Rhea Paul PhD, CCC-SLP

Professor (Adjunct) in the Child Study Center

Research Interests

child language disorders; speech perception; prosody; autism spectrum disorders language-based literacy skills

Current Projects

Studies of Pragmatics and Prosody in Speakers with ASD
A Randomized Controlled Trial of Two Methods of Inducing Speech in Nonspeaking Preschoolers with ASD
Studies of speech, language and communication in toddlers with ASD
Studies of auditory preferences, prespeech vocalization and communication in infant siblings of children with ASD
Improving preliteracy skills in inner-city preschoolers through teacher education in strategies for language stimulation

Research Summary

Yale Child Study Center's Laboratory of Developmental Communication Disorders studies auditory preferences, prespeech vocalizations, speech, language, communication, and literacy in children with autism spectrum disorders and related conditions.

Extensive Research Description

My research concerns speech, language, and communication in children with developmental disabilities.

Selected Publications

  • Paul, R., Orlovski, S., Marchinko, H. & Volkmar, F. (2009) Conversational Behaviors in Youth with High-Functioning Autism and Asperger Syndrome. Journal of Autism and Developmental Disorders, 39, 115-125.
  • Diehl, J. & Paul, R. (2009). Commentary on the assessment of prosodic disorders and neurological theories of prosody. International Journal of Speech-Language Pathology, 44, 287-292.
  • Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R., Rice, M., Stoel-Gammon, Wetherby, A., & Yoder, P. (2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 52, 643-652.
  • Paul, R. (2008). Interventions to improve communication in autism. Child and Adolescent Psychiatric Clinics of North America, 17, 835-856.
  • Paul, R., Chawarska, K., & Volkmar, F. (2008). Differentiating ASD from DLD in toddlers. Perspectives on Language Learning and Education, 15, (3), 101-111.

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