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Paul Jordan Yoder's Vita Last updated: 3/2016

Personal Information Office email: paul.yoder@vanderbilt.edu Office phone: 615-322-8464 http://vkc.mc.vanderbilt.edu/yoder/

Current Faculty Rank/Roles Full Professor with tenure, 9/02 – present. Special Education, Peabody College, Vanderbilt University Research professor, 1/11 – present. Hearing and Speech Sciences, Vanderbilt University (secondary appointment) Research professor, 1/11 – present. Psychological Sciences, Vanderbilt University (secondary appointment) Investigator, 9/86 - present. Vanderbilt Kennedy Center, Vanderbilt University

Areas of Specialization

Communication and language development in young children with disorders. Child, parental, community, and intervention influences on communication and language development in toddlers and preschoolers with developmental disorders. In the treatment testing area, I’ve tested the efficacy or relative efficacy of Milieu Communicating Teaching and its variants, Broad Target Recasts, Hanen’s More Than Words, Early Start Denver Model, Autism Partnership’s Discrete Trial Training, Picture Communication System, and Ingersoll’s ImPACT. In the measurement area, I’ve written a textbook and teach a graduate-level class on observational measurement of behavior. I’ve designed coding systems measuring prelinguistic communication, emerging language use, parental responsivity, object interest, and object play diversity and level (from a cognitive perspective). I’ve used event-related potentials to measure speed of speech processing, speech discrimination, word recognition, and tactile perception and have designed software to derive event-related potential variables using a normative approach. Using heart variability, I’ve measured attention to child-directed speech in children with autism. In the quantitative area, I’ve developed quantitative methods for the immediate contingencies between events or behavior (i.e., sequential analysis) and for controlling experiment-wise error due to multiple significance testing. In the research design area, I teach a class on group research designs, have written papers on moderators of treatment effects and the influence of delayed changes in dependent variables after the onset of the treatment phase on experts’ judgments of a functional relation in multiple-baseline across participant graph sets. In the meta-analytic area, I’ve demonstrated methods of synthesizing single subject and group experiments with attention to multiple dependent variables within studies and types of dependent variables. The disorders primarily studied are intellectual disabilities (including Down syndrome), and autism.

Education

Postdoctoral Fellow, 8/85 - 8/87. Mental Retardation Research Training Program, Vanderbilt University Ph.D., University of North Carolina Chapel Hill, 8/85, Special Education with minor in Developmental Psychology Graduate course work, University of Wisconsin Madison, 6/79 - 8/79, 1/80 - 8/80, Communication Disorders and Special Education M.S., George Peabody College, 12/79, Special Education, emphasis in behavior disorders and preschool special education

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B.S., Louisiana State University, 5/78, Psychology

Past Professional Experience

Acting Director of the Psychophysiology Lab, 5/02- 8/04, Kennedy Center of Vanderbilt University

Professor in the research track, 7/99 – 9/02. Special Education, Peabody College, Vanderbilt University Director of the Quantitative and Observational Methodology Core, 7/98 -6/03, Kennedy Center, Vanderbilt University

Associate Professor in research track, 4/93 - 6/99. Special Education, Peabody College, Vanderbilt University. Research methods consultant for the Technology and Media core of the Kennedy Center, 8/96 - 6/98. Assistant Professor in research track, 8/87 - 4/93. Special Education, Peabody College, Vanderbilt University, Communication Intervention Consultant, 8/86 - 8/88, Hickman County School System Teaching Assistant, 1/83 - 5/84, University of North Carolina Chapel Hill, Introduction to Communication Disorders Supervisor of master's students in Special Education, 8/83 - 12/83, University of North Carolina Teacher of preschoolers with mild to severe developmental delays, 8/82 - 7/83, High Point Preschool Enrichment Center, High Point, North Carolina Teacher of preschoolers with moderate to severe developmental delays, 6/81 - 7/81, Baton Rouge Speech and Hearing Foundation, Baton Rouge, Louisiana Teacher of preschoolers with mild to moderate developmental delays, 8/80 - 5/81, East Baton Rouge Parish Schools, Baton Rouge, Louisiana Research Assistant, 1/80 - 8/80, Central Wisconsin Center for Developmentally Disabled, Madison, Wisconsin Practicum Supervisor of undergraduate Special Education students, 9/12/79, George Peabody College, Nashville, Tennessee

Honors

American Association on Intellectual and Developmental Disabilities Research Award, 2013

Publications, & Scholarly Works Books

Yoder, P. J. & Symons, F. (2010). Observational measurement of behavior. New York, NY:

Springer.

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Accepted Book Chapters

Farran, D.C., Kasari, C., Yoder, P., Harber, L., Huntington, G., & Comfort-Smith, M. (1987). Rating mother-child interactions in handicapped and at-risk infants. In T. Tamir (Ed.), Stimulation and intervention in infant development (pp. 297-312). London: Freund Publishing.

Yoder, P. J., Davies, B. & Bishop, K. (1992). Getting children with developmental disabilities to

talk with adults. In S. Warren & J. Reichle (Eds.), Causes and effects in communication and language intervention (pp. 255-276). Baltimore: Brookes.

Kaiser, A. P., Yoder, P. J., & Keetz, A. (1992). Evaluating milieu teaching. In S. Warren & J.

Reichle (Eds.), Causes and effects in communication and language intervention (pp. 9-48). Baltimore: Brookes.

Yoder, P. J., & Warren, S. F. (1993). Can the prelinguistic intervention enhance the language

development of children with developmental delays. In A. Kaiser (Ed.), Enhancing children's communication: Research foundations for early language intervention (35-62). Baltimore: Brookes

McEvoy, M., & Yoder, P. J. (1993). Interventions to promote social skills and emotional

development. In Sam Odom & M. McLean (Eds.), DEC Recommended Practices: Indicators of quality in programs for infants and young children with special needs and their families (pp. 76-82). Pittsburgh: DEC. McCathren, R. B., Warren, S. F., & Yoder, P. J. (1996). Prelinguistic predictors of later language development. In K. Cole, P. Dale, & D. Thal (Eds.), Assessment of communication and language (pp. 57 - 76). Baltimore: Brookes. Warren, S. F., & Yoder, P. J. (1997). Communication, language, and mental retardation. In W. E. MacLean (Ed.), Ellis' handbook of mental deficiency: Psychological theory and research (pp. 379 - 404). Mahwah, NJ: Erlbaum.

Yoder, P. J., Warren, S. F., McCathren, R. B., Leew, S. (1998). Does adult responsivity to child

behavior facilitate communication development? In A. Wetherby, S. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 39 - 58). Baltimore: Brookes.

Warren, S. F., & Yoder, P. J. (1998). Facilitating the transition from preintentional to intentional communication. In A. Wetherby, S. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 365 - 384). Baltimore: Brookes.

Yoder, P. & Feurer, I. (2000). Quantifying the magnitude of sequential association between events

and behaviors (pp. 317 - 334). In T. Thompson, D. Felce & F. Symons (Eds.), Behavioral observation: Technology and applications in developmental disabilities. Baltimore: Brookes.

Stone, W. L., & Yoder, P. J. (2001). Predicting spoken language level in children with autism

spectrum disorders. Autism, 5(4), 341-361.

Harwood, K., Warren, S., & Yoder, P. (2002). Importance of responsivity in developing contingent exchanges in beginning communicators. In J. Reichley, D., Beukelman, & J. Light (Eds.), Exemplary strategies for beginning communicators: Implementing an augmentative communication system (pp. 59 – 96). Baltimore, MD: Brookes. Warren, S., Yoder, P., & Leew, S. (2002). Promoting the development of social communication in infants and toddlers. In H. Goldstein, L. Kaczmarek, and K. English (Eds.), Promoting social communication in children and youth with developmental disabilities (pp. 121 – 150). Baltimore: MD: Brookes.

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Leew, S., Warren, S., & Yoder, P. (2002). Infants and toddlers: Putting research into practice. In H. Goldstein, L. Kaczmarek, and K. English (Eds.), Promoting social communication in children and youth with developmental disabilities (pp. 151 – 172). Baltimore: MD: Brookes. Warren, S., McCathren, R., & Yoder, P. (in press, 2002). Communication and language intervention. To appear in M. Wolery, R. McWilliam, & D. Bailey (Eds.), Teaching infants and preschoolers with disabilities (3rd edition). Boston: Allyn & Bacon Publishers.

Yoder, P. J., & McDuffie, A. (2002). Treatment of Primary Language Disorders in Early Childhood: Evidence of Efficacy. In P. Accardo (ed.), Disorders of language development (pp. 151 – 177). Baltimore: York Press.

Warren, S., & Yoder, P. (2003). Early intervention for young children with language impairments. In L. Verhoeven and H. van Balkom (Eds.), Classification Of Developmental Language Disorders: Theoretical Issues And Clinical Implications (pp. 267 – 381). Amsterdam: Lawrence Erlbaum.

Yoder, P. J. , Short-Meyerson, K., & Tapp, J. (2004). Measurement of behaviour with a special

emphasis on sequential analysis of behaviour. In E. Emerson, T. Thompson, T. Parmenter & C. Hatton (eds.) International Handbook of Research Methods in Intellectual Disability (pp. 179 – 202). Hoboken, NJ: Wiley.

Yoder, P. J. & McDuffie, A. (2006). Treatment of Joint Attention in Children with Disabilities. In

T. Charman and W. Stone (eds.), Social & communication in autism spectrum disorders: Early identification, diagnosis, & intervention (pp. 117 – 142). New York, Guilford.

Perryman, T. Y. & Yoder, P. J. (2011). What is the Picture Exchange Communication System

(PECS). In S. Bolte & J. Hallmayer (Eds.), Autism Spectrum Conditions: International experts answer your questions on autism, Asperger syndrome and PDD-NOS. (pp. 194-197). Cambridge, MA: Hogrefe.

Bottema-Beutel, K., Yoder, P., Woynaroski, T., & Sandbank, M. (2014). Targeted interventions

for social communication symptoms in preschoolers with Autism Spectrum Disorders. In F. Volkmar, S. Rogers, R. Paul, and K. Pelphrey (eds). Handbook of Autism and Pervasive Developmental Disorders: 4th edition, (pp. 788 – 813), Hoboken, NJ: Wiley.

Woynaroski, T., Fey, M., Warren, S., & Yoder, P. (2015, in press). Prelinguistic communication intervention research: a focus on treatment intensity. In M. Romski & R. Sevcik (Eds.), Examining the science and practice of communication interventions for individuals with severe disabilities. Baltimore, MD: Brookes Publishing.

Accepted Articles in Referred Journals Yoder, P. J. (1986). Clarifying the relation between the degree of infant handicap and maternal responsivity to infant communication cues: Measurement issues. Infant Mental Health Journal, 7 (4), 281-293. Yoder, P. J., & Farran, D.C. (1986). Mother-infant engagements in dyads with handicapped and nonhandicapped infants: A pilot study. Applied Research in Mental Retardation, 7, 51-58. PMID: 2938540 Yoder, P. J. (1987). The relationship between degree of infant handicap and the clarity of infant cues. American Journal of Mental Deficiency, 91(1), 639-641. PMID: 2954463

Yoder, P. J., & Layton, T. (1988). Speech following sign language training in nonverbal autistic children. Journal of Autism and Developmental Disorders, 18(2), 217-229.

Yoder, P. J., & Feagans, L. (1988). Mothers' attributions of communication to prelinguistic behavior of infants with developmental delays and mental retardation. American Journal of Mental Retardation, 93(1), 36-43.

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Odom, S., Yoder, P. J., & Hill, G. (1988). Developmental intervention for infants with handicaps:

Purposes and programs. Journal of Speech Education, 22(1), 11-24.

Yoder, P. J., & Kaiser, A. P. (1989). Alternative explanations for the relationship between maternal verbal interaction style and child language development. Journal of Child Language, 16(1), 141-161. PMID: 2925809 Yoder, P. J. (1989). Maternal question use predicts later language development in specific language disordered children. Journal of Speech and Hearing Disorders, 54, 347-355. PMID: 2755097

Yoder, P. J., & Tapp, J. (1990). SATS: Sequential analysis of transcripts system. Behavior Research Methods, Instrumentation, and Computers, 22(2), 339-343.

Yoder, P. J. & Davies, B. (1990). Do parental questions and topics continuations elicit replies from developmentally delayed children?: A sequential analysis. Journal of Speech and Hearing Research, 33(3), 563-574. Yoder, P. J. (1990). The theoretical and empirical basis for early amelioration and treatment of developmental disabilities: Implication for future research. Journal of Early Intervention, 14(1), 27-42.

Yoder, P. J., Kaiser, A. P., & Alpert, C. (1991). An exploratory study of the interaction between language teaching methods and child characteristics. Journal of Speech and Hearing Research, 34, 155-167. PMID: 2008069

Yoder, P. J., & Davies, B. (1992). Greater intelligibility in verbal routines with young children with developmental delays. Applied Psycholinguistics, 13, 77-91. Yoder, P. J., & Davies, B. (1992). Do children with developmental delays use more frequent and diverse language in verbal routines? American Journal of Mental Retardation, 97(2), 197-208. PMID: 1384567

Yoder, P. J., Kaiser, A. P., Alpert, C., & Fischer, R. (1993). The effect of following the child's lead on the efficiency of teaching nouns with preschoolers with mental retardation. Journal of Speech and Hearing Research, 36, 158-167. . Warren, S. F., Yoder, P. J., Gazdag, G., Kim, K., & Jones, H. (1993). Facilitating prelinguistic communication in very young children with developmental disabilities. Journal of Speech and Hearing Research, 36, 83 - 97. PMID: 7680733

Yoder, P. J., Davies, B., Bishop, K., & Munson, L. (1994). The effect of adult topic continuing wh-questions on conversational participation in children with developmental disabilities. Journal of Speech and Hearing Research, 37(1), 193-204. PMID: 7513370

Yoder, P. J., Warren, S. F., Kim, K., & Gazdag, G. (1994). Facilitating prelinguistic communication in very young children with developmental disabilities II: Systematic replication and extension. Journal of Speech and Hearing Research, 37, 841 - 851. PMID: 7526042 Yoder, P. J., Davies, B., Bishop, K. (1994). Adult interaction style effects on the language sampling and transcription process with children who have developmental disabilities. American Journal of Mental Retardation, 99, 270 - 282. PMID: 7865202

Yoder, P. J., Davies, B. & Bishop, K. (1994). Reciprocal sequential dependencies in conversations with parents and children with developmental delays. Journal of Early Intervention, 18, 362 - 379. .

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Warren, S. F., & Yoder, P. J. (1994). Why a constructivist approach is insufficient. Journal of

Special Education, 28(3), 248 - 258. Yoder, P. J., Spruytenburg, H., Edwards, A., & Davies, B.(1995). Effect of verbal routine contexts and expansions on gains in the mean length of utterance in children with developmental delays. Language, Speech, Hearing Services in Schools, 26, 21 - 32.

Yoder, P. J. (1995). Validity of facilitated communication intervention: Response to Duchan. Journal of Speech and Hearing Research, 38, 202 - 203. PMID: 7731211 Yoder, P. J., Warren, S. F., & Hull, L. (1995). Predicting children's responses to prelinguistic communication intervention. Journal of Early Intervention, 19, 74 - 84. Yoder, P. J., & Munson, L. (1995). The social correlates of co-ordinated attention. First Language, 15, 219 - 230.

Yoder, P. J., Kaiser, A. P., Goldstein, H., Alpert, C., Mousetis, L., Kaczmarek, L., & Fischer, R. (1995). An exploratory comparison of Milieu teaching and Responsive Interaction in the classroom. Journal of Early Intervention, 19, 218 - 242. McCathren, R., Yoder, P. J., & Warren, S. (1995). The role of directives in early language intervention. Journal of Early Intervention, 19, 91 - 101. Kaiser, A. P., Hemmeter, M. L., Ostrosky, M. M., Fischer, R., Yoder, P. J., & Keefer, M. (1996). The effects of teaching parents to use Responsive Interaction strategies. Topics of Early Childhood Special Education, 16, 375 - 406. Warren, S. F., & Yoder, P. J. (1996). Enhancing communication and language development in young children with developmental delays and disorders. Peabody Journal of Education, 71, 118 - 132.

Yoder, P. J., Hooshyar, N., Klee, T., & Schaffer, M. (1996). Comparison of the types of child utterances mothers expand in children with and without Down syndrome. American Journal of Intellectual Disability Research, 40, 557 - 567.

Yoder, P. J., Klee, T., Hooshyar, N., & Schaffer, M. (1997). Correlates and antecedents of maternal expansions of utterances of children with language disabilities. Clinical Linguistics and Phonetics, 12, 23 - 41.

Yoder, P. J., Warren, S. F., & Biggar, H. (1997). The stability of parental reports of the lexical comprehension in very young children with developmental delays. American Journal of Speech-Language Pathology, 6, 59 - 64. Warren, S. F., & Yoder, P. J. (1997). Emerging model of communication and language intervention. Mental Retardation and Developmental Disabilities, 3: 358 - 362.

Stone, W., Ousley, O., Yoder, P., Hogan, K., Hepburn, S. (1997). Nonverbal communication in 2- and 3-year old children with autism. Journal of Autism and Developmental Disorders, 27, 677 - 696.

Yoder, P. J., & Warren, S. F. (1998). Maternal responsivity predicts the prelinguistic communication intervention that increases generalized intentional communication. Journal of Speech Language and Hearing Research, 41, 1207 - 1219. Yoder, P. J., & Warren, S. F., McCathren, R. (1998). Determining the spoken language prognosis in children with developmental disabilities. American Journal of Speech-Language Pathology, 7, 77 - 87.

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Yoder, P. (1999). Response to Ward (1998): Phenomenal results or practice effect? International

Journal of Language and Communication Disorders, 34, 441 - 447. McCathren, R., Yoder, P., & Warren, S. (1999). Representational ability as a predictor of later expressive vocabulary. Journal for Children's Communication Development, 20, 1 - 8. Yoder, P. J., & Warren, S. F. (1999). Maternal responsivity mediates the relationship between prelinguistic intentional communication and later language. Journal of Early Intervention, 22, 126 - 136. Yoder, P. J., & Warren, S. F. (1999). Prelinguistic communication intervention may be one way to help children with developmental delays learn to talk. Augmentative and Alternative Communication, 8, 11 - 13.

Yoder, P. J., & Warren, S. F. (1999). Self-initiated proto-declaratives and proto-imperatives can be facilitated in prelinguistic children with developmental disabilities. Journal of Early Intervention, 22, 337 - 354. McCathren, R. B., Yoder, P. J., & Warren, S. F. (1999). Prelinguistic pragmatic functions as predictors of later expressive vocabulary. Journal of Early Intervention, 22, 205 - 216. McCathren, R., Yoder, P. J., & Warren, S. F. (1999). The relationship between prelinguistic vocalization and later expressive vocabulary in young children with developmental delay. Journal of Speech, Language, and Hearing Research, 42, 915 - 924.

McCathren, R., Yoder, P. J., & Warren, S. F. (2000). Testing the predictive validity of the Communication and Symbolic Behavior Scales. Journal of Early Intervention, 23 36 - 46. Yoder, P. J., McCathren, R., Warren, S., & Watson, A. L. (2001). Important distinctions in measuring maternal responses to communication in children with disabilities. Communication Disorders Quarterly, 22, 135 – 147. Yoder, P. J. & Warren, S. F. (2001). Relative treatment effects of two prelinguistic communication interventions on language development in toddlers with developmental delays varies by maternal characteristics. Journal of Speech, Language, Hearing Research, 44, 224 – 237.

Yoder, P. J., & Warren, S. F. (2001). Intentional communication elicits language-facilitating maternal responses. American Journal of Mental Retardation, 4, 327 – 335.

Yoder, P., Bruce, P., Tapp, J. (2001). Comparing sequential associations within a single dyad. Behavior Research Methods, Instruments, and Computers, 33, 331 – 338.

Stone, W., & Yoder, P., (2001). Predicting productive language in children with autism. Autism,

5, 341 - 361. Sutherland, K. S., Wehby, J. H., & Yoder, P. J. (2001). An Examination of the Relation Between

Teacher Praise and Students’ with Emotional/Behavioral Disorders Opportunities to Respond to Academic Requests. Journal of Emotional and Behavioral Disorders, 10, 1 – 13.

Henderson, L., Yoder, P., Yale, M., & McDuffie, A. (2002). Getting the point:

Electrophysiological correlates of proto-declarative point. International Journal for Developmental Neurosciences, 20, 449 - 458.

Camarata, S., & Yoder, P. (2002). Language transactions during development and intervention:

Theoretical implications for developmental neuroscience. International Journal for Developmental Neurosciences, 20, 459 - 467.

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Yoder, P. J., & Warren, S. F. (2002). Effects of prelinguistic milieu teaching and parent responsivity education in dyads with children with intellectual disabilities. Journal of Speech, Language, and Hearing Research, 45, 1158 - 1174.

Yoder, P. J., Blackford, J., Waller, N., & Kim, Y. (2004). Enhancing power while controlling family-wise error in electrocortical studies. Clinical and Experimental Neuropsychology, 26. 320-331.

Yoder, P. J., & Warren, S. F. (2004). Early predictors of language in children with and without Down syndrome. American Journal on Mental Retardation, 109, 285 - 300.

Yoder, P. J., & Tapp, J. (2004). Empirical guidance for time-window sequential analysis of single cases. Journal of Behavioral Education, 13, 227-246.

Smith, J.D., Warren, S.F., Yoder, P.J., Feurer, I. (2004). Teachers' use of natural communication

intervention strategies. Journal of Early Intervention, 27, 1 – 14. Yoder, P. J. & Compton, D. (2004). Identifying predictors of treatment response. Mental

Retardation and Developmental Disabilities Research Reviews, 10, 162 - 168. McDuffie, A., & Yoder, P. (2005). Labels increase attention to novel objects in children with

autism and comprehension matched children with typical development. Autism, 10, 229 – 242. Roberts, C., Yoder, P. J., & Kennedy, C. H. (2005). Descriptive analysis of epileptic events and

the occurrence of self-injury and aggression. American Journal of Mental Retardation, 110, 405 - 412. McDuffie, A., Yoder, P., & Stone, W. (2005). Prelinguistic predictors of vocabulary in young

children with autism spectrum disorders. Journal of Speech, Language and Hearing Research, 48, 1080-1097.

Yoder, P. J., Gardner, E., & Camarata, S. (2005). Treatment effect on speech intelligibility and

length of utterance in children with specific language and intelligibility impairments. Journal of Early Intervention, 28, 34 - 49.

Lord, C., et al., (2006). Challenges in evaluating psychosocial interventions for autism spectrum

disorder. Journal of Autism and Developmental Disorders, 10. Taylor, C., Yoder, P., McWilliam, R. (2006). Generalizability and decision studies: An example

using conversational language samples. Journal of Early Intervention, 28, 139 - 153. Yoder P. J. & Stone, W. (2006). Randomized comparison of two communication interventions for

preschoolers with autism spectrum disorders. Journal of Consulting and Clinical Psychology, 74, 426 – 435.

Fey, M., Warren, S., Brady, N., Finestack, L., Bredin-Oja, S., Fairchild, M. Sokol, S. & Yoder, P.

(2006). Early effects of Prelinguistic Milieu Teaching and Responsive Education for children with developmental delays and their parents. Journal of Speech, Language, and Hearing Research, 49, 526 – 548.

Yoder, P. J., Camarata, S., Camarata, M., & Williams, S., (2006). The association between

differentiated processing of syllables and comprehension of grammatical morphology in children with Down Syndrome. American Journal of Mental Retardation, 111, 138 – 152.

Yoder, P. J. & McDuffie, A. (2006). Teaching children with autism to talk. Seminars in Language

Disorders, 27, 161 – 172.

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Bruckner, C., & Yoder, P. (2006). Interpreting kappa in observational research: Baserate matters. American Journal of Mental Retardation, 111, 433 – 441.

Yoder P. J., & Stone, W. (2006). A randomized comparison of the effect of two prelinguistic

communication interventions on the acquisition of spoken communication in preschoolers with ASD. Journal of Speech, Language, and Hearing Research, 49, 1 – 14.

McDuffie, A., Yoder, P., & Stone, W. (2006). Fast-mapping in young children with autism

spectrum disorders. First Language, 26, 421-438. Yoder P. J. (2006). Predictors of growth in lexical density in children with ASD. American

Journal of Speech-Language Pathology, 15, 378 – 388. Camarata, S., Yoder, P., & Camarata, M. (2006). Simultaneous treatment of grammatical and

speech-comprehensibility deficits in children with Down Syndrome. Down Syndrome Research and Practice, 11, 9 - 17.

McDuffie, A., Turner, L., Stone, W., Yoder, P., Wolery, M., & Ulman, T. (2007). Developmental

correlates of different types of motor imitation in young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 401 – 412.

Stone, W. L., McMahon, C. R., Yoder, P. J., Walden, T. (2007). Early social-communicative and

cognitive development of younger siblings of children with autism spectrum disorders. Archives of Pediatrics, and Adolescent Medicine, 161, 384 – 390.

Bruckner, C. & Yoder, P. (2007). Restricted object use in young children with autism: definition

and construct validity. Autism, 11, 161 - 171. Presmanes, A. G., Walden, T. A., Stone, W. L., & Yoder, P,. J. (2007). Effects of different

attentional cues on responding to joint attention in younger siblings of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 133 – 144.

Warren, S., Fey, M., & Yoder, P. (2007). Differential treatment intensity research: A missing link

to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities Research Reviews, 13, 70 - 77.

McMahon, C., Malesa, E., Yoder, P., & Stone, W. (2007). Parents of children with autism

spectrum disorders have merited concerns about their later-born infants. Research and Practice for Persons with Severe Disabilities, 32, 154 – 160.

Bruckner, C., Yoder, P., Stone, W., & Saylor, M. (2007). Construct validity of the MCDI-I

receptive scale can be improved: Differential item functioning between toddlers with autism spectrum disorders and typically developing infants. Journal of Speech Language Hearing Research, 50, 1631 - 1638.

Yoder, P., & Lieberman, R. (2008). What does teaching declaratives tell us about the criteria by

which we can judge the developmental importance of treatment outcomes? Evidence-Based Communication Assessment and Intervention, 2, 225 – 235. PMCID 3019764

Tager-Flusberg, H., Rogers, S., Cooper, J. Landa, R., Lord, C. Paul, R., Rice, M. Stoel-Gammon,

C., 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 Hearing Research, 52, 643 – 652. doi: 1092-4388/09/5203-0643 PMC2819321

Yoder, P., Stone, W., Walden, T., Malesa, E. (2009). Predicting social impairment in younger

siblings of children with ASD. Journal of Autism and Developmental Disorders, 39, 1381-1391. doi: 10.1007/s10803-009-0753-0, PMCID: 19449096, NIHMSID: 613076

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Bainbridge, N., Yoder, P., Jarzynka, M., & Tapp, J. (2010). The sequential relationship between

parent attentional cues and sustained attention to objects in young children with autism. Journal of Autism and Developmental Disorders, 40, 200 -208. PMID: 19685286, NIHMSID: 613119.

McDuffie, A. & Yoder, P. (2010). Types of parent verbal responsiveness that predict language in

young children with autism. Journal of Speech Language Hearing Research, 53, 1040-1051. PMCID: 20605942, NIHMSID 613194

Lemons, C.J., Key, A.P.F., Fuchs, D., Yoder, P.J., Fuchs, L.S., Compton, D.L., Williams, S.M., &

Bouton, B. (2010). Predicting reading growth with event-related potentials: Thinking differently about indexing “responsiveness.” Learning and Individual Differences, 20(3), 158-166. PMCID: 2877269, NIHMSID: 162855.

Lieberman, R., Yoder, P., Reichow, B., & Wolery, M. (2010). Expert visual analysis of multiple-

baseline across participant data showing delayed changes in the dependent variable. School Psychology Quarterly, 25, 28 - 44. doi: 10.1037/a0018600

Yoder, P. & Lieberman, R. (2010). Brief Report: Randomized Test of the Efficacy of Picture

Exchange Communication System on Highly Generalized Picture Exchanges in Children with ASD. Journal of Autism and Developmental Disorders, 40, 629 - 632. PMID: 19904596, NIHMSID: 613123.

McDuffie, A., Lieberman, R., & Yoder, P. (2011). Object interest in young children with autism

spectrum disorders. A randomized treatment comparison. Autism, 1 – 10. DOI: 10.1177/1362361309360983, NIHMSID 613197

Artman, K., Wolery, M., & Yoder, P. (2011). Embracing our visual inspection and analysis

tradition: Graphing interobserver agreement data. Remedial and Special Education.  doi:10.1177/0741932510381653

Carter, A., Stone, W., Messinger, D., Celimli, S., Nahmias, A., & Yoder, P. (2011). A randomized

trial of More Than Words in toddlers with early autism symptoms. Journal of Child Psychology and Psychiatry, 52, 741 – 752. DOI: 10.1111/j.1469-7610.2011.02395.x

Yoder, P. Molfese, D., & Gardner, E. (2011). Initial MLU predicts the relative efficacy of two

grammatical treatments in preschoolers with specific language impairments. Journal of Speech, Language, Hearing, Research, 54, 1170 - 1181. 10.1044/1092-4388(2010/09-0246), PMC3137743, NIHMSID: 613091

Malesa, E., Foss-Feig, J., Yoder, P., Warren, Z., Walden, T., & Stone, W. (2012). Predicting

language and social outcomes at age 5 for later-born siblings of children with autism spectrum disorders. Autism, 17, 558-570. doi: 10.1177/1362361312444628, NIHMSID 613107.

Yoder, P.J., Fey, M. E., & Warren, S. F. (2012). Studying the impact of intensity is important but

complicated. International Journal of Speech-Language Pathology, 14, 410-413. (doi:10.3109/17549507.2012.685890). NIHMSID586077.

Lieberman, R. G., & Yoder, P. (2012). Play and communication in children with autism spectrum disorder: A framework for early intervention. Journal of Early Intervention, 34, 82 – 103. (doi: 10.1177/1053815112453766), NIHMSID 613123

Perryman, T., Carter, A. S., Messinger, D. S., Stone, W. L., Ivanescu, A. E., & Yoder, P. J. (2012).

Brief Report: Parental child-directed speech as a predictor of receptive language in children with autism symptomatology. Journal of Autism and Developmental Disorders, 43, 1983 – 1987. (doi: 10.1007/s10803-012-1725-3). NIHMS425847.

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Lloyd, B., Kennedy, C., & Yoder, P. (2013). Quantifying Contingent Relations from Direct Observation Data: Transitional Probability Comparisons versus Yule’s Q. Journal of Applied Behavior Analysis, 34, 479 - 497.

Key, A. P., & Yoder, P. J. (2013). Equiprobable and oddball paradigms: Two approaches for

documenting auditory discrimination. Developmental Neuropsychology, 38(6), 402–417. doi:10.1080/87565641.2012.718819

Fey, M., Warren, S., Yoder, P., & Bredin-Oja, S. (2013). Is More Better? Milieu Communication

Teaching in Toddlers with Intellectual Disabilities. Journal of Speech, Language, Hearing Research, 56, 679 – 693.  NIHMS493548

Yoder, P.J., Oller, D.K., Richards, J., Gray, S. & Gilkerson, J. (2013). Stability and validity of an

automated measure of vocal development from day-long samples in children with and without autism spectrum disorder. Autism Research, 6, 103 – 107.

Yoder, P., Molfese, D., Murray, M., Key, Alexandra P. F. (2013). Normative Topographic ERP

Analyses of Speed of Speech Processing and Grammar Before and After Grammatical Treatment. Developmental Neuropsychology 38:8, 514-533, DOI: 10.1080/87565641.2011.637589, NIHMSID: 613118, PMC3873727.

Yoder, P. J., Woynaroski, T., Fey, M., & Warren, S. (2014). Effects of dose frequency of early

communication intervention in young children with and without Down syndrome. American Journal of Intellectual and Developmental Disabilities, 119, 17 – 32. DOI: 10.1352/1944-7558-119.1.17. NIHMSID:586088. PMID: 24450319.

Lieberman-Betz, R., Yoder, P., Carter, A. Stone, W., Nahmias, A., Seniz, C., & Messinger, D.

(2014). The effect of Hanen’s “More Than Words” on parenting stress and efficacy: A comparison of multiple imputation and listwise deletion analysis methods. American Journal of Intellectual and Developmental Disabilities, 119, 472 – 486.

Sandbank, M., & Yoder, P. J. (2014). Measuring representative communication in 3-year-olds

with intellectual disabilities. Topics in Early Childhood Special Education, 34, 133-141. NIHMSID 586100. doi: 10.1177/0271121414528052.

Bottema-Beutel, K, Yoder, P., Hochman, J., & Watson, L. (2014). The role of supported joint

engagement and parent utterances in language and social communication development in children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 44, 2162-2174. NIHMSID: 613125.

Woynaroski, T., Yoder, P., Fey, M., Warren, S. (2014). A transactional model of spoken

vocabulary variation in toddlers with intellectual disabilities. Journal of Speech, Language, and Hearing Research, 57, 1754-1763. NIHMSID 586204.

Yoder, P. Bottema-Beutel, K., Woynaroski, T., & Sandbank, M. (2014). Social communication

intervention effects vary by dependent variable type in preschoolers with autism spectrum disorders. Evidence-based Communication Assessment and Intervention, 7 (4), 150 – 174. DOI: 10.1080/17489539.2014.917780, NIHMSID: 613089.

Gordon, R, Shivers, C., Wieland, E., Kotz, S. Yoder, P., & McAuley, D. (2014). Musical rhythm

discrimination explains individual differences in grammar skills in children. Developmental Science, , 1 – 10. DOI: 10.1111/desc.12230.

Yoder, P. Fey, M., Warren, S., Woynaroski, T., Gardner, E. (2015). Why dose frequency

affects spoken vocabulary in preschoolers with Down syndrome. American Journal of Intellectual and Developmental Disbilities, 120, 302-314. NIHMS586088.

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Yoder, P., Watson, L. R., & Lambert, W. (2015). Value-added predictors of expressive and receptive language growth in initially nonverbal preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45, 1254-1270. PMID: 2534415. PMCID: 4495651.

Cascio, C. J., Gu, C., Schauder, K. B., Key, A. P., & Yoder, P. (2015). Somatosensory Event-Related Potentials and Association with Tactile Behavioral Responsiveness Patterns in Children with ASD. Brain Topography, 895 - 903. DOI 10.1007/s10548-015-0439-1

Woynaroski, T., Yoder, P., & Watson, L. (2015, in press). Atypical cross-modal profiles and longitudinal associations between vocabulary scores in initially low verbal children with ASD. Autism Research.

Sandbank, M. & Yoder, P. (2015, in press). The association between parental mean length of utterance and language outcomes in children with disabilities: a correlational meta-analysis. American Journal of Speech-Language Pathology.

Lloyd, B. P., Yoder, P. J., Tapp, J., Staubitz, J. (2015). The relative accuracy and interpretability of four sequential analysis methods: A simulation study. Behavior Research Methods, DOI 10.3758/s13428-015-0661-5.

Corbett, B., Key, A., Qualls, L., Fecteau, S., Newsom, C., Coke, C, & Yoder, P. (2015). Improvement in social ability using a randomized trial of a theatre intervention for youth with autism spectrum disorder. Manuscript submitted for publication. Journal of Autism and Development Disorders, 1 – 15. DOI 10.1007/s10803-015-2600-9.

Yoder, P. Woynaroski, T., & Camarata, S. (2015, in press). A psychometric study of a measure of speech comprehensibility in students with Down syndrome. Journal of Speech, Language, Hearing Research.

Woynaroski, T., Watson, L., Gardner, E., Newsom, C., Keceli-Kaysili, B., & Yoder, P. (2015,

in press). Early predictors of growth in diversity of key consonants in communication initially minimally-verbal children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 46, 1013–1024. DOI 10.1007/s10803-015-2647-7.

Yoder, P., Camarata, S., & Woynaroski, T. (2015, in press). Treatment of speech

comprehensibility in students with Down syndrome. Journal of Speech, Language, Hearing Research. Key, A.P., Yoder, P. J., & Stone, W. (2016, in press). Consonant differentiation mediates the

discrepancy between nonverbal and verbal abilities in children with ASD. Journal of Intellectual Disability Research.

Accepted Published Reviews and Commentaries

Yoder, P. J. (1988). Review of First verbs. Child Language Teaching and Therapy, 4(2), 211-216. PMC2819321

Hemmeter, M. L., Yoder, P. J., & Bishop, K. (1990). Computer application: A critique of the

Action/Music Play Program. Child Language Teaching and Therapy, 6(3), 339-347.

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Yoder, P. J. (1996). Review of The transition from infancy to language. Topics in Early Childhood Early Special Education, 16, 522 - 524.

Yoder, P. (2007). Early social interactions intervention shows promise for increasing social

communication skills in preschoolers with autism spectrum disorders. Evidence-Based Communication Assessment and Intervention, 1, 18 – 20.

Yoder, P. (2007). Teacher training and consultation on PECS curriculum has short-term effects on

children's initiations and PECS use and follow-up social reciprocity [Abstract]. Evidence-Based Communication Assessment and Intervention, 1 (3), 113-114. Abstract of Howlin, P., Gordon, K., Pasco, G., Wade, A., & Charman, T. (2007). The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial. Journal of Child Psychology and Psychiatry, 48, 473–481.

Yoder, P. (2009). Most-to-least prompting and social rewards can facilitate responding joint

attention in sessions very similar to the training context in children with autism [Abstract]. Evidence-Based Communication Assessment and Intervention, 3, 28 - 33. Abstract of Taylor, B. A. & Hoch, H. (2008). Teaching children with autism to respond to and initiate bids for joint attention. Journal of Applied Behavior Analysis, Fall, 377-391.

Yoder, P. (2010). Although there is great variability in response to early intensive behavioral

intervention (EIBI), EIBI tends to facilitate IQ in children with Autism [Abstract]. Evidence-Based Communication Assessment and Intervention, 4, 14 - 17. Abstract of Howlin, P., Magiati, I. & Charman, T. (2009). Systematic review of early intensive behavioral interventions for children with autism. American Journal on Intellectual and Developmental Disabilities, 114, 23 – 41

Yoder, P. & Lieberman, R. (2010). Two years of Early Start Denver Model reduces cognitive and

language impairments in very young children with Autism Spectrum Disorders [Abstract]. Evidence-Based Communication Assessment and Intervention, Abstract of Dawson, et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism. The Early Start Denver Model, Pediatrics, 125, 17 – 23.

Yoder, P.J., Bottema-Beutel, K., & Sandbank, M.P. (2012). Aided augmentative communication is

associated with meaningful change in communication with children with ASD that may or may not be causal [Abstract]. Evidence-Based Communication Assessment and Intervention. Abstract of Ganz, et al. (2011). An aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders. Research In Autism Spectrum Disorders, 5(4), 1500-1509.

Yoder, P. & Woynaroski, T. (2014). How to study the influence the intensity of treatment on

generalized skill and knowledge acquisition n students with disabilities. Journal of Behavior Education. NIHMS639942. doi:10.1007/s10864-014-9216-6.

Yoder, P., Tostanoski, A., & Sandbank, M. (2014). Adding modeled speech-generating device use to a naturalistic language intervention facilitates generalized communicative spoken utterances immediately after treatment and generalized gains on declarative use 12 weeks after treatment ends in children with ASD who began treatment in the “word combination” stage [Abstract]. Evidence-Based Communication Assessment and Intervention, 8, 157 – 162. Abstract of Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., Murphy, S., & Almirall, D. (2014). Communication interventions for minimally-verbal children with autism: A sequential multiple assignment randomization trial. Journal of the American Academy of Child & Adolescent Psychiatry, 53, 635–646. doi: 10.1080/17489539.2015.1012781

Software Developed

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Fiel, D., Tapp, J. T., & Yoder, P. J. (1992). Gramana: Analysis of Grammatical Productivity. Vanderbilt University. Tapp, J. T., & Yoder, P. J. (1990). Sequential analysis of transcripts system. Vanderbilt University. Tapp, J. T., & Yoder, P. J. (1994). Resample: Sampled permutation tests of significance of sequential associations. Vanderbilt University.

Tapp, J. T., & Yoder, P. J. (1997). Protrans: Translating Procoder output to be compatible with

sequential analysis software. Vanderbilt University. Tapp, J. T., & Yoder, P. J. (1998). Concurrent Q: An index of association for simultaneously occurring events. Tapp, J. T., & Yoder, P. J. (1998). Trbuilder: Aiding the coding of transcriptions for SALT analysis.

Tapp, J. T., & Yoder, P. J. (2000). Trbuilder2: Aiding the coding of prelinguistic communication. Tapp, J. T., & Yoder, P. J. (2000). Playcoder: Aiding the coding of play in toddlers. Tapp, J. T., & Yoder, P. J. (2001). Turntaker: Aiding the coding of turntaking in toddlers. Blackford, J., Yoder, P., & Waller, N. (2001). Permutation test for differences between conditions

that controls for experiment-wise error: A program using R. Blackford, J., Yoder, P., & Waller, N. (2002). Permutation test for correlations that controls for

experiment-wise error: A program using R. Tapp, J. T., Yoder, P., Camarata, S., & Camarata, M. (2004). Best-gloss to real-time gloss

comparison of transcripts. Tapp, J. T. & Yoder, P. (2007). Intensity study analysis program: Aiding the analysis and

discrepancy discussions for coded transcripts. Tapp, J.T. & Yoder, P. (2012). The New Mooses: Aiding discrepancy discussions around

agreement training.

Tapp, J.T. & Yoder, P. (2013). Procoder Merger: Merging time-sampling with timed-event data. Chung, G. & Yoder, P. (2013). A Matlab script to provide the timing of the best spatial correlation between participants’ ERP topography and normative templates. Chung, G. & Yoder, P. (2013). A Matlab script to provide the GFP for the time frame with best spatial correlation between participants’ ERP topography and normative templates. Chung, G. & Yoder, P. (2013). A suite of Matlab scripts to provide within-participant analysis of timing and response strength for between-stimulus differences in neural activity. Yoder, J. & Yoder, P. (2014). An R program that guides the within-participant clustering of ERP topographies to aid the identification of microstates. Accepted Articles in Non-Refereed Publications

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Yoder, P. J. (1992). Communication intervention with children who have disabilities. Kennedy Center Newsletter, December issue. Technical Reports and Manuals

Woynaroski, T., Bush, C., & Yoder, P. (2015). Measuring the use of parental implementation of ImPACT techniques in parent-child interaction. Coding manual. Vanderbilt University.

Weber, M., Coble, E., Gardner, E., & Yoder, P. (2015). Measuring intentional

communication and reciprocity in examiner-child communication samples. Coding manual. Vanderbilt University.

Documents under Review Patten, E., Watson, L., Yoder, P., Labban, J., Touran, M. (2015, in press). Motor imitation and consonant inventory in children with ASD: Associations and predictors. Woynaroski, T. Yoder, P., Keceli-Kaysili, B., Oller, D. K., Xu, D., Richards, J. A., Gilkerson, J., Gray, S. (2015). The stability and validity of automated vocal analysis in minimally verbal preschoolers with Autism Spectrum Disorder.   Yoder, P., Ledford, J., Harbison, A., Tapp, J. (2016). Partial-interval estimation of count: uncorrected and poisson-corrected error levels.

Harbison, A. Yoder, P. & McDaniel, J. (2015). The association between declaratives, imperatives and later language in children with ASD. Documents in Preparation

Sandbank, M. & Yoder, P. (2016). Predictors of later intentional communication in initially

minimally-verbal children with autism spectrum disorders. Manuscript in preparation. McDaniel, J., Yoder, P., & Watson, L. (2016). Why intentional communication is strongly

related to later expressive language in children with ASD. Woynaroski, T., Yoder, P., & Watson, L. (2016). The transactional relation of diversity of

key consonants to expressive language through parental linguistic mapping. Harbison, A., & Yoder, P. (2016). Automatic measurement of vocal reciprocity in day-long

vocal samples from toddlers with ASD and their parents. Bottema-Beutel, K., Woynaroski, T., Watson, L. Yoder, P. (2016). Longitudinal relationships

across vocabulary modalities in young children with autism spectrum disorder relative to typically developing children.

McDaniel, J. & Yoder, P. (2016). The needs for future research on children with Down

syndrome.

Invited Papers in Last 5 Years 2010 Keynote address to the International Congress on Autism. Toledo, Spain, February. 2010 Invited address at Council for Exceptional Children. Nashville, TN, April.

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2010 Invited address on "Does measuring speech differentiation improve our grammatical interventions with preschoolers with SLI". Symposium for Research on Child Language Disorders, Madison, WI, June.

2011 Invited symposium talk on “Proximal outcomes of treatment studies for individuals with autism”. Society for Research on Child Development.

2011 Invited week-long workshop on “Prelinguistic Milieu Teaching”. University of Ankara,

Ankara, Turkey.

2012 Invited talk on “Is more better? If so, for whom?” University of Minnesotta. St Paul, MN 2013 Invited talk on “Why more is better for children with DS” and “Intelligibility treatment for

children with DS.” University of Pennsylvania. 2014 Invited talk on “Intelligibility treatment for children with DS.” Pacific Coast Research

Conference, Coronado, CA.

2014 Invited talk on “Identifying the active ingredients in treatment packages.” International Meeting for Autism Research, Altanta, GA.

2014 Invited talk on “Effects of dose frequency of MCT on spoken vocabulary of children with DS”. Stanford University, Palo Alto, CA.

2014 Invited talk on “Differential efficacy of two speech comprehensibility treatments for students with

Down syndrome.” School SLP conference, Nashville, TN.

2015 Invited talk on “For whom and why treatment works”. International Meeting for Autism Research, Salt Lake City, UT.

2015 Invited talk on “Effective treatment for students with Down syndrome.” Down Syndrome Society of Middle Tennessee, Nashville, TN.

2015 Invited week-long workshop on Milieu Communication Teaching. Ankara University, Ankara, Turkey.

2015 Invited talk on “Helping children with ASD and their sibling learn to talk”. Distinguished Lecture Series. Children’s Hospital of Philadelphia and Center for Autism Research. Philadelphia, PA.

2015 Invited talk on “Moderators and mediators of treatment effects.” McMorris Seminar.

Philadelphia, PA. 2015 Invited talk on “Acquiring funding for translational research in communication sciences”.

American Speech Language Hearing Association Convention. Denver CO. 2016 Invited day-long workshop on “Intervention research on difficult to change communication

outcomes in children with DS or ASD.” Boston Children’s Hospital, Boston, MA.

Funded Research Grants Principal Investigator and author, Efficacy of Parent-implemented Treatment in Infant Siblings of Children with ASD. 9/1/14 - 8 /31/19. (R01 from NIDCD).

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Principal Investigator of site and co-author. Intervention effects of intensity and delivery style for toddlers with ASD. 1/1/13 – 12/31/17 (Autism Center of Excellence Network R01, NIMH). Principal Investigator and sole author, Processing, vocal complexity, and spoken language in preschoolers with ASD, 6/1/11 – 1/31/13 (competitive revision for R01, NIDCD). No cost extension to 1/31/14. Principal Investigator and sole author, Efficacy of Broad Target Recast in Students with Down Syndrome. (IES, Goal 3). 9/1/10 – 8/31/14. Principal Investigator and primary author, Predicting Useful Speech in Children with ASD. (multi-site R01 from NIDCD with Linda Watson at UNC). 1/1/09 – 12/13. No cost extension end 1/31/2014. Principal Investigator, mentor, secondary author, Minority Supplement for Predicting Useful Speech in Children with ASD, (post-doctoral fellowship to Twyla Perryman from NIDCD), 8/1/09 – 7/31/11. Co-investigator and co-author, Efficacy of Broad Target Phonemic Recasts on Intelligibility of Children with Down Syndrome, (with Stephen Camarata). R01 with , 9/07 – 8/10, no cost extension ended 7/11. Principal investigator and sole author. Efficacy of More Than Words in Young Children At-risk for Autism. MARI foundation, 9/07 – 8/31/09 (with an additional year’s funding contingent on funding from foundation). Co-Investigator and co-author, Early Intervention and Treatment of Autism Spectrum Disorders. Multi-site treatment study. Locally, Wendy Stone is the co-PI. Response to RFP from Autism Speaks, 1/07 – 12/09. Principal investigator of subcontract and co-author. Effects of intensity of early communication intervention. With Steve Warren. R01 from NIDCD, 7/05 – 7/10. No cost extension ends 6/11. Principal Investigator and primary author, ERP and Behavioral Predictors of Language Intervention (R01 from NIDCD). With Stephen Camarata & Dennis Molfese. 1/1/04 – 11/31/09. Co-investigator and co-author, Early Social Orienting in Siblings of Children with ASD (R01 from NICHD). With Wendy Stone & Tedra Walden, 7/1/03 – 6/31/07. Principal Investigator and author, EEG Power and Growth in Joint Attention in ASD Children And their Siblings. (Hobbs Society award). With Wendy Stone. 11/1/03 – 10/31/04. Co-investigator and primary author, Predicting Speech and Language Growth in Children with Down Syndrome (R03 from NICHD). With Stephen Camarata. 7/02 – 6/30/04.

Co-investigator and co-author, Predicting Response to Imitation Treatment in Children with Autism (R29 from NICHD and NIMH). With Wendy Stone, Mark Wolery, and Ann Garfinkle, 1/1/02 – 12/31/04. Principal Investigator and author, Early Communication Intervention in Autistic Children (R01 from NIDCD), 7/1/00 - 6/30/2005. Principal Investigator and author, Evoked Potentials and Speech and Language Intervention (R03 from NICHD), 7/1/00 - 6/30/02. Principal Investigator and author, The Relationship between EEG and Initiating Joint Attention in Normally Developing Toddlers, (Hobbs Society), 6/1/99 - 5/31/2000. Principal Investigator and author, Enabling Children to Affect their Grammatical Development. (P50 subproject from NIDCD), 7/1/98 - 6/30/2003.

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Principal Investigator and author, Facilitating the Transition to Linguistic Communication (R01 from NICHD), 8/1997 - 8/2001. Principal Investigator and co-author, Generalized, Transactional, and Longitudinal Effects of Prelinguistic Intervention (Field Initiated Research from Office of Special Education,), 1/1993 - 12/1998. Co-Principal Investigator and author, Facilitating MR Children's Prelinguistic Development (R01 from NICHD), 2/1993 - 1/1999. Principal Investigator and author, Eliciting Adult Language Teaching Behaviors in Parents and Professionals Working with Children with Disabilities (Small grants award from Office of Special Education), 9/1/1992 - 11/30/1993 Principal Investigator and author, Recruitment of Retarded Children's Conversation (First Award from NICHD), 1/1988 -12/1992. Co-Investigator, Comprehensive Language Training in Preschool Classrooms (Field-initiated grant from Office of Special Education), 10/1988 - 10/1991. Principal Investigator and author, Maternal Attributions of Communication in Dyads with Handicapped and Nonhandicapped 11-month-olds (Office of Special Education, Student-initiated Grant Award), 9/1984 - 9/1985

Research Grants Written and Submitted in Past Year

Co-I and co-author with Blythe Corbett. Theatre as therapy for youth with autism (NIMH). R01. Was not funded. Co-PI and co-author with Sasha Key. Mechanisms supporting social-communicative development in high risk toddlers (NIDCD). R01. Was not funded.

Refereed Presentations in Last 5 Years

Yoder, P. J. & Molfese, D. (2010, February). Initial MLU predicts which of two grammatical treatments works best in preschoolers with SLI. Poster session presented at Conference for Research Innovations in Early Intervention. San Diego, CA.

Lieberman, R. & Yoder, P. (2010, February). Interpretability of visual data when rater agreement is low. Poster session presented at Conference for Research Innovations in Early Intervention. San Diego, CA.

Brown,A.H., Nahmias,A. S., Messinger,D. S., Carter, A. S., Stone, W. L., and Yoder, P. (2010, May). Validation of a measure of early object knowledge in toddlers with early autism symptomatology. Poster presented at the 9th Annual International Meeting for Autism Research, Philadelphia, PA.

Celimli. S., Lyons, K. K., Grantz, C. J., Yoder, P. J., Stone, W. L., Carter, A. S., & Messinger, D.

S.. (2010, May). Parenting stress as a moderator of the association between observed ASD symptomatology and related parent-reported child behaviors. Poster presented at the 9th Annual International Meeting for Autism Research, Philadelphia, PA.

C. J. Grantz, K. K. Lyons, S. Celimli, P. Yoder, W. L. Stone, A. S. Carter and D. S. Messinger,

(2010, May). Early communication correlates of language development and autism symptomatology in toddlers at-risk for ASD. Poster presented at the 9th Annual International Meeting for Autism Research, Philadelphia, PA.

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Brown, A.H., Levine, G., Nahmias, A.S., Yoder, P., Carter, A., Messinger, D., & Stone, W. (2010, May). The relation between socioeconomic factors and parental well-being in parents raising toddlers with early autistic symptomatology. Poster presented at the 9th Annual International Meeting for Autism Research, Philadelphia, PA.

Nahmias, A.S., Brown, A.H., Yoder, P., Carter, A.S., Messinger, D.S., & Stone, W.L. (2010, May). Parental Well-Being Is Associated with Child Behavior Among Toddlers with Early Autism Symptomatology. Presented at the 9th annual International Meeting for Autism Research, Philadelphia, PA.

Lieberman, R. G., Nahmias, A. S., Yoder, P., Celimli, S., Messinger, D. S., Stone, W.

L., & Carter, A. S. (2011, March). Does the effect of a parent training program on parent responsivity vary by parental depression severity? Poster session presented at the annual Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities, San Antonio, TX. Yoder, P., Messinger, D., Stone, W., Celimli, S., Nahmias, A., & Carter, A. (2011, March). The effect of Hanen’s More Than Words on toddlers with autism symptoms is conditional on initial object interest. Paper presented at the Society for Research on Child Development, Montreal, Canada. Nahmias, A., Carter, A., Stone, W., Messinger, D. Celimli, S. & Yoder, P. (2011, March). The effect of Hanen’s More Than Words” on stress and efficacy for parents of toddlers with autism symptoms. Paper presented at the Society for Research on Child Development, Montreal, Canada. Yoder, P., Molfese, D., Murray, M., & Key, A. (2011, March). Speed of speech processing in preschoolers with specific language impairment before and after grammatical treatment. Poster presented at the Society for Research on Child Development, Montreal, Canada. Yoder, P. (2011, November). Initial MLU and speed of speech processing predict relative efficacy of two grammatical treatments in preschoolers with SLI. Paper presented at American Association for Speech Language and Hearing, San Diego, CA. Yoder, P. (2011, November). The efficacy of More than Words in young children with autism. Paper presented at the American Association for Speech Language and Hearing, San Diego, CA.

Watson, L. R., Roberts, J. E., Baranek, G. T., & Yoder, P. (2012, September). Respiratory sinus arrhythmia as a predictor of language outcomes in children with autism. International Organization for Psychophysiology Congress, Pisa, Italy.

Yoder, P. & Sandbank, M. (2012). How to Measure “Representative”

Communication in 3-year-olds with Intellectual Disabilities. Poster session presented at the Conference on Innovations in Early Intervention, San Diego, CA.

Yoder, P.J., Oller, D.K., Richards, J. A., Gray, S., & Gilkerson, J. (2012, May). Stability and validity of a new vocal complexity measure. Poster presented at International Meeting of Autism Research. Toronto, Ontario, Canada.

Yoder, P. J., Woynaroski, T., Fey, M., & Warren, S. (2012, November). Is more better? If so, for

whom? Paper given at the American Association for Speech Language and Hearing, Atlanta, GA.

Watson, L. R., Patten, E., Yoder, P. J., Baranek, G. T. & Tourian, M. (2012, November). Why does early motor imitation predict consonant inventory in ASD? American Speech-Language-Hearing Association Convention, Atlanta, GA.

Yoder, P. Watson, L., & Sandbank, M. (2013, April). Predicting spoken communication and comprehension in young children with ASD. Society for Research in Child Development, Seattle, WA.

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Yoder, P., Fey, M., Warren, S., & Woynoraski, T., (2014, March). Does frequency effects on early communication and vocabulary. A panel of 3 presentations and a discussant on the named topic. Gatlinburg conference on research for intellectual and developmental disabilities, Chicago, IL.

Gulsrud, A., Helleman, G., Kasari, C., Ingersoll, B., Mendelson, J.,Tudor, M., Lerner, M.D., Mikami A.Y., Yoder, P. (2014). Active Ingredients and Therapeutic Processes in Interventions for Autism Spectrum Disorders. Symposium at 2014 International Meeting for Autism Research, Atlanta, GA, May 14 - 17.

Yoder, P., Woynaroski, T., Oller, K. (2015). Under the hood of the infraphonological development score. Symposium at 2015 International Meeting for Autism Research, Salt Lake City, UT, May 12 – 16.

Yoder, P., Woynaroski, T., Camarata, S. (2015). Effective speech therapy for children with Down syndrome. Oral symposium at the American Speech Language Hearing Association Annual Convention. Denvers, CO, November 12 – 17.

Courses Taught in Last 3 Years

Sole Instructor Proseminar III (research methods, proposal writing), SE 3012, Fall, 2006

Most recent mean (SD) for student evaluations on a 5-point scale for primary items: Overall rating for instructor: 4.5 (.64) Estimation of how much learned: 3.91 (.64) Overall rating of the course: 4.0 (.91)

Observational Measurement, SE 3018, every other year in spring beginning 2004 – present. Mean (SD) for student evaluations on a 5-point scale for primary items for most recent

semester taught: Overall rating for instructor: 3.75 (.96) Estimation of how much learned: 4.37 (.48) Overall rating of the course: 4.12 (.78)

Proseminar II (literature reviews, article reviews, research methods), SE 3011, every other year in spring semester beginning 2009 – current. Mean (SD) for student evaluations of a 5-point scale for primary items for most recent

semester taught: Overall rating for instructor: 4.6 (.8) Estimation of how much learned: 4 (.6) Overall rating of the course: 4.2 (.7)

Co-Instructor Early Childhood Special Education Doctoral Seminar, Fall and Spring, 2003 – 2012. Regular Guest Lectures Correlational design grant application presentation for SE Proseminar II (doctoral students in SE,

2007). Early Intervention Efficacy Research Methods (doctoral level in special education) Group Research Design in Special Education

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(doctoral level in special education) Language Development in Children with Hearing Impairments (undergraduate and masters' level in special education and hearing and speech sciences) Language Intervention Methods for Toddlers and Preschoolers with Disabilities (undergraduate & master's level in special education) Prelinguistic Communication Intervention for Toddlers with Disabilities (undergraduate & master’s level in special education) Prelinguistic Communication Intervention for Preschoolers with Autism (master’s level in special education and hearing and speech sciences, 2005, 2006, 2007, 2008,

2009, 2010, 2011, 2012, 2013). Picture exchange communication system for preschoolers with autism (master’s level in special education). Role of Theory in Special Education Research (doctoral level in special education) Sequential Analysis Methods

(doctoral level in special education; doctoral level in psychology)

Grant writing for IES, mediators and moderators of treatment effects (doctoral level in special education, 2010, 2011, 2012, 2013). Major area paper and publication preparation (doctoral level in special education, 2013).

Current Advising

Current Doctoral Advisees: Michael Sandbank (SpEd) Amy Tostinoski (SpEd) Current Doctoral Committees: Hope Lancaster (H&SS) Tonia Davis (H&SS) Chang Gu (P&HD) Current Post-Doc Mentor: Tiffany Woyarnoski, Ph.D. (Hearing and Speech Sciences)

Service

Professional field Grant Reviewer

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Ad hoc reviewer for research proposals for the Hospital for Sick Children Foundation, Toronto, Canada, 1993, 1995, 1998 Ad hoc reviewer for NSF, 1997, 2001 Ad hoc reviewer for CSR, RPHB01 panel, 2001 Ad hoc reviewer for Cure Autism Now, 2002, 2005 Regular ad hoc reviewer for NICHD & NIDCD, 1991 – present Cure Autism Now, 2004 Hunter College, 2008 AHSA Foundation, 2009 Conference Reviewer Council for Exceptional Children; Division of Early Childhood, 1991, 2008 Society for Research in Child Development, 1991, 1993, 1998, 2000 American Speech-Language-Hearing Association, 1998, 1999, 2000, 2008, 2009, 2010, 2011, 2012 International Meeting for Autism Research; 2004, 2005, 2006, 2007, 2013 Advisory Boards and Working Groups Co-chair, International Division for Early Childhood's task force on developing best-practice principles for facilitating social and emotional development in preschoolers and infants with disabilities, 1991-92 NIH/OSER invited conference on research on the treatment of children with autism. Bethesda, MD, Fall, 1999 National Advisory Board; Early Childhood Research Institute, University of Louisville, Louisville, KY, 2000 – 2004. NIDCD-NAAR working group on measures for children with autism from 0 – 5. Sacramento, CA, Spring, 2004. NIDCD-NAAR advisory board on language in children with autism, Atlanta, GA. Spring, 2004, Bethesda, MD, Summer, 2004. National Scientific Advisory Board, Life Span Institute, KU, Lawrence, KS, Spring 2005 – present. Communication and Language Intervention Series, Brookes Publishing Co., 2005 – present. NIDCD-Autism Speaks advisory board on measures of useful speech for preschoolers with autism. 2006 – 2011. Autism Speaks Toddler Treatment Network on methodological and statistical issues with treatment studies. 2007 – present.

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American Speech Language Hearing, Leadership Council, Pathways (a funded mechanism for mentoring doctoral students – assistant professors in getting NIH-funded grants). 2012 – present.

Board of Editors American Journal of Speech-Language Pathology, 1996 - present Journal of Early Intervention, 1991 – 1994, 2001 - present Journal of Speech, Language, and Hearing Research, 1995 - present Topics in Early Childhood Special Education, 1991 – present Evidence-based Communication Assessment and Intervention, 2007 - present Statistical Consultant Journal of Early Intervention, 1994 - 2000 Regular Ad Hoc Reviewer Allyn & Bacon Publishers Alternative and Augmentative Communication American Journal of Mental Retardation Behavior Research Methods, Instruments, and Computers Behavioral Disorders Brain Topography Brookes Publishing Company Developmental Psychology Ear and Hearing Early Childhood Research Quarterly Exceptional Children Intellectual and Developmental Disabilities Journal of Applied Behavior Analysis Journal of Autism and Developmental Disorders Journal for the Association of Persons with Severe Handicaps Journal of Child Language Journal of Child Psychology and Psychiatry Journal of Consulting and Child Psychology

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Journal of Special Education Psychological Methods On-line Course Sequential Analysis. Statistics.com. Sp, 2007 Faculty Review for Promotion/Tenure at Other Universities Luigi Girolametto, 2007 Karen Lifter, 2003 Rhea Paul, 2010 Alexandria Key, 2012 Brook Ingersoll, 2012

University Service

Reviewer for the Biomed Grant Competition, 5/90 University Research Grant Competition, reviewer, Spring '95 Institutional Review Board, Behavioral Sciences, 9/99 – 8/00 Search committee for Hearing and Speech Sciences, 9/00 – 03, 06, 07 Search committee for Pediatrics, 9/00 – 11/04 Search committee for Hearing and Speech Sciences and VUKC, autism position, Spring 2007 Search committee for Chair of Hearing and Speech Sciences, 07-08 Faculty Senate, 9/09 – 9/12

College Service

Faculty Evaluation Committee, Peabody College, '88 Technology Committee, Peabody College, member, 9/92 - 12/94 Search committee, Susan Gray School's director, member, Fall '95 Research Committee, Susan Gray School, chair, 11/94 – 96 Search Committee, Mental Retardation Training Program, '90 – ‘92, '97 Search committee for Susan Gray Coordinator, Summer '97

Search committee for Dunn Chair, Fall, '00 Academic Standards and Procedures Committee, Peabody College, member, 9/92 – 00

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Search committee for senior MR position, Spring, '01 Kennedy Center Sequential Analysis Workshop, 7/97, 7/01 Research Committee, 11/04 – 5/07. Peabody Delegate to Faculty Senate, 9/09- 9/12 Dunn Chair Search Committee, 2011 – present

Departmental and Kennedy Center Service Hearing Impaired Program committee, Special Education, member, Fall '95 to Summer, '00 Kennedy Center Planning committee, member Summer, '99 Kennedy Center Building committee, member Summer - Fall, '99 Computer Core User's Group, Kennedy Center, member, 11/92 – 00 Early Intervention Strategic Planning Committee, member, 1/92 - 00 Early Intervention Research Resource Group, member, 7/92 - 00 Search committee, chair (2002), member (2003), chair (2004), Event-related potential lab director. Doctoral Committee, Special Education, member, 9/91 – 8/02, 07-08, co-chair, 9/02 – 9/04, 09, present Faculty Evaluation Committee, Special Education, ’04, ‘06 – ’07( chair), present. Early Childhood Special Education, Special Education, member, 5/94 - 9/96, Fall ’00 – Fall’12 Search committee for severe position in SpEd, 4/10 - 5/10 Executive Committee, Special Education, 2012. Early Childhood Faculty Search, 2012 – 2013. Low Incidence Program, Special Education, member Spring, ’13 – present.