pathologists to use with school-age children with autism.

2. Assess how these available interventions address the developmental comprehension needs of school-age children with autism.

3. Synthesize our understanding of how spoken language comprehension interventions improve written language comprehension outcomes.
Typewriter with paper inserted and "Review" typed on paper

Gestalt Language eDelphi Study

Dr. Davidson and Kate Greenleaf, SLPD student and Clinical Assistant professor, are co-leading a study on the characteristics of gestalt language across Autistic adults, caregivers to Autistic children, speech-language pathologists, and researchers.  

Illustration of the Gestalt Language eDelphi Study showing autistic adults, caregivers, speech-language pathologists, and researchers collaborating to explore characteristics of gestalt language. Speech bubbles and research icons represent communication, shared perspectives, and consensus-building.

Natural Language Acquisition for Echolalia Study

Kate Greenleaf, SLPD student and Clinical Assistant professor, is leading a study to evaluate the impact of a Natural Language Acquisition-style intervention on the language development of Autistic children that use echolalia, which is a commonly identified sign of possible gestalt language development. Data collection is completed, and transcription and coding are ongoing. 

Illustration of the Natural Language Acquisition for Echolalia Study showing a young autistic child interacting with a speech-language pathologist using picture cards. Speech bubbles depict repeated phrases and flexible language use, while icons represent echolalia, language development, and ongoing data analysis.

Rural Families Support for Autism Study

Lindsay Osabuohien, a PhD Candidate, is leading a study on rural families with Autistic children’s experiences of traditional (e.g., therapy) and non-traditional (e.g., scouts, church groups) supports in their communities and how access to different types of supports impacts well-being. 

Illustration of the Rural Families Support for Autism Study showing a caregiver and child overlooking a rural landscape. Surrounding images depict therapy services, community programs such as scouting, and faith-based groups. Signs and icons highlight access to support, family experiences, and the impact of community resources on well-being.

Autistic Language Intervention Comparative Analysis

Kate Greenleaf, SLPD student and Clinical Assistant professor, is leading a qualitative content analysis study comparing four approaches to supporting language development in Autistic children. The goal of the study is to help inform clinical-decision making about which approaches to use. Data coding and analysis are completed with a manuscript currently in preparation for submission. 

Illustration of the Autistic Language Intervention Comparative Analysis Study showing four language intervention approaches for autistic children. Images depict communication activities, visual supports, and technology-assisted learning. A research workflow highlights qualitative content analysis, completed data coding, manuscript preparation, and the goal of informing clinical decision-making.