Please type your desired tags, e.g. public economics, Conflict Management, modeling, business analytics, Cross-disciplinary Collaboration, integratable dynamical systems with applications to classical and statistical mechanics, sedimentology, Chemoenzymatic Synthesis, software for numerical simulation of scalar acoustic elastic viscoelastic and poroelastic isotropic and anistropic responses, Animal Studies, and etc.
Press the 'enter' key or type a comma (,) after each new tag.
PhD - Hearing and Speech Sciences Vanderbilt University
MS - Interdisciplinary Science in Neurodevelopmental Disabilities Vanderbilt University
BS - Communication Sciences and Disorders; Linguistics Northwestern University
Dr. Su’s research focuses on language development and caregiver-child interaction in children with autism spectrum disorder and bilingual children. Theoretically guided by the Transactional Model of Language Development, she focuses on the influence of child-level factors, input-level factors, and their interaction on language learning in her research. She uses various methods in her work, including observational methods, eye-tracking, naturalistic home language recordings, and language sample analysis to understand how children with different linguistic experiences acquire language.
The long-term goal of her work is to (a) identify malleable aspects of caregiver-child interaction that optimize language outcomes in diverse groups of children, and (b) develop culturally and linguistically sensitive tools to assess language and identify language disorders in children from diverse backgrounds.
Parental Language Input to DHH Children Before Cochlear Implantation 2021 - Journal Article
The role of early social motivation in explaining variability in functional language in toddlers with autism spectrum disorder 2021 - Journal Article
The Bilingual Home Language Boost Through the Lens of the COVID-19 Pandemic 2021 - Journal Article
Advancing Academic-Research Career (AARC) Award - ASHA 
Assistant Professor University of Texas at Dallas [2022–Present]
Postdoctoral Researcher University of Delaware [2020–2022]
Clinical Fellow in Speech-Language Pathology Late Talkers Consulting [2018–2020]
Word learning from infant-directed speech in bilingual children
2022/01Research on early language development has focused disproportionally on monolingual children. Given the prevalence of bilingualism worldwide and in the US, more research is urgently needed to generate language development theories that address diverse language learners and to better support language development in bilingual children. This study focuses on word learning from infant-directed speech (IDS; also known as "motherese"/"parenthese"/"babytalk") in Spanish-English bilingual toddlers and incorporates eye-gaze measures and all-day recording data.
Word learning from infant-directed speech in autistic toddlers
This study focuses on word learning from infant-directed speech (IDS; also known as "motherese"/"parenthese"/"babytalk") in autistic toddlers. Similar to the project above, this study uses eyegaze methods and all-day recording data.
Narrative sample analysis in Mandarin-English bilingual children
2022/08This project aims to develop transcription and scoring protocol for narrative samples from Mandarin-English bilingual children.
Speech Language Pathologist, Texas Department of Licensing and Regulations
License number: 120130
Certificate of Clinical Competence in Speech Language Pathology (CCC-SLP)
Certificate of Clinical Competence in Speech Language Pathology (CCC-SLP), American Speech Language Hearing Association (ASHA) (ASHA #14114264)
R21: Word Learning from Infant-Directed Speech in Autistic Children
- NIH NIDCD [2024/04–2027/04]
Caregivers frequently use infant-directed speech (IDS), commonly known as “parentese”, when speaking to young children. Compared to adult-directed speech (ADS), IDS is typically characterized by greater pitch variation, longer duration, and louder volume. IDS facilitates early language development in typically developing (TD) children. However, we do not know whether the facilitative effect of IDS on language learning can be generalized to clinical populations such as autistic children given that core autism features (e.g., sensory and social communication differences) may interact with how they process and learn from IDS. The overall objective of this research is to determine whether IDS facilitates novel word learning in autistic children and to investigate if the effect of IDS is conditional upon input factors and child factors.
Word Learning from Infant-Directed Speech in Bilingual Children