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Davis School of COSD Research

Our Ph.D. faculty in the Davies School of Communication Sciences & Disorders (COSD) are actively involved in programmatic research and offer research experiences to students interested in learning more about the scholarly process.  As teacher-scholar-practitioners, our faculty are able to translate knowledge and skill from the laboratory to the classroom and the clinic. In addition to programmatic lines of research, COSD faculty have been active mentors in guiding students who pursue graduate theses, undergraduate honors research projects, and McNair Scholarship projects.

The mission of the Syntax Assessment and Intervention Lab (SAIL) is to improve the educational success of children with specific language impairment (developmental language disorder) by developing and validating language and literacy interventions and by increasing parents’ and teachers’ knowledge of language and literacy skills. SAIL is directed by Dr. Danielle Brimo and is part of the Davies School of Communication Sciences and Disorders at Texas Christian University.

Selected Publications:

Brimo, D. & Hall-Mills, S. (accepted). Evaluating the effects of genre and modality on adolescent students’ oral and written language. Clinical Linguistics and Phonetics. doi: 10.1080/02699206.2018.1504987

Brimo, D., Lund, E., & Sapp, A. (2018). Effects of type and construct when measuring children’s syntax: A meta-analysis. International Journal of Language and Communication Disorders, 53(3), 431-445. doi: 10.1111/1460-6984.12362

Brimo, D. & Melamed, T. (2017). Evaluating students’ explicit syntax knowledge. Child Language Teaching and Therapy, 33(3), 255-266. doi: 10.1177/0265659017717845

Brimo, D., Apel, K., & Fountain, T. (2017). The effects of syntactic awareness and syntactic knowledge on reading comprehension among 9th and 10th grade students. Journal of Reading Research. 40(1), 57-74.

The overarching purpose of the CHLLD research is to investigate the ways language use contributes to spoken and written word learning in monolingual and bilingual children with hearing loss. Dr. Emily Lund, director of the CHLLD lab, is currently conducting research focused on the vocabulary and literacy development of children with hearing loss and on how to best support parents to be their child’s primary language teacher.

Selected Publications:

Vocabulary Knowledge of Children With Cochlear Implants: A Meta-Analysis

Semantic richness and word learning in children with hearing loss who are developing listening and spoken language.

Synchrony of maternal auditory and visual cues about unknown words to children with and without cochlear implants.

Phonological awareness and vocabulary performance of monolingual and bilingual preschool children with hearing loss.

Print Knowledge of Preschool Children With Hearing Loss

Effects of a word-learning training on children with cochlear implants.

The Laboratory of Applied Swallowing Research (LASR) examines mechanisms impacting healthy swallow function and seeks efficacious treatments aimed at improving outcomes in individuals with swallowing disorders, known as dysphagia. Abnormal biomechanics or timing parameters impact the ability of an individual to swallow safely. Investigation of novel and existing treatments which may benefit individuals experiencing swallowing impairment is our key focus in the LASR.

Dr. Teresa Drulia, principal investigator in LASR, is currently conducting research focused on the coordination between respiration and swallowing in individuals with chronic obstructive pulmonary disease (COPD). This research line examines effects of lung volume’s impact on swallow physiology and timing in individuals with COPD.   Additional research interests include identifying effects of aging on swallowing and efficacy of dysphagia treatments in individuals with neurological impairments.

Welcome to Bilingual Education and Research Lab (BEaR lab). Our laboratory primarily investigates the development of best practices to promote language and literacy skills in children who speak Spanish, or are bilingual, with or without language disorders. Our mission is to develop strategies that support the community in the delivery of bilingual services and to disseminate the benefits of bilingual education approaches to the professional and general community.

Dr. Jean F. Rivera-Pérez, director of the BEaR lab , is currently conducting on the development of technological tools to improve vocabulary service-delivery of monolingual (English) Speech Language Pathologists and instructors for facilitation of vocabulary acquisition of bilingual children.

Selected Publications: 

Pathways to Cultural Competence: Diversity Backgrounds and Their Influence on Career Path and Clinical Care

Rivera Perez, J.F., Combs S., (2013). Supporting English and Spanish Vocabulary in English Language Learners. eHearsay, 2 (2),117-126.

Welcome to the Biofeedback Education for Speech Treatment Lab (B.E.S.T. Lab).  Our lab is directed by Dr. Ahmed Rivera Campos to conduct translational clinical research and clinical work.  Other faculty members that collaborate in the lab are Lynn Flahive CCC-SLP and Irmgard Payne CCC-SLP.  The main purpose of B.E.S.T. Lab is to expand our knowledge in the use of biofeedback technologies for the diagnostic and remediation of speech sound errors.  This includes children with residual speech sound errors, speech errors due to hearing loss, and individuals who are learning a foreign language.

Selected Publications: 

Boyce, S., Hamilton, S., Rivera-Campos, A. (2016). Acquiring rhoticity across languages: An ultrasound study of differentiating tongue movements. Clinical linguistics & phonetics, 30(3-5), 174-201

Preston, J. L., McCabe, P., Rivera-Campos, A., Whittle, J. L., Landry, E., & Maas, E. (2014). Ultrasound visual feedback treatment and practice variability for residual speech sound errors. Journal of Speech Language Hearing Research, 57(6), 2102-2115.