Research

Ongoing Projects
Published Research
Collaborations

Here is some of our published research, including publications and presentations.

Publications

(*student)

Lee*, J., Sone*, B., Rooney*, T., & Roberts, M. Y. (2023). The Role of Naturalistic Developmental Behavioral Interventions in Early Intervention for Autistic Toddlers: An Observational Study. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2022_AJSLP-22-00190 [Free Version]

Lee*, J., Kaat, A. J., & Roberts, M. Y. (2022). Involving Caregivers of Autistic Toddlers in Early Intervention: Common Practice or Exception to the Norm? American Journal of Speech-Language Pathology, 31(4), 1755–1770. https://doi.org/10.1044/2022_AJSLP-21-00246 [Free Version].

Jones*, M. K., Zellner*, M. A., Hobson, A. N., Levin, A., & Roberts, M. Y. (2022). Understanding caregiver satisfaction with a telediagnostic assessment of autism spectrum disorder. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2021_ajslp-21-00139

Roberts, M. Y., Thornhill, L., Lee*, J., Zellner*, M. A., Sudec, L., Grauzer, J., & Stern, Y. S. (2022). The impact of COVID-19 on Illinois early intervention services. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2021_ajslp-21-00112.

Sone*, B. J., Kaat, A. J., & Roberts, M. Y. (2021) Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types. Autism. https://doi.org/10.1177/13623613211015003. [Free Version].

Sone*, B. J., Lee*, J., & Roberts, M. Y. (2021). Comparing instructional approaches in caregiver-implemented intervention: An interdisciplinary systematic review and meta-analysis. Journal of Early Intervention. https://doi.org/10.1177/1053815121989807. [Free Version].

Hampton, L.H., Roberts, M.Y., Anderson, E., Hobson, A.N., Kaat, A.J., Bishop, S.L., Krogh-Jespersen,S., Wakshlag, L.S. & Bevans, K.B. (2020). Brief Report: What Diagnostic Observation Can Teach Us About Disruptive Behavior in Young Children with Autism. Journal of Developmental & Behavioral Pediatrics. https://doi.org/10.1097/dbp.0000000000000857 [Free Version]

Roberts, M.Y., Sone, B.J., Zanzinger, K.E., Bloem, M.E., Kulba, K., Schaff, A., Davis, K.C., Reisfeld, N., & Goldstein, H. (2020). Trends in Clinical Practice Research in ASHA Journals: 2008–2018. American Journal of Speech-Language Pathology, 29(3), 1629-1639. https://doi.org/10.1044/2020_AJSLP-19-00011 [Free Version]

Roberts, M.Y., Rosenwasser, J., Phelan, J., Hampton, L.H. (2020). Improving pediatric hearing testing for children with developmental delays: The effects of video modeling on child compliance and caregiver stress. Journal of the American Academy of Audiology, 31(5), 310-316. https://doi.org/10.3766/jaaa.18070 [Free Version]

Jones*, M.K., Kraus, N., Bonacina, S., Nicol, T., Otto-Meyer, S., & Roberts, M.Y. (2020). Auditory processing differences in toddlers with Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research, 1-10. https://doi.org/10.1044/2020_JSLHR-19-00061 [Free Version]

Scherer, N.J., Kaiser, A.P., Frey, J.R., Lancaster, H.S., Lien, K., & Roberts, M.Y. (2020). Effects of a naturalistic intervention on the speech outcomes of young children with cleft palate. International Journal of Speech-Language Pathology, 1-11. https://doi.org/10.1080/17549507.2019.1702719 [Free Version]

Avivi-Reich, M., Roberts, M.Y., & Grieco-Calub, T.M. (2020). Quantifying the effects of background speech babble on preschool children's novel word learning in a multisession paradigm: A preliminary study. Journal of Speech, Language, and Hearing Research, 63(1), 345-356. https://doi.org/10.1044/2019_JSLHR-H-19-0083 [Free Version]

Scherr, C.L., Getachew-Smith, H.J., Sudec, L., Brooks, J.J., & Roberts, M.Y. (2020). Parents’ sensemaking processes in the identification of developmental delays and engagement with early intervention services. Social Science & Medicine, 255(C). https://doi.org/10.1016/j.socscimed.2020.112941 [Free Version]

Manning, B. L., Roberts, M. Y., Estabrook, R., Petitclerc, A., Burns, J. L., Briggs-Gowan, M., ... & Norton, E. S. (2019). Relations between toddler expressive language and temper tantrums in a community sample. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2019.101070 [Free Version]

Su*, P.L., Roberts, M.Y. (2019). Quantity and quality of parental utterances and responses to children with hearing loss prior to cochlear implant. Journal of Early Intervention. https://doi.org/10.1177%2F1053815119867286 [Free Version]

Roberts, M.Y., Curtis*, P.R., Sone*, B.J., Hampton, L.H. (2019). Association of parent training with child language development: A systematic review and meta-analysis. JAMA Pediatrics. https://doi.org/10.1001/jamapediatrics.2019.1197 [Free Version]

Heidlage, J.K., Cunningham, J.E., Kaiser, A.P., Trivette, C.M., Barton, E.E., Frey, J.R., Roberts, M.Y. (2019). The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2018.12.006 [Free Version]

Roberts, M.Y. (2019). Seeing autism signs? Speak up and guide parents to see them too. The ASHA Leader. https://doi.org/10.1044/leader.FTR1.24042019.46

Roberts, M.Y., Stern*, Y. , Hampton, L.H., Grauzer, J.M., Miller, A. , Levin, A. , Kornfeld, B. , Davis, M.M., Kaat, A. and Estabrook, R. (2018). Beyond pass‐fail: Examining the potential utility of two thresholds in the autism screening process. Autism Research. https://doi.org/10.1002/aur.2045 [Free Version]

Roberts, M. Y. (2018). Parent-implemented communication treatment for infants and toddlers with hearing loss: A randomized pilot trial. Journal of Speech, Language, and Hearing Research, 1-10. https://doi.org/10.1044/2018_JSLHR-L-18-0079 [Free Version]

Roberts, M. Y., Curtis, P., Estabrook, R., Norton, E. S., Davis, M. M., Burns, J., ... & Wakschlag, L. S. (2018). Talking Tots and the Terrible Twos: Early Language and Disruptive Behavior in Toddlers. Journal of Developmental & Behavioral Pediatrics. https://doi.org/10.1097/dbp.0000000000000615 [Free Version]

Hampton, L. H., Curtis, P. R., & Roberts, M. Y. (2018). Autism at a glance: A pilot study optimizing thin-slice observations. Autism, 1-9. https://doi.org/10.1177%2F1362361318792872 [Free Version]

Curtis*, P. R., Frey, J. R., Watson, C. D., Hampton*, L. H., & Roberts, M. Y. (2018). Language disorders and problem behaviors: A meta-analysis. Pediatrics, 142(2). https://doi.org/10.1542/peds.2017-3551 [Free Version]

Feng, G., Ingvalson, E. M., Grieco-Calub, T. M., Roberts, M. Y., Ryan, M. E., Birmingham, P., ... & Wong, P. C. (2018). Neural preservation underlies speech improvement from auditory deprivation in young cochlear implant recipients. Proceedings of the National Academy of Sciences, https://doi.org/10.1073/pnas.1717603115 [Free Version]

Hampton*, L. H., Kaiser, A. P., and Roberts, M. Y. (2017). One-year language outcomes in toddlers with language delays: An RCT follow-up. Pediatrics, 140(5). https://doi.org/10.1542/peds.2016-3646 [Free Version]

Roberts, M. Y. & Hampton*, L. H. (2017). Exploring cascading effects of multimodal communication skills in infants with hearing loss. Journal of Deaf Studies and Deaf Education, 1-11. https://doi.org/10.1093/deafed/enx041 [Free Version]

Curtis*, P. R., Kaiser, A. P., Estabrook, R. and Roberts, M. Y. (2017). The longitudinal effects of early language intervention on children's problem behaviors. Child Development, 1-17. https://doi.org/10.1111/cdev.12942 [Free Version]

Kaiser, A. P., Scherer, N. J., Frey, J. R., & Roberts, M. Y. (2017). The effects of enhanced milieu teaching with phonological emphasis on the speech and language skills of young children with cleft palate: A pilot study. American Journal of Speech-Language Pathology, 26(3), 806-818. https://doi.org/10.1044/2016_AJSLP-16-0008 [Free Version]

Stern*, Y. S., Maltman, N., & Roberts, M. Y. (2017). The influence of maternal pragmatics on the language skills of children with autism. Journal of Developmental and Behavioral Pediatrics, 38(5), 339-344. https://doi.org/10.1097/dbp.0000000000000445 [Free Version]

More publications.

Bauer, S. C., Labroo, A. A., & Roberts, M. Y. (2016). Happy to Help: Research Shows How Caregiver Happiness Is Critical as More Children Affected by Autism. The Huffington Post.

Roberts, M., & Kaiser, A. (2015). Early intervention for toddlers with language delays: A randomized controlled trial. Pediatrics, 135(4), 686–693. https://doi.org/10.1542/peds.2014-2134 [Free Version]

Roberts, M., Kaiser, A., Wolfe, C., Bryant, J., & Spidalieri, A. (2014). The effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children’s expressive language skills. Journal of Speech, Language, and Hearing Research, 57, 1851-1869 https://doi.org/10.1044/2014_JSLHR-L-13-0113 [Free Version]

Roberts, M. (2014). Parenting interventions for children with cerebral palsy: Insufficient quality and quantity of evidence. Evidence-Based Communication Assessment and Intervention, 8, 1-4. https://doi.org/10.1080/17489539.2014.925270 [Free Version]

Kaiser, A., & Roberts, M. (2013). Parents as communication partners: An evidence-based strategy for improving parent support for language and communication in everyday settings. Perspectives on Language Learning and Education, 20, 96-111. https://doi.org/10.1044/lle20.3.96 [Free Version]

Wright, C., Kaiser, A., Reikowsky, D., & Roberts, M. (2013). Effects of a naturalistic sign intervention on expressive language of toddlers with Down syndrome. Journal of Speech, Language, and Hearing Research, 56, 994-1008. https://doi.org/10.1044/1092-4388(2012/12-0060)

Kaiser, A., & Roberts, M. (2013). Parent-implemented Enhanced Milieu Teaching with preschool children with intellectual disabilities. Journal of Speech, Language, and Hearing Research, 56, 1-12. https://doi.org/10.1044/1092-4388(2012/11-0231) [Free Version]

Kaiser, A., & Roberts, M. (2012). Advances in early communication and language intervention. Journal of Early Intervention, 33(4), 298-309. https://doi.org/10.1177%2F1053815111429968 [Free Version]

Lipsey, M. W., Puzio, K., Yun, C., Hebert, M. A., Steinka-Fry, K., Cole, M. W., Roberts, M., Anthony, K. S., & Busick, M. D. (2012). Translating the Statistical Representation of the Effects of Education Interventions into More Readily Interpretable Forms. (NCSER 2013-3000). Washington, DC: U.S. Government Printing Office.

Roberts, M., & Kaiser, A. (2012). Assessing the effects of a parent-implemented language intervention for children with language impairments using empirical benchmarks: A pilot study. Journal of Speech, Language, and Hearing Research, 55, 1-16. https://doi.org/10.1044/1092-4388(2012/11-0236) [Free Version]

Roberts, M., & Kaiser, A. (2011). The Effectiveness of parent implemented language interventions: A meta-analysis. American Journal of Speech Language Pathology, 20, 180-199. https://doi.org/10.1044/1058-0360(2011/10-0055) [Free Version]

Kaiser, A., Roberts, M., & McLeod, R. (2010). Young children with language impairments: Challenges in transition to reading. In Neuman, S. B. & Dickinson, D. K. (Eds.), Handbook of early literacy research (pp.153-171). New York: Guilford Press.

Kaiser, A., Nietfeld, J., & Roberts, M. (2010). Applying evidence-based practices to support communication with children who have autism spectrum disorders [Monograph]. ,i>Young Exceptional Children, 13, 39-53.

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Presentations

(*student)

Gifford, R., Kujawa, S., Duff, M., Roberts, M. Y. , Walker, E., Camarata, S. (2018, November). 1739: Successful Research Grant Writing in Communication Sciences and Disorders: Advice from the Experts. Seminar presented at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.

Zanzinger, K. E., Bloem, M. E., Strauss, M. A., Roberts, M. Y. (2018, November). 1332: Partnering in Play: Teaching Caregivers to Support Language Development Through Play . Seminar presented at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.

Roberts, M. Y., Sone*, B., Bell, C., Borsenberger, G., Davis, K., Drake, L., Kennedy, A., Kulba, K., Reisfeld, N., Rooney, T., Schaff, A., Sweeney, A., Tierney, E., Wacker, J., Godstein, H. (2018, November). 6175: Trends in Clinical Practice Research in ASHA Journals: A Barrier to Implementing EBP?. Poster presented at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.

Roberts, M. Y. (2018, November). 1113: Crucial Conversations: An SLP’s Role in Diagnosing Autism. Seminar presented at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.

Avivi-Reich, M., Roberts, M. Y., & Grieco-Calub, T. M. (2018). Quantifying the effects of background babble on preschool children’s novel word learning in a multi-session paradigm. The Journal of the Acoustical Society of America, 144(3), 1964-1964.

Abowd, A., Sone*, B., Schott, S., Ignaciuk, P., Grauzer, J., Hampton, L., & Roberts, M. (2018, June). Listening in: Comparing measures of child language across multiple populations. Poster presented at the Symposium on Research in Child Language Disorders. Madison, WI.

Curtis*, P., Kaiser, A., & Roberts, M. (2018, June). Semantic development in young children with language delays: Effects of a parent-implemented language intervention. Poster presented at the Symposium on Research in Child Language Disorders. Madison, WI.

Hadley, P., Kaiser, A., & Roberts, M. (2018, June). Early intervention and language delay profile influence toddlers’ grammatical growth. Paper presented at the Symposium on Research in Child Language Disorders. Madison, WI.

Jones, M., Curtis, P., & Roberts, M. (2018, June). Differences in parental electrodermal activity (EDA) in response to directed and non-directed child communication. Poster presented at the Symposium on Research in Child Language Disorders. Madison, WI.

Sone*, B., Abowd, A., Schott, S., Ignaciuk, P., Grauzer, J., Hampton, L., & Roberts, M. (2018, June). Listening in: Comparing parent language in LENA recordings to parent-child play-based interactions across populations. Paper presented at the Symposium on Research in Child Language Disorders. Madison, WI.

Stern*, Y., Meyer, K., & Roberts, M. (2018, June). Acoustic and gestural highlighting in maternal speech directed at infants with hearing loss. Poster presented at the Symposium on Research in Child Language Disorders. Madison, WI.

Badal*, H. J., Scherr, C. L., Sudec, L. J., Dolezal, A., Marshall-Fricker, C., & Roberts, M. (2018, April). Sources of tension during the evaluation and therapy process among parents of children with developmental delays. Poster presented at the Annual Meeting and Scientific Sessions of the Society of Behavioral Medicine, New Orleans, LA.

Kaplan, S. & Roberts, M. (2017, November). Prevalence and impact of math anxiety in SLP graduate students. Poster presented at the American Speech-Language-Hearing Association Conference, Los Angeles, CA.

The EIRG’s research is funded by the NIH – National Institute of Deafness and Communication Disorders (NIDCD) and the Department of Education – Institute of Education Sciences (IES). We currently have four active federally funded research grants. In addition to these projects, we are also completing several other student-initiated research projects.

We believe that families are the experts on their child’s development. We collaborate with parents, caregivers, and clinicians to enhance child social communication. Using research-supported strategies, we encourage families to use these skills in naturalistic and everyday routines. We believe that the best therapy activities are the ones that a family does often, values, and enjoys.

Reduce The Wait

The Reduce the Wait project is a federally funded research study that will provide autism evaluations to over 1,000 children enrolled in the Illinois Early Intervention program.

The problem: Long waitlists for autism evaluations for children enrolled in EI

Our goal: To find new and quicker ways to diagnose autism in young children. We want to make the autism diagnostic process efficient, accurate, and supportive for families of children enrolled in Early intervention (EI).

Our approach: Increase the number of people qualified to provide an autism diagnosis (for example, early intervention clinicians, like speech and developmental therapists).

For Caregivers	For Providers
Promotional Video	Promotional Video
Flyer	Flyer
Participate	Participate

Communication Intervention for Toddlers with Hearing Loss

Click here to participate in this study!

This project focuses on improving language outcomes for children with hearing loss.

You could be eligible if:

Your child is less than 19 months old
Your child has hearing loss in both ears
Your child uses a hearing device in both ears
Your child has a primary caregiver who understands spoken English

You could:

Receive up to $950 for your family’s time over the 24-month study
Participate in activities occur over video calls during a time that is convenient for you
Learn how to support your child’s growth and development
Receive an iPad (and potentially cellular service) during your participation

This project has been reviewed and approved by an Institutional Review Board (STU00208785) with Dr. Megan Roberts as the Principal Investigator.

Click here to view and download the Communication Intervention flyer

Click here to view this clinical trial on clinicaltrials.gov

Maximizing Outcomes for Preschoolers with Developmental Language Disorders Project

Click here to participate in this study!

This project focuses on improving language outcomes for children with expressive and receptive language delays.

You could be eligible if:

Your child is less than 31 months old
You are concerned about your child’s language development
Your child has no other diagnoses that influence his/her development
Your child’s primary caregiver uses only English with him/her.

You could:

Receive up to $1,150 for your family’s time over the 19-month study
Participate in activities over video calls during a time that is convenient for you
Learn how to support your child’s growth and development
Receive an iPad (and potentially cellular service) during your participation

This project has been reviewed and approved by an Institutional Review Board (STU00207758) with Dr. Megan Roberts, Dr. Ann Kaiser, and Dr. Pamela Hadley as Principal Investigators.

Click here to view and download the Maximizing Outcomes for Preschoolers flyer

Click here to view this clinical trial on clinicaltrials.gov

Computerized Intervention for Children with Hearing Loss

Click here to participate in this study!

This project examines the effects of a computerized training program on early literacy skills in children with hearing loss. Children will participate in a computerized training program three times a week, for 30 minutes a session for 8 weeks. Comprehensive language assessments will occur before and after the training. All sessions can take place in your home.

You could be eligible if:

Your child is 5-7 years old
Your child uses a hearing aid or cochlear implant
Your child uses and understands spoken English
You live in the Chicagoland area

You will receive:

Standardized language assessments
Computerized training for your child to work on academic skills
Compensation for your time

This project has been reviewed and approved by an Institutional Review Board (STU00203401) with Dr. Megan Roberts as the Principal Investigator.

Click here to view and download the Computerized Intervention flyer

Click here to view this clinical trial on clinicaltrials.gov

Early Intervention Research Group – Parent Registry

This research registry is for parents of children younger than 10 years old.

Participating in the registry allows members of the EIRG to tell you about current and future research opportunities for you and your child!

Click here to open the Parent Registry

Early Intervention Research Group – Provider Registry

This research registry is for clinicians and providers working with young children with developmental disabilities.

Participating in the registry allows members of the EIRG to tell you about current and future research opportunities that you may be eligible to participate in!

This will also add you to our listserv to learn about upcoming free CEU events, including webinars and seminars on evidenced-based practices.

Click here to open the Provider Registry