Nancy C. Brady
College of Liberal Arts and Sciences - Speech-Language-HearingRoom 3008
Teaching Interests
- Individuals with intellectual disabilities
- Research methods
- Language disorders
- Autism
- Language Development
Research
Nancy Brady studies the development of communication and language in young children and in individuals with developmental disabilities and autism. Her research has focused on describing development of gestures and prespeech vocalizations, beginning augmentative communication use, and negotiations of conversational breakdowns.
Research Interests
- Prelinguistic communication
- Communication interventions for children with developmental disabilities
- Augmentative communication
- Communication development in children with autism, fragile X syndrome and deaf-blindness
Service
Nancy Brady is past Chairperson for the National Joint Committee on Communication needs for Persons with Severe Disabilities; an associate editor for the American Journal of Speech Language Pathology and an advisory board member for Community Living Opportunities.
Selected Publications
Warren, S. Brady, N. Fleming, K. & Hahn, L. (2017). The longitudinal effects of parenting on adaptive behavior in children with fragile X syndrome. Journal of Autism and Developmental Disorders, 47, 768-784.
Barton-Hulsey, A. Wegner, J. Brady, N. Bunce, B. & Sevcik, R. (2017). Comparing the effects of SGD display organization on symbol comprehension and use by three children with developmental delays. American Journal of Speech Language Pathology, 26, 227-240. DOI:10.1044/2016_AJSLP-15-0166
Brady, N. C., & Hahn, L. J. (2017). Speech, Language, and Communication Assessments and Interventions for Individuals with Severe Intellectual and Developmental Disabilities. In M. Wehmeyer (Ed.), A comprehensive guide to Intellectual and Developmental Disabilities (pp. 447-460). Baltimore, MD: Paul H. Brookes.
Komesidou, R. Brady, N. Fleming, K. Esplund, A. & Warren, S. (2017). Growth of expressive syntax in children with fragile X syndrome. Journal of Speech Language Hearing Research, 60, 422-434.
Schmidt-Nailor, A. Saunders, K. & Brady, N. C. (2017). Developing the alphabetic principle to aid text-based AAC use by adults with low speech intelligibility and intellectual disabilities. American Journal of Speech Language Pathology, 26, 397-412. DOI:10.1044/2016_AJSLP-15-0047
Ogletree, B. Brady, N. Bruce, S. Dean, E. Romski, A. Sylvester, L. & Westling, D. (2017). Mary's case: An illustration of interprofessional collaborative practice for a child with severe disabilities. American Journal of Speech Language Pathology, 26, 217-226. DOI:10.1044/2017_AJSLP-15-0065
Keen, D., Meadan, H., Brady, N. C., & Halle, J. (Eds.). (2016). Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum. Singapore: Springer.
Brady, N. C., Bruce, S. S., Goldman, A. Erickson, K. Mineo, B. Ogletree, B. Paul, D. Romski, A. Sevcik, R. Siegel, E. Schoonover, J. Snell, M. Sylvester, L. & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121-138.
Thiemann-Bourque, K. Brady, N. McGuff, S. Stump, K. & Naylor, A. (2016). PECS and Pals: A peer-mediated AAC intervention for minimally verbal preschoolers with autism. Journal of Speech Language Hearing Research. DOI:10.1044/2016_JSLHR-L-15-0313
Hahn, L. J., Brady, N. C., Fleming, K. K., & Warren, S. F. (2016). Joint engagement and early language in young children with fragile X syndrome. Journal of Speech Language Hearing Research. DOI:10.1044/2016_JSLHR-L-15-0005
Brady, N. C., & Keen, D. (2016). Individualized assessment of prelinguistic communication. In D. Keen, H. Meadan, N. Brady, & J. Halle (Eds.), Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. 101-121).
Bradock, B. & Brady, N. C. (2016). Prelinguistic communication and joint attention. In D. Keen, H. Meadan, N. Brady, & J. Halle (Eds.), Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. 33-51). Springer.
Brady, N. C., Storkel, H. L., Bushnell, P. Barker, M. Saunders, K. Daniels, D. & Fleming, K. (2015). Investigating a multimodal intervention for children with limited expressive vocabularies associated with Autism. American Journal of Speech Language Pathology, 24(3), 438-459.
Hahn, L. J., Brady, N. C., Warren, S. F., & Fleming, K. K. (2015). Do children with fragile X syndrome show declines or plateaus in adaptive behavior? American Journal on Intellectual and Developmental Disabilities, 120(5), 412-432.
Brady, N. C., Anderson, C. Hahn, L. Obermeier, S. M., & Kapa, L. (2014). Eye tracking as a measure of receptive vocabulary in children with autism spectrum disorders. Augmentative and Alternative Communication, 30(2), 147-159. DOI:10.3109/07434618.2014.904923
Hahn, L. Zimmer, B. J., Brady, N. C., Swinburne Romine, R. & Fleming, K. (2014). Role of maternal gesture use in speech use by children with Fragile X syndrome. American Journal of Speech Language Pathology, 23, 146-159.
Brady, N. C., Warren, S. Fleming, K. K., Keller, J. & Sterling, A. (2014). The effect of sustained maternal responsivity on later vocabulary development in children with Fragile X Syndrome. Journal of Speech Language Hearing Research, 57(1), 212-226.
Kasari, C. Brady, N. C., Lord, C. & Tager-Flusberg, H. (2013). Assessing the minimally verbal school-aged child with Autism Spectrum Disorder. Autism Research, 6(6), 479-493.
Brady, N. Thiemann-Bourque, K. Fleming, K. & Matthews, K. (2013). Predicting Language Outcomes for Children Learning AAC: Child and Environmental Factors. Journal of Speech Language Hearing Research, 56(5), 1595-1612.
Brady, N. Fleming, K. Thiemann-Bourque, K. Olswang, L. Dowden, P. & Saunders, M. (2012). Development of the Communication Complexity Scale. American Journal of Speech Language Pathology, 21, 16-28.
Selected Grants
Colombo, John, (Principal), Smith, Peter , (Principal), Brady, Nancy C., (Principal), Storkel, Holly, (Co-Investigator), Warren, Steve, (Co-Investigator), Fleming, Kandace, (Co-Investigator), Kansas Intellectual and Developmental Disabilities Reseach Center Center Grant: Research Component, 1U54HD090216-01, NIH, $1,201,100, (10/01/2016 - 09/30/2021) . Federal. Status: Funded.
Brady, Nancy, (Co-Principal), Fleming, Kandace, (Co-Principal), Warren, Steve, (Principal), The effects of parenting on the development and behavior of FXS adolescents, NIH0073685, NIH, $3,264,585, Submitted 07/01/2015 (04/01/2016 - 06/30/2021) . Federal. Status: Funded.
Brady, Nancy, (Principal), Measuring Early Communication Development in Children with ASD, DED0075122, US Dept of Education, Institute of Education Sciences, $1,563,825, Submitted 08/03/2015 (07/01/2016 - 06/30/2019) . Federal. Status: Funded.
Brady, Nancy C., (Principal), Fleming, Kandace, (Co-Principal), Thiemann-Bourque, Kathy , (Co-Principal), The CCS: A Treatment Outcome Measure for Individuals with Severe ID, NIH0070511, NICHD, NIH, $1,693,420, (05/15/2013 - 05/01/2018) . A Communication measure for individuals with severe intellectual disabilities is being standardized and validated for future researchers and clinicians. Federal. Status: Funded.
Associate Professor, Schiefelbusch Institute for Life Span Studies
Research Interests: The development of prelinguistic communication in children with developmental disabilities. How can prelinguistic mileau teaching prepare children for communication later in their development? How do children with developmental disabilities learn to repair communication breakdowns by using gestures? Can mothers learn communication strategies that facilitate children's use of communication repairs? How do mothers of children with Fragile X Syndrome communicate with their children?
