Ph.D. - Communicative Disorders
University of Wisconsin - 1981
M.S. - Communicative Disorders
University of Montana - 1977
B.A. - Linguistics
Wesleyan University - 1974
Dr. Dollaghan studies the nature, identification and outcomes of language and other communication disorders in young children, including children with specific language impairment and children recovering from traumatic brain injury. Her interests also include evidence-based practice and clinical decision-making. Also in Biological and sociodemographic influences on child language. Validity of diagnostic categories and diagnostic indicators. Models of lexical acquisition and processing.
Paradise, J. L., Feldman, H. M., Colborn, D. K., Campbell, T. F., Dollaghan, C. A., Rockette, H. E., Janosky, J. E., Kurs-Lasky, M., Bernard, B. S., & Smith, C. G. (1999). Parental stress and parent-rated child behavior in relation to otitis media in the first three years of life. Pediatrics, 104:6, 1264-1273. 1999 - Publication
Dollaghan, C. & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136-1146. 1998 - Publication
Dollaghan, C. (1998). Spoken word recognition in children with and without specific language impairment. Applied Psycholinguistics, 19, 193-207. 1998 - Publication
Campbell, T., Dollaghan, C., Needleman, H. & Janosky, J. (1997) Reducing bias in language assessment: Processing-dependent measures. Journal of Speech and Hearing Research, 40, 519-525. 1997 - Publication
Dollaghan, C., Biber, M. & Campbell, T. (1995). Lexical influences on nonword repetition. Applied Psycholinguistics, 16, 211-222. 1995 - Publication
Campbell, T. & Dollaghan, C. (1995). Speaking rate, articulatory speed, and linguistic Processing in children and adolescents with severe traumatic brain injury. Journal of Speech and Hearing Research, 38, 864-875. 1994 - Publication
Dollaghan, C. (1994). Children's phonological neighborhoods: Half empty or half full? Journal of Child Language, 21, 257-271. 1993 - Publication
Dollaghan, C. & Campbell, T. (1992). A procedure for classifying disruptions in spontaneous language samples. Topics in Language Disorders, 12, 56-68. 1992 - Publication
Dollaghan, C., Biber, M. & Campbell, T. (1993). Constituent syllable effects in a nonsense word repetition task. Journal of Speech and Hearing Research, 36, 1051-1054. 1992 - Publication
Campbell, T. & Dollaghan, C. (1992). A method for obtaining listener judgments of spontaneously produced language: Social validation through direct magnitude estimation. Topics in Language Disorders, 12, 42-55. 1991 - Publication
University of Texas at Dallas (Dallas, Texas) [2006–Present]
University of Pittsburgh [2001–2006]
University of Pittsburgh [1994–2001]
University of Pittsburgh [1989–1994]
University of Pittsburgh [1987–1992]
Clinical Assistant Professor
University of Pittsburgh [1987–1989]
Glenrose Rehabilitation Hospital (Edmonton, Alberta, Canada) [1986–1986]
Clinical Associate Professor
Glenrose Rehabilitation Hospital (Edmonton, Alberta, Canada) [1983–1987]
Glenrose Rehabilitation Hospital (Edmonton, Alberta, Canada) [1983–1987]
Glenrose Rehabilitation Hospital (Edmonton, Alberta, Canada) [1982–1987]
Separating lexical and phrasal stress: An investigation of stress clash resolution
2003–2003 Rusiewicz, H. L., Dollaghan, C. A., & Campbell, T. F., Poster, American Speech-Language-Hearing Association Annual Convention, Chicago, 11/03.
Making clinical sense: results of a major language intervention trial
2006–2007 Gillam, R., Dollaghan, C., Fey, M., Hewitt, L., & Schuele, C. M., Presented at the American Speech-Language-Hearing Association Annual Convention, Miami, 11/06.
Speech change in young children after severe traumatic brain injury
4–4 Campbell, T. F., & Dollaghan, C. A., Presented at the Seventh World Congress on Brain Injury, Lisbon, Portugal, 4/08.
Diagnosing our diagnostic indicators: An evidence-based analysis
2004–2004 Dollaghan, C. & Campbell T.F. Seminar, American Speech-Language-Hearing Association Annual Convention, Philadelphia, 11/04
Speech skills one-year following severe pediatric traumatic brain injury
2005–2006 Rusiewicz, H. L., Campbell, T. F., & Dollaghan, C. A., Poster, American Speech-Language-Hearing Association Annual Convention, San Diego, 11/05.
Professional Activities and Honors
- Chair, Science Advisory Board of the American Speech-Language-Hearing Association (ASHA), 2008-present
- Chair, Advisory Committee on Evidence-Based Practice of ASHA, 2005-2008
- Consultant, Canadian Centre of Excellence for Children and Adolescents with Special Needs project on culturally and linguistically appropriate assessment , 2007-present
- Chair, Research and Scientific Affairs Committee of the American Speech-Language-Hearing Association (ASHA), 2001-2004
- Member, Joint Coordinating Committee on Evidence-Based Practice, ASHA, 2004
- Marden Fellow, University of Hong Kong, 2004
- Member, National Outcomes Measurement Survey Task Force, ASHA, 2003-2004
- Member, Data Safety Monitoring Committee, National Institutes of Health, 2001-2005
- Member ad hoc, NIH National Heart, Lung and Blood Institute Clinical Trials Review Committee, 2002
- Member, NIH Behavioral and Biobehavioral Processes Subcommittee 3,1999-2002
- Associate Editor - Language, Journal of Speech, Language, and Hearing Research, 1995-1998
- Fellow of the American Speech-Language-Hearing Association, 1998
- Member, NIH Human Development and Aging Subcommittee 3, 1998-1999
- Member ad hoc, NIH Human Development and Aging Subcommittee 1, 1996, 1997
- Reviewer ad hoc, NIH National Institute on Deafness and Other Communication Disorders, 1995, 1996, 2000, 2001, 2009
- Reviewer ad hoc, Social Sciences and Humanities Research Council of Canada; The Wellcome Trust Neurosciences Section (United Kingdom); United States-Israel Binational Science Foundation
- Reviewer ad hoc, Bamford-Lahey Foundation research scholarship competition; American Speech-Language-Hearing Foundation New Century Scholars Competition; University of Texas-Southwestern Clinical and Translational Science Initiative Pilot Grant Program
- Member, National Advisory Board, Symposium on Research in Child Language Disorders, University of Wisconsin-Madison, 1999-present
- Chair, Program Committee on Language Science, American Speech-Language-Hearing Association Annual Convention, 1989; member, 1985, 1993, 1997, 2000
- Reviewer, Society for Research in Child Development 2001 Biennial Meeting
- Member, Review Committee, Arlene Matkin Student Scholarship Competition, American Speech-Language-Hearing Foundation, 1990-92, 1998, 1999
- Chair, Program Committee, Symposium on Research in Child Language Disorders, University of Wisconsin-Madison, 1980
- Editorial Consultant: Journal of Speech, Language, and Hearing Research; American Journal of Speech-Language-Pathology, Evidence-Based Communication Assessment and Intervention
Chris Dollaghan completed her BA in linguistics at Wesleyan University (Middletown, CT) and her MA and PhD in communicative disorders at the University of Montana and the University of Wisconsin-Madison, respectively. She was a professor at the University of Pittsburgh prior to joining the School of Behavioral and Brain Sciences in 2006. She received the Honors of the American Speech-Language-Hearing Association in 2012.
Recent studies by a UT Dallas researcher aim at finding better ways to diagnose young children with language impairments. Dr. Christine Dollaghan, a professor at the Callier Center for Communication Disorders and the School of Behavioral and Brain Sciences, is author of a paper in the Journal of Speech, Language, and Hearing Research. The study evaluated data collected from a large sample of about 600 children. Some of the participants had specific language impairments, or SLI. She wanted to deterimine whether SLI should be regarded as a discrete diagnostic category. As in the earlier investigation, she found the 6-year-olds with SLI did not represent a distinct group with unique characteristics Instead, they fell at the lower end of a continuous distribution of language skills. The results of the study could help in developing diagnostic protocols for children with language impairment and tailoring treatments to the characteristics of individual children. Dollaghan said the categorical-continuous question is being examined by investigators interested in many other diagnostic categories, including autism, schizophrenia and ADHD.
Dr. Christine Dollaghan, a professor in UT Dallas’ School of Behavioral and Brain Sciences (BBS), received the American Speech-Language-Hearing Association’s (ASHA) top award during this fall’s national convention. Dollaghan was selected for Honors of the Association, which recognizes members who have made distinguished contributions to the field of communication sciences and disorders. Recipients have earned the respect of colleagues around the world for long careers of innovative and insightful research, impressive clinical practice, outstanding teaching or for other significant accomplishments. Dollaghan conducts research and teaches at the Callier Center for Communication Disorders. She has played a leading role in shaping evidence-based practice in communication disorders, chairing ASHA’s Research and Scientific Affairs Committee and the Advisory Committee on Evidence-based Practice. Dollaghan’s Handbook of Evidence-Based Practice in Communication Disorders is widely used by researchers, clinicians, faculty and students.
A panel of national experts — which included a UT Dallas professor — recently released a report that said the number of children diagnosed with speech and language disorders in the U.S. is increasing.
The committee was organized by the National Academies of Sciences, Engineering, and Medicine at the request of the Social Security Administration’s Office of Disability Policy. The Social Security office has seen an increase in the number of children receiving Supplemental Security Income (SSI) for speech and language disorders and wanted to get the facts from industry experts.
Statistical Methods for the Accurate Discrimination of Patterns Indicative of SLI in Spanish- English Bilingual Children
$36,000 - UT Southwestern Medical Center Clinical and Translational Science Pilot Award Program [2008–2008]
Electrophysiological indices of learning: novel words and inflectional suffixes
$2,500 - Research Initiative grant, UTD School of Behavioral and Brain Sciences [2007–2008]
Early otitis and literacy and attention at 9 to 11 years
$675,000 - National Institutes of Health, National Institute on Maternal and Child Health. [2002–2005]
Child development in relation to early otitis media
$175,000 - National Institutes of Health, National Institute on Maternal and Child Health [2001–2002]
Speech change in children after traumatic brain injury
$1,589,712 - National Institutes of Health, National Institute on Deafness and Other Communication Disorders [1999–2004]