John J. Heilmann, Ph.D., CCC-SLP
Enderis Hall, Room 845
Phone: (414) 229-4625
Fax: (414) 229-2620
Communication Sciences & Disorders
- Ph.D., University of Wisconsin-Madison
(department of Communicative Disorders)
- M.A., University of Cincinnati
- B.S., University of Cincinnati
- Children's Language Development
- Children with Language Disorders
- Children with Disabilities
(Emphasis on Language and Communication)
- School-based Testing (Assessment/Measurement)
Dr. Heilmann’s research interests include the authentic assessment of all children experiencing language learning difficulties, including those from cultural and linguistic minority backgrounds. Authentic assessments are required for the accurate identification of language impairment and to provide a rich description of children’s language skills. One line of research is improving the clinical feasibility of language sample analysis so that more clinicians can use this evidence-based procedure as part of the comprehensive initial assessment and as a curriculum-based progress monitoring tool. A second line of research is documenting the multiple dimensions of language that can be captured using language sample analysis and using these dimensions to describe subgroups of children with language impairment.
Heilmann, J., DeBrock, L., & Riley-Tillman, C. (In Press). Stability of measures from children’s interviews: The effects of time, sample length, and topic. American Journal of Speech-Language Pathology.
Moyle, M., Heilmann, J., & Berman, S. (2013). Assessment of early developing phonological awareness skills: A comparison of the Preschool individual growth and development indicators and the phonological awareness and literacy screening-PreK. Early Education & Development, 24(5), 668 - 686.
Heilmann, J. & Westerveld, M. (2013). Bilingual language sample analysis: Considerations and technological advances. Journal of Clinical Practice in Speech-Language Pathology. 15(2), 87 - 93.
Westerveld, M., & Heilmann, J. (2012). The effects of geographic location and picture support on children's story retelling performance. Asia Pacific Journal of Speech, Language, and Hearing, 15(2), 129-143.
*Gouvousis, A., Heilmann, J., Golden, J., Kalinowski, J., Hudson, S., & Hough, M. (2010). Examining the attitudes and physiological responses preservice learners have towards children with autism spectrum disorders. Research in Autism Spectrum Disorders, 4(3), 450 – 456.
Heilmann, J. (2010). Myths and realities of language sample analysis. Perspectives on Language Learning and Education, 17(1), 4 – 8.
Heilmann, J., Miller, J., & Nockerts, A. (2010). Sensitivity of narrative organization measures using narrative retells produced by young school-age children. Language Testing, 27(4), 603 – 626.
Heilmann, J., Miller, J., & Nockerts, A. (2010). Using language sample databases. Language, Speech, and Hearing Services in the Schools, 41, 84 – 95.
Heilmann, J., Miller, J., Nockerts, A., & Dunaway, C. (2010). Properties of the narrative scoring scheme using narrative retells in young school-age children. American Journal of Speech-Language Pathology, 19(2), 154 – 166.
Heilmann, J., Nockerts, A., & Miller, J. (2010). Language sampling: Does the length of the transcript matter? Language, Speech, and Hearing Services in Schools, 41(4), 393 – 404.
*Wolfe, D., & Heilmann, J. (2010). Simplified and expanded input in a focused stimulation program for a child with delayed expressive language. Child Language Teaching and Therapy, 26(3), 335 - 346.
Heilmann, J., Miller, J., Iglesias, A., Fabiano-Smith, I., Nockerts, A., & Digney-Andriacchi, K. (2008). Narrative transcription accuracy and agreement in two languages. Topics in Language Disorders, 28, 178 – 187.
* First author was an advisee