PreviousProjectCoordinators

Amy Peverley, M.A. (Trent University)

Number without Language? Developmental Pathways Among Language, Numeracy, and Executive Function

Keely Owens-Jaffray, M.A. (Trent University)

Number without Language? Developmental Pathways Among Language, Numeracy, and Executive Function

The Relationship between Language and Literacy: Examining Models of Development

The Relationship between Specific Language Impairment and Reading Disability

Social Problem Solving, Executive Function, and Affect in Late Adolescence and Early Adulthood

Ashley Toohey, M.Sc. (Trent University)

Number without Language? Developmental Pathways Among Language, Numeracy, and Executive Function

TalkAbility™: Social Skills for Children with Autism Spectrum Disorder

Figurative Language Use in Child and Adolescent Literature

Cognitive and Affective Theory of Mind in Children and Adolescents

Kyla McDonald, Ph.D. (Ryerson University)

Number without Language? Developmental Pathways Among Language, Numeracy, and Executive Function

TalkAbility™: Social Skills for Children with Autism Spectrum Disorder

Kathleen Wilson, B.Sc. (Trent University)

Number without Language? Developmental Pathways Among Language, Numeracy, and Executive Function

TalkAbility™: Social Skills for Children with Autism Spectrum Disorder

Katharine Bailey, M.A. (Trent University)

Number without Language? Developmental Pathways Among Language, Numeracy, and Executive Function

Relationship between Language and Literacy: Examining Models of Development

Sarah Bauer, M.A. (York University)

The Relationship Between Specific Language Impairment and Reading Disability

Jan Lobban-Shymko, M.Sc. (Trent University)

Sleep architecture: Linkages to procedural learning in high functioning autism and Asperger’s syndrome

Figurative language and social problem solving in children with language impairments