A. Lynn Williams, PhD

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Research at the Department of Communicative Disorders– “Making real differences for real people” (A short video documentary)

Teaching Philosophy:
I believe that students learn best in an environment that is encouraging, challenging, and stimulating.  Based on this belief, my teaching philosophy integrates three aspects: (1) encourage students as learners by emphasizing the positive and building on strengths; (2) challenge students to be active, critical learners; and (3) stimulate students through the clinical relevance and application of the information they are learning.  I recently read a quote by Montague (1990) that stated, “In teaching it is the method and not the content that is the message…the drawing out, not the pumping in.”  Although I think the content is also important, I was particularly struck by the second part of the quote, “the drawing out, not the pumping in.”  I work to incorporate strategies that facilitate critical thinking skills, which focus on the “drawing out” by encouraging more active student participation through discussion and small group work.  This requires that I present the material in a different manner and includes developing activities that promote more active student involvement through small group exercises, and requiring students to move from a “factual” and “receiving knowing” base of presenting and learning information to a questioning, evaluating, comparing, and contrasting approach of examining the available information.  With this teaching philosophy, students are asked to contrast and evaluate opposing issues or controversies and take a position, which they support by published literature and personal experiences.  Along with strategies of critical thinking, my teaching pedagogy incorporates strategies that address the special learning styles and needs of women students.  This area is particularly pertinent in our field in which 9 out of 10 students are female.  The strategies of “collaborative learning” proposed by Belenky, Cinchy, Goldberger, and Tarule (1995) in Women’s Ways of Knowing focus on a learning continuum of women as they acquire a voice as learners and knowers.  The goal of collaborative learning is to facilitate the students’ movement toward “procedural knowing” and “constructed knowing” in which they become more active and critical learners.  This is accomplished by utilizing personal experiences related to new learning; where appropriate, having students keep journals of their learnings and their reactions to what they are learning; and having students use problem-solving skills in approaching class or homework exercises.  I enjoy teaching and through my students’ active participation in my classes and clinic, I have also enjoyed learning from them.

Professional Experience:
    Fall 2007                  Invited Visiting Professor; Charles Sturt University, Bathurst, Australia
    2001-Present            Professor; East Tennessee State University
    1995-2001                Associate Professor; East Tennessee State University
    1993-1995                Assistant Professor; Oklahoma State University
    1988-1993                Assistant Professor; California State University at Fullerton
    1980-1983                Speech-Language Pathologist; Appalachian Regional Hospital; Beckley, WV

Professional Activities and Awards
Associate Editor, Language, Speech, and Hearing Services in the Schools (2004-2007)

Guest Associate Editor for Clinical Forum, American Journal of Speech-Language Pathology.

Editorial consultant, Journal of Speech, Language, and Hearing Research.

Editorial consultant, Language, Speech, and Hearing Services in the Schools.

Editorial consultant, American Journal of Speech-Language Pathology.

Elected Fellow of the American Speech-Language-Hearing Association, May 2006

Inducted into the Hall of Fame, West Virginia University College of Human Resources and Education, May 2004.      

Licensure:
Speech-Language Pathologist; State of TN
    CCC-SLP

Clinical Interests:
Severe to profound phonological disorders and expressive language impairment in preschool children

Research Interests:
My research activities have direct clinical application to children who have speech and language disorders. Most of my research over the past decade has involved clinical investigations of models of phonological treatment for children with severe to profound speech disorders. Specifically, I have developed an alternative model of phonological intervention, multiple oppositions, which I have examined in NIH funded treatment efficacy studies and lately have compared to other models of contrastive phonological intervention. I have also begun investigating teachability variables in phonological intervention, including different approaches to target selection. Currently, I have collaborated with John Bernthal at the University of Nebraska and Megan Overby at the College of St. Rose in examining intervention contexts that compare treatment outcomes using computer-based intervention versus traditional tabletop intervention. With recent interest in the downward extension of assessment and intervention of phonological awareness skills in preschoolers, I have also collaborated with a colleague in Special Education in investigating different intervention contexts for facilitating emergent literacy skills in children from low-income families. I incorporate graduate students in all aspects of my research, either as a research assistant or as a research clinician in the Phonological Intervention Program

Extramural Grants:
McKinley, N., & Williams, A.L. (2003).  Sound Contrasts in Phonology (SCIP). Phase II. Funded by NIH NIDCD.

McKinley, N., & Williams, A.L. (2002).  Sound Contrasts in Phonology (SCIP). Phase I. Funded by NIH NIDCD.

Williams, A.L. (1997).  Phonological Intervention Using Multiple Oppositions.  Funded by NIH NIDCD.

Selected Publications:
Scherer, N.J., Williams, A.L., & Proctor-Williams, K. (in press).  Early and later vocalization skills in       
       children  with and without cleft palate.  International Journal of Pediatric Otorhinolaryngology.
Williams, A.L., & Coutinho, M. (to appear). Working with families of young children to facilitate 
        emergent  iteracy skills. In N. Watts Pappas, & S. McLeod (Eds.). Working with families in Pediatric     
        Speech-Language Pathology. Plural Publishing, Inc; San Diego, CA.
Williams, A.L. (2006). A systemic perspective for assessment and intervention: A case study. Advances in
        Speech-Language Pathology, 8(3), 245-256.
Williams, A.L. (2006). Integrating phonological sensitivity training and oral language within an Enhanced
         Dialogic Reading approach (261-294). In L. M. Justice (Ed.), Clinical approaches to emergent literacy
         intervention. San Diego, CA: Plural Publishing Inc.
Williams, A.L. (2005). Assessment, target selection, and intervention: Dynamic interactions within a systemic
         perspective. Topics in Language Disorders, 25 (3), 231-242.
Williams, A.L. (2005).  A multiple oppositions approach (pp. 331-335).  In K. Bleile, Manual of       and
         Phonological Disorders (2^nd ed).  Thomson Delmar Learning: Clifton Park, NY.
Williams, A.L. (2005).  From developmental norms to distance metrics:  Target selection factors and criteria
         (pp. 101-108).  In A.Kamhi and K. Pollock (Eds.), Phonological Disorders in Children:  Clinical Decision
         Making in Assessment and Intervention.  Brookes Publishing Co.: Baltimore, MD.
Williams, A.L. (2005).  A model and structure for phonological intervention (pp.189-199). In A.Kamhi and
         K. Pollock (Eds.), Phonological Disorders in Children:  Clinical Decision Making in Assessment and
         Intervention.  Brookes Publishing Co.: Baltimore, MD.
Williams, A.L., & Elbert, M. (2003).  A prospective longitudinal study of phonological development in late
       talkers.  Language, Speech, and Hearing Services in the Schools, 34, 138-153.
Williams, A.L. (2003). Target selection and treatment outcomes.  Perspectives on Language Learning and
         Education, 10(1), 12-16.
Williams, A.L, & Fagelson, M (2003).  Fostering a community of scholars in a graduate program.  The ASHA
         Leader, 4-5; 14.
Huff, C., King, B., & Williams, A.L. (2003).  Predictors of treatment outcomes from consistent versus variable
         substitution patterns.  Perspectives on Administration and Supervision, 13(2), 8-9.
Williams, A.L. (2002).  Prologue:  Perspectives in the phonological assessment of child speech.  American
         Journal of Speech-Language Pathology, 11, 211-212.
Williams, A.L. (2002).  Epilogue: Perspecitves in the phonological assessment of child speech.  American
         Journal of Speech-Language Pathology, 11, 259-263.
Williams, A.L. (2001).  Phonological assessment of child speech.  In D.M. Ruscello (Ed.), Tests and
         Measurements in Speech-Language Pathology. Butterworth-Heinemann: Woburn, MA.

Book:
Williams, A.L. (2003). Speech disorders: Resource guide for preschool children. Thomson Delmar Learning:    
         Clifton Park, NY.
Williams, A.L., McLeod, S., & McCauley, R.J. (under contract). Treatment of speech sound disorders in
         children. Brookes Publishing Co.; Baltimore, MD.

Evidence-Based Clinical Materials
Williams, A.L. (2006).  SCIP: Sound Contrasts in Phonology [software program version 1.0]. Thinking    
         Publications: Division of Super Duper Publications, Inc.; Greenville, S.C.
Williams, A.L., & Coutinho, M. (under contract). PACA: Phonological Awareness Classroom Activities. Super
         Duper Publications, Inc.; Greenville, S.C.
Williams, A.L., & Stoel-Gammon, C. (under contract). PEEPS: Profiles of Early Expressive Phonological Skills.
         Super Duper Publications, Inc.; Greenville, S.C.

Selected Presentations:
Rice, A., Mallory, M., Eanes, J., Williams, A.L., Overby, M., & Bernthal, J. (2007). Comparison of    two 
        treatment conditions in phonological intervention. Poster presentation at the annual convention of the 
        American Speech-Language-Hearing Association, Boston, MA.
Rouse, J., & Williams, A.L. (2007). Treatment implications of inconsistent speech disorder: A case study. 
        Poster presentation at the annual convention of the American Speech-Language-Hearing Association, 
        Boston, MA.
Liles, T., & Williams, A.L. (2006). A multiple oppositions approach with a mixed phonetic-phonemic speech 
        disorder. Poster presentation at the annual convention of the American Speech-Language-Hearing 
        Association, Miami, FL.
Williams, A.L. (2006). Teachability in phonological intervention: Comparison of two homonymous 
        approaches.Presentation at the International Child Language Seminar, Newcastle upon Tyne, England.
Williams, A.L. (2005). Translational research funded by the NIH. Miniseminar presented at the annual 
        convention of the American Speech-Language-Hearing Association, San Diego, CA.
Williams, A.L., & Olson, J. (2005). Making phonological intervention accessible through research-based 
        technology. Computer session presented at the annual convention of the American Speech-Language-
        Hearing Association, San Diego, CA.
Chaulk, K., Eggers, T., King, N., Rouse, J., Williams, A.L., & Coutinho, M. (2005). Enhanced dial reading 
        intervention: A follow-up study. Poster presented at the annual convention of the American Speech-
         Language-Hearing Association, San Diego, CA.
Tangeman, A., Counts, M., Asher, B., & Williams, A.L. (2005). The role of markedness in cluster acquisition. 
         Poster presented at the annual convention of the American Speech-Language-Hearing Association, San 
         Diego, CA. 
Williams, A.L., & Bleile, K. (2004).  Phonological intervention:  It’s about time.  Short course presented at the 
         annual convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
Williams, A.L., & Coutinho, M. (2003).  Contexts for facilitating emergent literacy skills.  Seminar presented at 
         the annual convention of the American Speech-Language-Hearing Association, Chicago, IL.
Williams, A.L., Scott, C.M., Fagelson, M., Ennis, M.R., Chase, P., & Proctor-Williams, K. (2003).  Mentoring 
          model for retaining quality faculty in Research II institutions.  Seminar presented at the annual 
          convention of the American Speech-Language-Hearing Association, Chicago, IL.
Wiljhelm, K., Castle, C., Hill, T., & Williams, A.L. (2003).  Correlation of different severity measures of speech 
          disorders in children.  Seminar presented at the annual convention of the American Speech-Language-
          Hearing Association, Chicago, IL.
Ford, T., Rowland, A., & Williams, A.L. (2002, Nov).  Feature retention and phonological knowledge across 
          DAS, PI, and typical speech.  Poster session at the annual convention of the American Speech-Language-
          Hearing Association, Atlanta, GA.
Williams, A.L., & Fagelson, M. (2002, Nov).  Discipline-wide research:  A comprehensive approach in a Master’s 
          program.  Miniseminar presented at the annual convention of the American Speech-Language-Hearing 
          Association, Atlanta, GA.
Williams, A.L., Kalbfleisch, J. (2001, August). Phonological intervention using a multiple opposition approach.  
         Presentation at the 25th World Congress of the International Association of Logopedics and Phoniatrics, 
         Monteal, Canda. 

Selected Workshop Presentations (2007)
Williams, A.L. (2007). Contexts for facilitating emergent literacy skills. Public lecture presented at Charles    
         Sturt University, Bathurst, Australia.
Williams, A.L. (2007). Translational research: Bridging the gap from research to practice. Public lecture at
        Charles Sturt University, Bathurst, Australia.
Williams, A.L. (2007). Updates in treating speech disorders in children. A series of workshops presented
        throughout the U.S. (Boston, Albuquerque, Miami, Detroit, Fort Worth, Las Vegas, Honolulu, Raleigh,
        Logan, UT) and Australia, (Brisbane, Adelaide, Melbourne).