Faculty Research Interests
Dr. Valarie Fleming
- Cognitive-Linguistic Aging
- Mild Cognitive Impairment (MCI)
Dr. Rahul Chakraborty
- Speech Kinematics
Dr. Celeste Domsch
- Late Talkers
- Literacy Interventions
Dr. Maria Diana Gonzales
- Developmental Outcomes in Infants
- Emergent Literacy in Bilingualism
Dr. Farzan Irani
- Treatment Outcomes in Stuttering
Dr. Maria Resendiz
- Language Learning in Bilingual Populations
- Post-graduate Clinical Training
Dr. Amy Louise Schwarz
- Clinical Decision-Making
- Clinical Education
Dr. Ranjini Mohan
- Neural Basis of Language and Cognition
Chair and Associate Professor
Dr. Fleming's research interests include understanding the effects of cognitive impairments on communication ability in adults. Specifically, her interests focus on executive and memory processes and how they influence the comprehension and production of discourse in clinical and nonclinical populations of adults. Dr. Fleming is also interested in examining cultural influences on the access and utilization of community and therapeutic services in normal and disordered populations. Current research projects include Cognitive Flexibility and Discourse Production in Older and Younger Adults, Discourse Production in Mild Cognitive Impairment (MCI), and Health Literacy in Older and Younger Adults.
Dr. Chakraborty's interests focus on how linguistic constructs (e.g. phonological, morphosyntactic) are instantiated biologically. Using OPTOTRAK 3D motion sensors, he explores how interaction between first and second language is reflected in speech kinematics and in perception of accent. In addition, he explores linguistic behaviors (production and perception) of monolingual speakers living in the remote areas of India.
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Dr. Domsch's research interests include lexical growth in children who are late to talk, and she is now collecting data on longer-term outcomes in this population. She has co-authored a publication on the development of C-V coarticulation and has presented at regional and national conferences.
Dr. Gonzales' research interests include the developmental outcomes of infants discharged from Neonatal Intensive Care units. Additional research interests include the parent-child interaction skills exhibited by bilingual parents with typically developing and language disordered infants as well as the emergent literacy skills of typically developing and language disordered bilingual preschoolers. Dr. Gonzales is also interested in developing more effective methods of student mentoring and infusing diversity issues into the curriculum.
Dr. Irani’s research interests include evaluating treatment outcomes in stuttering. He is interested in evaluating long-term treatment outcomes for adolescents and adults who stutter attending intensive stuttering therapy programs. He is also interested in the application of telepractice to stuttering therapy. He has co-authored publications evaluating treatment outcomes for intensive stuttering therapy and psychosocial aspects of stuttering.
Ms. Resendiz earned her Ph.D. at the University of Texas at Austin, where she also earned her bachelor’s and master’s degrees. Her research interests include how children learn language, specifically the role of children’s experience with English in learning English grammar. She has publications on language learning within the context of narratives with children from culturally and linguistically diverse backgrounds and has presented at national conferences.
Dr. Schwarz's research interests include translating basic research on early language development and preliteracy into applied research that informs clinical practice and language intervention. She is particularly interested in identifying the social, linguistic, and perceptual cues young children use to acquire verbs. As she identifies these cues in children developing language in a typical fashion, she will design and test the efficacy of simple no cost treatments for children across clinical populations.
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Ms. Bowers’ research interests include family dynamics in the therapy treatment process and family training programs for facilitating therapeutic techniques. She also has an interest in feeding development outcomes of premature infants following discharge from the Neonatal Intensive Care Unit (NICU).
Dr. Galemore graduated with a bachelor's degree in communication sciences and disorders from Truman State University, Kirksville, Mo., and received her doctorate of audiology from The University of Kansas. She is interested in research involving cochlear implants and language development of children with cochlear implants.
Jennifer L. Johnson, M.S. CCC-SLP holds a bachelor of fine arts in musical theatre performance from Western Michigan University and received a master of science in communication disorders from Texas State University. She has been active in research with the American Institute of Voice and Ear Research and with the Department of Otolaryngology-Head and Neck Surgery at Drexel University College of Medicine.
Linda Johnson's research interests are: successful dysphagia management techniques, development of an artificial pharynx, the relationship between cochlear implant and literacy development and age effects on stroke recovery.
Mrs. Stiritz 's research is in the area of auditory processing disorders. She is one of few audiologists performing this type of assessment in Central Texas. Specifically, she is interested in the effects of auditory processing disorders on learning to read. She also is involved in establishing effective remediations for this type of problem.
Mr. Tipps speech pathology professional experience includes employment in the pediatric home health and adult rehabilitation settings. His research interests include language development in monolingual and bilingual children and dysphagia management techniques across the lifespan.
Mrs. Wendel's research interests include literacy acquisition in children with Autism, cognitive factors influencing the acquisition of communication skills in children with autism/ASD, technology applications in clinical service delivery, student outcomes in clinical education and training, and the relationship between gender and maternity/paternity on scoring procedures of standardized tests.