Nancy C. Brady
Social and Behavioral Sciences - Speech-Language-HearingProfessor
Chair, Speech-Language-Hearing
nbrady@ku.edu
Primary office:
785.864.0762
Dole Human Development Center, 3008
University of Kansas
1000 Sunnyside Ave
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
Brady, N. C., Swinburne Romine, R., Fleming, K., Holbrook, A., Muller, K., & Kasari, C. (2018). Reliability and Validity of the Communication complexity Scale [Journal Articles]. American Journal of Speech Language Pathology, 27, 237–246.
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 [Journal Articles]. American Journal of Speech Language Pathology, 26, 397–412. https://doi.org/10.1044/2016_AJSLP-15-0047
Ogletree, B., Brady, N., Bruce, S., Dean, E., Romski, M. A., Sylvester, L., & Westling, D. (2017). Mary’s case: An illustration of interprofessional collaborative practice for a child with severe disabilities [Journal Articles]. American Journal of Speech Language Pathology, 26, 217–226. https://doi.org/10.1044/2017_AJSLP-15-0065
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. [Journal Articles]. American Journal of Speech Language Pathology, 26, 227–240. https://doi.org/10.1044/2016_AJSLP-15-0166
Komesidou, R., Brady, N., Fleming, K., Esplund, A., & Warren, S. (2017). Growth of expressive syntax in children with fragile X syndrome [Journal Articles]. Journal of Speech Language Hearing Research, 60, 422–434.
Brady, N. C., & Hahn, L. J. (2017). Speech, Language, and Communication Assessments and Interventions for Individuals with Severe Intellectual and Developmental Disabilities. [Book Chapters]. In M. Wehmeyer (Ed.), A comprehensive guide to Intellectual and Developmental Disabilities (pp. 447–460). Paul H. Brookes.
Warren, S., Brady, N., Fleming, K., & Hahn, L. (2017). The longitudinal effects of parenting on adaptive behavior in children with fragile X syndrome [Journal Articles]. Journal of Autism and Developmental Disorders, 47, 768–784.
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 Articles]. Journal of Speech Language Hearing Research. Published. https://doi.org/10.1044/2016_JSLHR-L-15-0005
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 Articles]. Journal of Speech Language Hearing Research. Published. https://doi.org/10.1044/2016_JSLHR-L-15-0313
Brady, N. C., & Keen, D. (2016). Individualized assessment of prelinguistic communication [Book Chapters]. 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 [Book Chapters]. 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., Bruce, S. S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B., Paul, D., Romski, M. 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 [Journal Articles]. American Journal on Intellectual and Developmental Disabilities, 121(2), 121–138.
Keen, D., Meadan, H., Brady, N. C., & Halle, J. (Eds.). (2016). Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum [Books]. Springer.
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? [Journal Articles]. American Journal on Intellectual and Developmental Disabilities, 120(5), 412–432.
Brady, N. C., Storkel, H. L., Bushnell, P., Barker, R. M., Saunders, K., Daniels, D., & Fleming, K. (2015). Investigating a multimodal intervention for children with limited expressive vocabularies associated with Autism [Journal Articles]. American Journal of Speech Language Pathology, 24(3), 438–459.
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 [Journal Articles]. Augmentative and Alternative Communication , 30(2), 147–159. https://doi.org/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 [Journal Articles]. 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 Articles]. 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 [Journal Articles]. 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 Articles]. 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 [Journal Articles]. American Journal of Speech Language Pathology, 21, 16–28.
Selected Grants
Kansas Intellectual and Developmental Disabilities Reseach Center Center Grant: Research Component. 1U54HD090216-01. NIH. $1201100.00. (10/1/2016 - 9/30/2021). Federal. Status: Funded. Brady role -Principle investigator for research component
The effects of parenting on the development and behavior of FXS adolescents. NIH0073685. NIH. $3264585.00. Submitted 7/1/2015 (4/1/2016 - 6/30/2021). Federal. Status: Funded
Measuring Early Communication Development in Children with ASD. DED0075122. US Dept of Education, Institute of Education Sciences. $1563825.00. Submitted 8/3/2015 (7/1/2016 - 6/30/2019). Federal. Status: Funded
The CCS: A Treatment Outcome Measure for Individuals with Severe ID. NIH0070511. NICHD, NIH. $1693420.00. (5/15/2013 - 5/1/2018). 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?
