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Professional Preparation
Ed.D. - Psycholinguisitics Harvard University - 1994
M.S. - Communication Disorders University of Wisconsin - 1983
B.S. - Speech Pathology and Audiology Boston University - 1981
Research Areas
Research Interests
Dr. Rollins research has emphasized using behavioral paradigms to understand the dynamics of infant/child social interactions and social experiences as predictors of social, communication and language development. She investigates the social underpinnings of joint attention, word learning and language development. Dr. Rollins has extended this work to children with autism spectrum disorder (ASD), charting developmental trajectories and conducting translational studies. Her current research emphasis is on intervention efficacy in culturally and linguistically diverse autistic children
Publications
De Froy, Adriane, & Pamela Rollins. (2023) The cross-racial/ethnic gesture production of young autistic children and their parents, Autism and Developmental Language Impairments. - publications
Rollins, Pamela, & Adriane De Froy, Reexamining Pathways Early Autism Intervention in Children Before and After the Third Birthday: A Randomized Control Trial. Journal of Autism and Developmental Disorders, (2022): https://doi.org/10.1007/s10803-022-05599-8. - publications
Rollins, Pamela R, Adriane De Froy, Sebastian Gajardo, Sara Brantley, Pragmatic Contributions to Early Vocabulary and Social Communication in Young Autistic Children with Language and Cognitive Delays. Journal of Communication Disorders, (2022): https://doi.org/10.1007/s10803-022-05599-8
- publications
De Froy, A., Sims, M., Sloan, B. M., Gajardo, S., Rollins, P.R., (2021). Differential Responses to Child Communicative Behavior of Parents of Toddlers with ASD. Journal Autism & Developmental Language Impairments, 6 (2021). 1-15 - publications
Rollins, Pamela R., Adriane De Froy, Michelle Campbell, Renee, Thibodeau Hoffman (2020). Mutual Gaze: An Active Ingredient for Social Development. Journal of Autism and Developmental Disorders. DOI: 10.1007/s10803-020-04672-4 - publications
Rollins, Pamela R., Serena John, Alex Jones, & Adriane De Froy, A, (2019). Pathways Early ASD Intervention as a Moderator of Parenting Stress on Parenting Behaviors: A Randomized Control Trial. Journal of Autism and Developmental Disorders 49, no10: 4280-4293. - publications
Rollins, Pamela R., (2018). Setting the Stage: Creating a Social Pragmatic Environment for Toddlers with ASD and Their Caregiver”. Revista De Logopedia, Foniatria y Audiologia, no. 38:14-23. - publications
Rollins, Pamela R., (2016) “Words Are Not Enough.” Topics in Language Disorders 36, no. 3: 198–216. - publications
Appointments
Professor The University of Texas at Dallas [2018–2021]
Associate Professor The University of Texas at Dallas [2000–2018]
Founding Director UTD/Early Communication, Language and Social Skills preschool [2003–2009]
Assistant Professor The University of Texas at Dallas [1994–2000]
Special Faculty Appointment Southwestern Medical School [2006–2008]
Teaching Fellow Harvard Graduate School of Education [1989–1990]
Research Assistant Harvard Graduate School of Education [1988–1994]
Speech/ Language Pathologist Brighton Early Intervention Program, Brighton, MA [1985–1987]
Speech/ Language Pathologist Emma Pendleton Bradley Hospital, Providence, RI [1984–1985]
A UT Dallas researcher has been awarded a grant from the State of Texas to evaluate an early intervention program for children with autism spectrum disorder (ASD) that could change the way the state administers early intervention for these children. The grant — for more than $980,000 — is for research on a community-based program for toddlers called Pathways Early Autism Intervention Program.
“Our previous study has shown that Pathways is a very effective model for supporting young children diagnosed on the autism spectrum,” said Dr. Pamela Rollins, associate professor in the School of Behavioral and Brain Sciences. “Now we will take a closer look at the program and one of its specific components — eye contact.”
Robots and humans socialize frequently in pop fiction — think of Wall-E and Star Trek: The Next Generation. Now, a UT Dallas researcher is giving the fantasy of robotic friends a practical edge with a robot that teaches social skills to children with Autism Spectrum Disorder (ASD).
Dr. Pamela Rollins, associate professor in the School of Behavioral and Brain Sciences, explained that individuals with ASD often have social anxiety. Learning social interactions via a less threatening interface — a robot — may help patients better identify emotions and use specific social skills with humans, like holding a conversation.
Affiliations
UTD/Callier Center for Communication Disorders
UTD/Center for Children and Families
Professional Affiliations
Member, American Speech-Language-Hearing Association, 1978 - present
Funding
“Establishing the Effectiveness of Pathways Early Autism Intervention in a State Funded Early Intervention Program”
$863,926.00 - Texas Higher Education Coordinating Board (THECB), Autism Grant Program (AGP) Innovative Treatment Models [2020/03–2021/05]
Randomized Control Trial Evaluating the Efficacy of Pathways Early Autism Intervention in Children, Birth to Five Years
$882,261.00 - Texas Higher Education Coordinating Board (THECB), Autism Grant Program (AGP) Innovative Treatment Models [2018/08–2020/12]
Assessing the Efficacy of Pathways Innovative Early Autism Intervention
$980,711 - Texas Higher Education Coordinating Board (THECB), Autism Grant Program (AGP) Innovative Treatment Models [2016/08–2018/12]
The social bases of communication: A longitudinal study.
$11,650 - Timberlawn Foundation [1998–2000]
The UTD Human Development Language and Communication Data Base
$3,600 - Faculty Research Initiative Award [1998–1998]