CV curriculum vitae

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McGregor, K.K., Van Horne, A.J.O., Curran, M., Wagner-Cook, S., & Cole, R. (2021). The challenge of rich vocabulary instruction for children with developmental language disorder. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2020_LSHSS-20-00110  | [PDF]

Supplemental material, McGregor et al., “The Challenge of Rich Vocabulary Instruction for Children With Developmental Language Disorder,” LSHSS. https://doi.org/10.23641/asha.13667699 | [PDF]

Smolak, E., McGregor, K. K., Arbisi-Kelm, T., & Eden, N. (2020). Sustained attention in developmental language disorder and its relation to working memory and language. Journal of Speech, Language, and Hearing Research, 63, 4096-4108. https://doi.org/10.1044/2020_JSLHR-20-00265 | [HTML] asha.org

Al-Salim, S., Moeller, M. P., & McGregor, K. K. (2020). Performance of children with hearing loss on an audiovisual version of a nonword repetition task. Language, Speech, and Hearing Services in Schools, 51(1), 42-54. https://doi.org/10.1044/2019_LSHSS-OCHL-19-0016 [PMCID: PMC7251587]. | [HTML] nih.gov

Gordon, K. R., McGregor, K. K., & Arbisi-Kelm, T. (2020). Optimising word learning in post-secondary students with developmental language disorder: the roles of retrieval difficulty and retrieval success during training. International Journal of Speech-Language Pathology, 1-14. https://doi.org/10.1080-17549507.2020.1812719

McGregor, K. K. (2020). How we fail children with developmental language disorder. Language, Speech, and Hearing Services in Schools, 51(4), 981-992. https://doi.org/10.1044/2020_LSHSS-20-00003[HTML] asha.org

McGregor, K. K., Arbisi-Kelm, T., Eden, N., & Oleson, J. (2020). The word learning profile of adults with developmental language disorder. Autism & Developmental Language Impairments, 5, 2396941519899311. https://doi.org/10.1177/2396941519899311

McGregor, K. K., Eden, N., Arbisi-Kelm, T., & Oleson, J. (2020). The fast-mapping abilities of adults with developmental language disorder. Journal of Speech, Language, and Hearing Research, 63(9), 3117-3129. https://doi.org/10.1044/2020_JSLHR-19-00418

McGregor, K. K., Goffman, L., Van Horne, A. O., Hogan, T. P., & Finestack, L. H. (2020). Developmental language disorder: applications for advocacy, research, and clinical service. Perspectives of the ASHA Special Interest Groups, 5(1), 38-46. https://doi.org/10.1044/2019_PERSP-19-00083 | [HTML] asha.org

McGregor, K.K., Marshall, B.A., Julian, S.K., & Oleson, J. (2019). Learning while playing: a randomized trial of serious games as a tool for word mastery. Language, Speech, and Hearing Services in Schools, 50(4), 596-608. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0121

Al-Salim, S., Moeller, M.P., & McGregor, K.K. (2019). Performance of children with hearing loss on an audiovisual version of a nonword repetition task. Language, Speech, and Hearing Services in Schools, 51(1), 42-54. https://doi.org/10.1044/2019_LSHSS-OCHL-19-0016 [PMCID: PMC7251587].

Alper, R.M., Hurtig, R.R., & McGregor, K.K. (2019). The role of maternal psychosocial perceptions in parent-training programs: A preliminary randomized controlled trial. Journal of Child Language, 47(2), 358-381. https://doi.org/10.1017/S0305000919000138

McGregor, K.K., Arbisi-Kelm, T., Perelmutter, B., & Oleson, J. (2019). Favorite words as a window onto the aesthetic function of language. American Speech: A Quarterly of Linguistic Usage, 94(3), 380-396. https://doi.org/10.1215/00031283-7603218

Hall, J.E., Van Horne, A.O., McGregor, K.K., & Farmer, T.A. (2019). Deficits in the use of verb bias information in real-time processing by college students with developmental language disorder. Journal of Speech, Language, and Hearing Research, 62, 337-355. https://doi.org/10.1044/2018_JSLHR-L-17-0267 [PMCID: PMC6436890]. | [HTML] nih.gov

McGregor, K.K. & Hadden, R.R. (2018). Brief report: “um” fillers distinguish children with and without ASD. Journal of Autism and Developmental Disorders, 50, 1816-1821. https://doi.org/10.1007/s10803-018-3736-1 [PMCID: PMC6395582].

Hall, J., Owen Van Horne, A.J., McGregor, K.K., & Farmer, T.A. (2018) Individual and developmental difference in distributional learning. Language Speech and Hearing Services in Schools. 49(3S): 694-709. https://doi.org/10.1044/2018_LSHSS-STLT1-17-0134 [PMCID: PMC6198911].[HTML] nih.gov

McGregor, K.K., Munro, N., Chen, S.M., Baker, E., & Oleson, J. (2018). Cultural influences on the developing semantic lexicon. Journal of Child Language, 45(6), 1309-1336. https://doi.org/10.1017/S0305000918000211

Chami, S., Munro, N., Docking, K., McGregor, K., Arciuli, J., Baker, E. & Heard, R. (2018). Changes in semantic fluency across childhood: normative data from Australian-English speakers. International Journal of Speech-Language Pathology, 20(2), 262-273. https://doi.org/10.1080/17549507.2016.1276214

Hall, J., McGregor, K.K., Oleson, J. (2017). Weaknesses in lexical-semantic knowledge among college students with specific learning disabilities: Evidence from a semantic fluency task. Journal of Speech, Language, and Hearing Research, 60, 640-653. https://doi.org/10.1044/2016_JSLHR-L-15-0440 [PMCID: PMC5544191].[HTML] nih.gov

Hall, J., Van Horne, A.O., McGregor, K.K., Farmer, T. (2017). Distributional learning in college students with developmental language disorder. Journal of Speech, Language, and Hearing Disorders, 60, 3270-3283. https://doi.org/10.1044/2017_JSLHR-L-17-0013 [PMCID: PMC5945081].[HTML] nih.gov

Hodges, R., Baker, E., Munro, N., & McGregor, K. (2017). Responses made by late talkers and typically developing toddlers during verbal assessments. International Journal of Speech-Language Pathology, 19, 587-600, https://doi.org/10.1080/17549507.2016.1221452

McGregor, K.K., Arbisi-Kelm, T., Eden, N. (2017). The encoding of word forms into memory may be challenging for college students with developmental language impairment. International Journal of Speech-Language Pathology, 19, 43-57. https://doi.org/10.3109/17549507.2016.1159337 [PMCID: PMC5471608].[HTML] nih.gov

McGregor, K.K., Gordon, K., Eden, N., Arbisi-Kelm, T., Oleson, J. (2017). Encoding deficits impede word learning and memory in adults with developmental language disorders. Journal of Speech, Language, and Hearing Disorders, 60, 2891-2905. https://doi.org/10.1044/2017_JSLHR-L-17-0031 [PMCID: PMC5945064].[HTML] nih.gov

Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. Computers & Education, 114, 139-163. https://doi.org/10.1016/j.compedu.2017.06.005 [PMCID: PMC5736156].

Bean, E.A. & McGregor, K.K. (2016). Children with ASD can use gaze to map new words. International Journal of Language and Communication Disorders, 51, 212-218. https://doi.org/10.1111/1460-6984.12192[HTML] nih.gov

Becker, T.C., & McGregor, K.K. (2016). Learning by listening to lectures is a challenge for college students with developmental language impairment. Journal of Communication Disorders, 64, 32-44. https://doi.org/10.1016/j.jcomdis.2016.09.001 [PMCID: PMC6540751].[HTML] nih.gov

Gordon, K.R., McGregor, K.K., Waldier, B., Curran, M., Gomez, R.L., & Samuelson, L.K. (2016). Preschool children’s memory for word forms remains stable over several days, but gradually decreases after six months. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2016.01439[HTML] frontiersin.org

Hodges, R., Munro, N., Baker, E., McGregor, K., & Heard, R. (2016). The monosyllable imitation test for toddlers: Influence of stimulus characteristics on imitation, compliance and diagnostic accuracy. International Journal of Language & Communication Disorders. https://doi.org/10.1111/1460-6984.12249

Hodges, R., Munro, N., Baker, E., McGregor, K., Docking, K., & Arciuli, J. (2016). The role of elicited verbal imitation in toddlers’ word learning. J. Child Lang. 43(2), 457-471. [PMID: 26041106, Public Access Compliance – N/A, Not NIH-funded]

McGregor, K.K., Langenfeld, N., Van Horne, S., Oleson, J., Anson, M., & Jacobson, W. (2016). The university experiences of students with learning disabilities. Learning Disabilities Research and Practice, 31, 90-102. https://doi.org/10.1111/ldrp.12102 [PMCID: PMC5033508]. | [HTML] nih.gov

Alper, R. M., & McGregor, K. K. (2015). Agency as a construct for guiding the establishment of communication-friendly classrooms. Child Language Teaching and Therapy, 31(3), 337-346. https://doi.org/10.1177/0265659015589120

Hodges, R., Munro, N., Baker, E. & McGregor, K.K. (2015). The role of elicited verbal imitation in toddlers’ word learning. Journal of Child Language, 43, 457-471. https://doi.org/10.1017/S0305000915000240

McGregor, K.K. & Alper, R.M. (2015). Sleep disorders as a risk to language learning and use. EBP Briefs, 10, 1-21. [PMCID: PMC4672866]. | [HTML] nih.gov

Guo, L., McGregor, K., & Spencer, L. (2015). Are young children with cochlear implants sensitive to the statistics of words in the ambient spoken language? Journal of Speech, Language, and Hearing Research, 58, 987-1000. https://doi.org/10.1044/2015_JSLHR-H-14-0135 [PMCID: PMC4490103].[HTML] nih.gov

Sheng, L., Byrd, C.T., McGregor, K.K., Zimmerman, H., & Bludau, K. (2015). List memory in young adults with language learning disability. Journal of Speech, Language, and Hearing Research, 58, 336-344. https://doi.org/10.1044/2015_JSLHR-L-13-0143 [PMCID: PMC4675122].[HTML] nih.gov

Whipple, C.S., Gfeller, K., Driscoll, V., Oleson, J., & McGregor, K.  (2015). Do communication disorders extend to musical messages? An answer from children with hearing loss or autism spectrum disorders. Journal of Music Therapy, 52, 78-116. https://doi.org/10.1093/jmt/thu039 [PMCID: PMC4414659].[HTML] nih.gov

Gordon, K.G., & McGregor, K.K. (2014). A spatially-supported forced-choice recognition test reveals children’s long-term memory for newly learned word forms. Frontiers in Language Sciences, 5, 1-12. https://doi.org/10.3389/fpsyg.2014.00164[HTML] fontiersin.org

McGregor, K.K. (2014). What a difference a day makes: Change in memory for newly learned word forms over 24 hours, Journal of Speech, Language, and Hearing Research, 57, 1842-1850. https://doi.org/10.1044/2014_JSLHR-L-13-0273 [PMCID: PMC4232218].

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McGregor, K.K., Licandro, U., Arenas, R., Eden, N., Stiles, D., Bean, A., & Walker, E. (2013). Why words are hard for adults with developmental language impairments. Journal of Speech, Language, and Hearing Research, 56(6), 1845-1856. https://doi.org/10.1044/1092-4388(2013/12-0233) [PMCID: PMC3951710]. | [HTML] nih.gov

McGregor, K.K., Oleson, J., Bahnsen, A., & Duff, D. (2013). Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. International Journal of Language and Communication Disorders, 48, 307-319. https://doi.org/10.1111/1460-6984.12008 [PMCID: PMC3648877].[HTML] nih.gov

McGregor, K.K., Rost, G., Arenas, R., Farris-Trimble, A., & Stiles, D. (2013). Children with ASD can use gaze in support of word recognition and learning. Journal of Child Psychology and Psychiatry, 54, 745-753. https://doi.org/10.1111/jcpp.12073 [PMCID: PMC4232219].

Nachtigäller, K., Rohlfing, K.J., & McGregor, K.K. (2013). A story about a word: does narrative presentation promote learning of a spatial preposition in German Two-year-olds? Journal of Child Language, 40, 900-917. https://doi.org/10.1017/S0305000912000311

Walker, E.A., & McGregor, K.K. (2013). Word learning processes in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 56, 375-387. https://doi.org/10.1044/1092-4388(2012/11-0343) [PMCID: PMC3578980].[HTML] nih.gov

McGregor, K.K. & Bean, A. (2012). How children with autism extend new words. Journal of Speech, Language, and Hearing Research, 55, 70-83. https://doi.org/10.1044/1092-4388(2011/11-0024) [PMCID: PMC3327362].[HTML] nih.gov

Munro, N., Baker, E., McGregor, K.K., Docking, K., & Arciuli, J. (2012). Why word learning is not fast. Frontiers in Developmental Psychology, 3, 41, 1-10. https://doi.org/10.3389/fpsyg.2012.00041

Riley, K.G., & McGregor, K.K. (2012). Noise hampers children's expressive word learning. Language, Speech, and Hearing Services in Schools, 43, 325-337. https://doi.org/10.1044/0161-1461(2012/11-0053) [PMCID: PMC3641792].[HTML] nih.gov

Rost, G.C. & McGregor, K.K. (2012). Miranda rights comprehension in young adults with Specific Language Impairment. American Journal of Speech-Language Pathology, 21, 101-108. https://doi.org/10.1044/1058-0360(2011/10-0094) [PMCID: PMC3609432]. | [HTML] nih.gov

Stiles, D., Bentler, R.A. & McGregor, K.K. (2012). The speech intelligibility index and the pure tone average as predictors of lexical ability in children fit with hearing aids. Journal of Speech, Language, and Hearing Research, 55, 764-778. https://doi.org/10.1044/1092-4388(2011/10-0264)

Stiles, D., McGregor, K.K., & Bentler, R.A. (2012). Vocabulary and working memory in children fit with hearing aids. Journal of Speech, Language, and Hearing Research, 55, 154-167. https://doi.org/10.1044/1092-4388(2011/11-0021)

Stiles, D., McGregor, K.K., & Bentler, R.A. (2012). Wordlikeness and word learning in children with hearing loss. International Journal of Language and Communication Disorders, 1-7. https://doi.org/10.1111/j.1460-6984.2012.00199.x

McGregor, K. K., Berns, A., Owen, A.J., Michels, S., Duff, D., Bahnsen, A.J., & Lloyd, M. (2011). Associations between syntax and the lexicon among children with or without ASD and language impairment. Journal of Autism and Developmental Disorder. 42, 35-47. https://doi.org/10.1007/s10803-011-1210-4 [PMCID: PMC3177980].

McGregor, K.K., Rost, G.C., Guo, L.Y., & Sheng, L. (2010). What compounds mean to children with SLI. Applied Psycholinguistics, 31, 463–487. https://doi.org/10.1017/S014271641000007X [PMCID: PMC3354768]. | [HTML] nih.gov

Sheng, L., & McGregor, K.K. (2010). Lexical-semantic organization in children with specific language impairment. Journal of Speech, Language, and Hearing Research. 53. 146-159. https://doi.org/10.1044/1092-4388(2009/08-0160) [PMCID: PMC3328209]. | [HTML] nih.gov

Sheng, L., & McGregor, K.K. (2010). Object and action naming in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 53, 1704-1719. https://doi.org/10.1044/1092-4388(2010/09-0180 [PMCID: PMC3370825]. | [HTML] nih.gov

McGregor, K.K., Rohlfing, K., Bean, A., & Marschner, E. (2009). Gesture as a support for word learning: The case of under. Journal of Child Language, 36, 807-828. https://doi.org/10.1017/S0305000908009173 [PMCID: PMC3328788]. | [HTML] nih.gov

Booth, A.E., McGregor, K.K. & Rohlfing, K.J. (2008). Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers. Language Learning and Development, 4, 179-202. https://doi.org/10.1080/15475440802143091

McGregor, K.K., Sheng, L., & Ball, T. (2007). Complexities of expressive word learning over time. Language, Speech, and Hearing Services in Schools, 38, 353-364. https://doi.org/10.1044/0161-1461(2007/037) [PMCID: PMC2139986]. | [HTML] nih.gov

Hashimoto, N., McGregor, K.K., & Graham, A. (2007). Conceptual organization at six and eight: Evidence from the semantic priming of object decisions. Journal of Speech, Language, and Hearing Research, 50, 161-176. https://doi.org/10.1044/1092-4388(2007/014) [PMCID: PMC2139982]. | [HTML] nih.gov

Smith, B., McGregor, K.K., & DeMille, D. (2006). Phonological development in lexically precocious two-year-olds. Applied Psycholinguistics, 27, 355-375. https://doi.org/10.1017.S0142716406060310

Newman, R.M., & McGregor, K.K. (2006). Teachers and laypersons discern quality differences in narratives produced by children with or without SLI. Journal of Speech, Language, and Hearing Research, 49, 1022-1036. https://doi.org/10.1044/1092-4388(2006/073)

Sheng, L., McGregor, K.K., & Marian, V. (2006). Lexical-semantic organization in bilingual children: Evidence from a repeated word association task. Journal of Speech, Language, and Hearing Research, 49, 572-587. https://doi.org/10.1044/1092-4388(2006/041) [PMCID: PMC1894819]. | [HTML] nih.gov

Capone, N., & McGregor, K.K. (2005). The effect of semantic representation on toddlers’ word retrieval. Journal of Speech, Language, and Hearing Research, 48, 1468-1480. https://doi.org/10.1044/1092-4388(2005/102)

McGregor, K.K., Sheng, L., & Smith, B. (2005). The precocious two-year-old: Status of the lexicon and links to the grammar. Journal of Child Language, 32, 563-585. https://doi.org/10.1017/S0305000905006926

Capone, N.C., & McGregor, K.K. (2004). Gesture development: A review for clinicians and researchers. Journal of Speech, Language, and Hearing Research, 47, 173-186. https://doi.org/10.1044/1092-4388(2004/015)

McGregor, K.K., & Capone, N.C. (2004). Genetic and environment interactions in determining the early lexicon: Evidence from a set of tri-zygotic quadruplets. Journal of Child Language, 31, 311-337. https://doi.org/10.1017/S0305000904006026

Sheng, L., McGregor, K.K., & Xu, Y. (2003). Prosodic and lexical-syntactic aspects of the therapeutic register. Clinical Linguistics and Phonetics, 17, 355-363. https://doi.org/10.1080/02699200310000079985

Eyer, J.A., Leonard, L.B., Bedore, L.M., McGregor, K.K., Anderson, B., & Viescas, R.  (2002). Fast mapping of verbs by children with specific language impairment. Clinical Linguistics and Phonetics, 16, 59-77. https://doi.org/10.1080/02699200110102269

McGregor, K.K., & Appel, A.  (2002). On the relation between mental representation and naming in a child with specific language impairment. Clinical Linguistics and Phonetics, 16, 1-20. https://doi.org/10.1080/02699200110085034

McGregor, K.K., Friedman, R.M., Reilly, R.M., & Newman, R.M. (2002). Semantic representation and naming in young children.  Journal of Speech, Language, and Hearing Research, 45, 332-346. https://doi.org/10.1044/1092-4388(2002/026)

McGregor, K.K., Newman, R.M., Reilly, R.M., & Capone, N.  (2002). Semantic representation and naming in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 45, 998-1014. https://doi.org/10.1044/1092-4388(2002/081)

Kim, M., McGregor, K.K., & Thompson, C.K. (2000). Early lexical development in English- and Korean-speaking children:  Language-general and language-specific patterns. Journal of Child Language, 27, 225-254. https://doi.org/10.1017/S0305000900004104

McGregor, K.K. (2000). The development and enhancement of narrative skills in a preschool classroom:  Toward a solution to clinician-client mismatch. American Journal of Speech-Language Pathology, 9, 55-71. https://doi.org/10.1044/1058-0360.0901.55

Gerken, L., & McGregor, K.K. (1998). An overview of prosody and its role in normal and disordered child language.  American Journal of Speech-Language Pathology, 7, 38-48. https://doi.org/10.1044/1058-0360.0702.38

McGregor, K.K., & Waxman, S.R. (1998). Object naming at multiple hierarchical levels:  A comparison of preschoolers with and without word-finding deficits. Journal of Child Language, 25, 419-430. https://doi.org/10.1017/S030500099800347X

McGregor, K.K.  (1997). The nature of word-finding errors of preschoolers with and without word-finding deficits. Journal of Speech and Hearing Research, 40, 1232-1244. https://doi.org/10.1044/jslhr.4006.1232

McGregor, K.K., & Johnson, A.C. (1997). Trochaic template use in early words and phrases. Journal of Speech and Hearing Research, 40, 1220-1231. https://doi.org/10.1044/jslhr.4006.1220

McGregor, K.K., Williams, D., Hearst, S., & Johnson, A.C. (1997). The use of contrastive analysis in distinguishing difference from disorder: A tutorial. American Journal of Speech-Language Pathology, 6, 45-56. https://doi.org/10.1044/1058-0360.0603.45

Stark, R.E., & McGregor, K.K. (1997). Follow-up study of a right- and a left-hemispherectomized child: Implications for developmental language disorder. Brain and Language, 60, 222-242. https://doi.org/10.1006/brln.1997.1800

McGregor, K.K., & Windsor, J. (1996). Effects of priming on the naming accuracy of preschoolers with word finding deficits. Journal of Speech and Hearing Research, 39, 1048-1058. https://doi.org/10.1044/jshr.3905.1048

McGregor, K.K. (1994). Article use in the spontaneous samples of children with specific language impairment:  The importance of considering syntactic contexts. Clinical Linguistics and Phonetics, 8, 153-160. https://doi.org/10.3109/02699209408985303

McGregor, K.K. (1994). Use of phonological information in a word-finding treatment for children. Journal of Speech and Hearing Research, 37, 1381-1393. https://doi.org/1044/jshr.3706.1381

McGregor, K.K., & Leonard, L.B. (1994). Subject pronoun and article omissions in the speech of children with specific language impairment: A phonological interpretation. Journal of Speech and Hearing Research, 37, 171-181. https://doi.org/10.1044/jshr.3701.171

Le Normand, M.T., Leonard, L.B., & McGregor, K.K. (1993). A cross-linguistic study of article use by children with specific language impairment.  European Journal of Disorders of Communication, 28, 153-163. https://doi.org/10.3109/13682829309041463

Leonard, L.B., McGregor, K.K., & Allen, G.D. (1992). Grammatical morphology and speech perception in children with specific language impairment. Journal of Speech and Hearing Research, 35, 1076-1085. https://doi.org/10.1044/jshr.3505.1076

McGregor, K.K., & Schwartz, R.G. (1992). Converging evidence for underlying phonological representation in a child who misarticulates. Journal of Speech and Hearing Research, 35, 596-603. https://doi.org/10.1044/jshr.3503.596

Leonard, L.B., & McGregor, K.K. (1991). Unusual phonological patterns and their underlying representations: A case study. Journal of Child Language, 18, 261-271. https://doi.org/10.1017/S0305000900011053

McGregor, K.K., & Leonard, L.B. (1989). Facilitating word-finding skills of language-impaired children. Journal of Speech and Hearing Disorders, 54, 141-147. https://doi.org/10.1044/jshd.5402.141

Education & Experience

Education:

Purdue University, West Lafayette, IN, 1988-1992, Speech-Language Pathology, Ph.D. 1992

 

Purdue University, West Lafayette, IN, 1984-1987, Speech-Language Pathology, M.S. 1987

 

University of North Carolina, Chapel Hill, NC, 1982-1984, English, B.A. 1984

 

Wake Forest University, Winston Salem, NC, 1980-1982

 

 

Professional and Academic Positions:

 

Director, Center for Childhood Deafness, Language, and Learning, Boys Town National Research Hospital, 2018-

 

Senior Research Scientist, Center for Childhood Deafness, Language, and Learning, Boys Town National Research Hospital, 2017-

 

Professor, Dept. of Communication Sciences & Disorders, University of Iowa, 2008-2017

 

Associate Professor, Dept. of Speech Pathology & Audiology, University of Iowa, 2005-2008

 

Visiting Academic, Dept. of Psychology, University of Oxford, June 2003-December 2003

 

Associate Professor, Dept. of Communication Sciences & Disorders, Northwestern University, 1998-2004

 

Assistant Professor, Dept. of Communication Sciences & Disorders, Northwestern University, 1992-1998

             

Speech-Language Pathologist, 1987-1988, Bill Wilkerson Center, Vanderbilt University