Tim Brackenbury, Ph.D.

Educational Experience

Ph.D. (2001). Speech-Language Pathology. University of Kansas.
Dissertation: Quick incidental learning of manner-of-motion verbs in young children: Acquisition and representation. Link

M.A. (1992). Speech-Language Pathology. University of Kansas.
Thesis: An analysis of fricative-vowel coarticulation in children with phonological disorders.

B.S. (1989). Illinois State University.


Courses Taught

CDIS 2230/4710: Introduction to Communication Disorders / Intro to CDIS for the Classroom Teacher.
CDIS 2250: Speech and Language Acquisition and Development
CDIS 3110: Phonological Assessment and Intervention
CDIS 4760: Introduction to Research in Speech, Language, and Hearing
CDIS 4900: Language Intervention in Children With Cochlear Implants
HNRS 2020: Critical Thinking about Great Ideas
HNRS 4990: Senior honors project

CDIS 6630: Phonological Intervention
CDIS 6820: Beyond standardized language assessment
CDIS 6970: Practicum in speech-language pathology
CDIS 6990: Thesis research
EDIS 6840: Language and Communication Development in Individuals with Special Needs

CDIS 7000: Teaching communication disorders
CDIS 7800: Seminar in Specific Language Impairment
CDIS 7850: Readings in Lexical Acquisition
CDIS 7870: Pedagogy in child language development


Research Interests

The social and linguistic cues that children use as they acquire the ability to learn words incidentally

How and when children interconnect newly learned words with previously known lexical items

Semantic intervention for children with or at risk for language delays

Item Response Theory based assessment of children's phonological skills

The perceptual and motivational impacts of learner-centered teaching practices on students


Grants

Brackenbury, T. (2016, August). M. Neil Browne Professorship. Provost Office. Bowling Green State University. $36,000.

Brackenbury, T. (2012, February). Developing an Item Response Test of Child Phonology. Faculty Research Committee, Project Grant, Office of Sponsored Programs and Research, Bowling Green State University. $1,500.

Brackenbury, T.P. (2004, November). Linguistic and social-pragmatic influences on the onset of fast mapping. ASHFoundation Research Grant for New Investigators.

Brackenbury, T.P. (2002, March). The effects of verb type and linguistic input on new word acquisition and generalization. Faculty Research Committee, Research Incentive Grant. Sponsored Research Programs, Bowling Green State University.


Publications

Ludy, M. J., Brackenbury, T., Folkins, J., Peet, S., Langendorfer, S., Stucker, J., & Beining, K. (2016). Student impressions of syllabus design: Engaging versus contractual syllabus. International Journal of the Scholarship of Teaching and Learning, 10, 1-23. PDF, Link

Folkins, J., Brackenbury, T., Kraus, M., & Haviland, A. (2016). Enhancing the therapy experience using principles of video game design. American Journal of Speech-Language Pathology, 25, 111-121. PDF, Link

Witter, E. & Brackenbury, T. (2014). Undergraduates’ Knowledge and Interest in the Doctorate of Philosophy Degree for Communication Sciences and Disorders. Contemporary Issues in Communication Science and Disorders, 41, 252 – 274. PDF, Link

Brackenbury, T., Folkins, J., & Ginsberg, S. (2014). Examining educational challenges in communication sciences and disorders from the perspectives of signature pedagogy and reflective practice. Contemporary Issues in Communication Science and Disorders, 41, 70 - 82. PDF, Link

Brackenbury, T., Bronkema, R., & Ortis, L. (2013). Students' responses to application quests: A case-based learning activity. International Journal for the Scholarship of Teaching and Learning, 7 (2). PDF, Link

Brackenbury, T. (2012). A qualitative examination of connections between learner-centered teaching and past significant learning experiences. Journal of the Scholarship of Teaching and Learning, 12, 12-28. PDF, Link

Muttiah, N., Georges, K., & Brackenbury, T. (2011). Clinical and research perspectives on nonspeech oral motor treatments and evidence-based practice. American Journal of Speech, Language, and Hearing, 20, 47-59. PDF, Link

Ramamchandra, V., Hewitt, L., & Brackenbury, T. (2011). The relationship between phonological working memory, phonological sensitivity, and incidental word learning. Journal of Psycholinguistic Research, 40, 93-109. PDF, Link

Gabel, R., Brackenbury, T., and Irani, F. (2010). Access to information about stuttering and societal knowledge of stuttering. Perspectives on Fluency and Fluency Disorders, 20, 51-57. PDF, Link

Brackenbury, T., Burroughs, E., & Hewitt, L. (2008). A qualitative examination of current guidelines for evidence-based practice in child language intervention. Language Speech and Hearing Services in Schools, 39, 78 - 88. PDF, Link

Brackenbury, T., Ryan, T., & Messenheimer, T. (2006). Incidental word learning in a hearing child of deaf adults. Journal of Deaf Studies and Deaf Education, 11, 76-93. PDF

Brackenbury, T. & Pye, C. (2005). Semantic deficits in children with language impairments: Issues for clinical assessment. Language, Speech, and Hearing Services in Schools, 36, 5-16. PDF, Link

Brackenbury, T., & Fey, M. E. (2003). Quick incidental verb learning in 4-year-olds: Identification and generalization. Journal of Speech, Language, and Hearing Research, 46, 313-327. PDF, Link


Selected Recent Presentations

Brackenbury, T., Zickar, M, Munson, B., & Storkel, H. (2016, June). Applying item response theory to the development of a screening adaptation of the Goldman-Fristoe Test of Articulation -2. Poster presented at the Symposium for Research in Child Language Disorders, Madison, WI. Handout

Niese, H. & Brackenbury, T. (2016, June). Jump start vocabulary: Teaching shape bias to increase expressive vocabulary. Poster presented at the Symposium for Research in Child Language Disorders, Madison, WI. Handout

Beining, K., Schart, K., & Brackenbury, T. (2015, November). It’s in the syllabus: Examining syllabi content and course outcomes across colleges.  Poster presented at the annual convention of the American Speech-Language-Hearing Association, Denver, CO. Handout

Ludy, M.J., Brackenbury, T., Folkins, J., Peet, S., Langendorfer, S., & Beining, K. (2015, October). Creating syllabi to maximize student engagement and motivation.  Paper presented at the annual Lilly Conference: College and University Teaching and Learning, Traverse City, MI. Handout

Brackenbury, T. (2015, March). All the latest on Late Talkers. Paper presented at the annual convention of the North Carolina Speech, Language, Hearing Association, Raleigh, NC. Handout

Brackenbury, T. (2015, March). From Angry Birds to learning words: Applying principles of game design to clinical intervention. Paper presented at the annual convention of the North Carolina Speech, Language, Hearing Association, Raleigh, NC.

Brackenbury, T. (2015, March). Ratatouille: A character study of clinical development. Paper presented at the annual convention of the North Carolina Speech, Language, Hearing Association, Raleigh, NC. Handout

Brackenbury, T. (2014, November). The accessibility and influence of taxonomic and thematic information on novel word learning in preschoolers. Poster presented at the annual convention of the American Speech-Language-Hearing Association, Orlando, FL. Handout

Brackenbury, T. & Witter, E. (2014, November). Beyond vocabulary: Evidence-based interventions for a variety of semantic deficits. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Orlando, FL. Handout

Ehrhorn, A. & Brackenbury, T. (2014, June). Integrating Novel Words into the Preschool Lexicon: Evidence from Taxonomic & Thematic Connections. Poster presented at the Symposium for Research in Child Language Disorders, Madison, WI. Handout

Brackenbury, T. (2014, March). Vowel Errors: The lost world of speech intervention. Paper presented at the annual conference of the Ohio Speech-Language Hearing Association, Columbus, OH. Handout