Dr. Lisa Wisman Weil is a language scientist and speech-language pathologist. She is Assistant Dean in the School of Communication and Assistant Professor in the Department of Communication Sciences and Disorders. Her research, teaching, and clinical interests focus on child language development and language disorders.
Dr. Wisman Weil is co-director of the Language in Infants + Toddlers Lab at Emerson, or LI+TLE Lab. She is curious about how language features and forms develop in young children, including those with developmental language disorder (DLD) and autism spectrum disorder (ASD). She takes a family-centered approach to her research and examines caregiver experiences with early intervention (EI), including the impact of EI on family well-being and access to EI. She utilizes a student-centered lens to examine how graduate students acquire knowledge and skills in counseling in speech-language pathology.
Dr. Wisman Weil teaches undergraduate and graduate courses. Undergraduate courses include: Autism, Introduction to Communication Disorders, and Language Acquisition. Graduate courses include: Clinical Methods IV (preparing for professional practice as a speech-language pathologist), Counseling in Speech Language Pathology, and Preschool Language Disorders. She aims to teach students to think critically about theory and research to yield best practice in the field of speech-language pathology.
About
- Department Communication Sciences & Disorders
- Since 2015
Education
M.A., Case Western Reserve University
Ph.D., Purdue University
Areas of Expertise
- Autism
- Communication Sciences & Disorders
- Developmental Language Disorder
- Early Intervention
- Speech & Language Disorders
Publications
Altered engagement of the speech motor network is associated with reduced phonological working memory in autism.
2023O'Brien, A. M., Perrachione, T. K., Weil, L. W., Araujo, Y. S., Halverson, K., Harris, A., ... & Qi, Z. (2023). Altered engagement of the speech motor network is associated with reduced phonological working memory in autism. NeuroImage: Clinical, 37, 103299. https://doi.org/10.1016/j.nicl.2022.103299
Conventions for unconventional language: Revisiting a framework for spoken language features in autism.
2022Luyster, R., Zane, E., & Wisman Weil, L. (2022). Conventions for unconventional language: Revisiting a framework for spoken language features in autism. Autism and Developmental Language Impairments, 7, 1-19. doi.org/ 10.1177/23969415221105472
Word imageability is associated with expressive vocabulary in children with autism spectrum disorder.
2022Lin, K.R., Wisman Weil, L., Thurm, A., Lord, C., & Luyster, R. (2022). Word imageability is associated with expressive vocabulary in children with autism spectrum disorder. Autism and Developmental Language Impairments, 7I, 1-9. doi.org/10.1177/23969415221085827
Syntactic priming and language intervention for children with grammatical deficits.
2022Leonard, L. B., Krok, W., & Wisman Weil, L. (2022). Syntactic priming and language intervention for children with grammatical deficits. In K. Messenger (Ed.) Syntactic priming in language acquisition: Representations, mechanisms, and applications. John Benjamins Publishing Company.
Identifying childhood expressive language features that best predict adult language and communication outcome in individuals with autism spectrum disorder.
2021LeGrand, K., Wisman Weil, L., Lord, C., & Luyster, R. (2021). Identifying childhood expressive language features that best predict adult language and communication outcome in individuals with autism spectrum disorder. Journal of Speech, Language, and Hearing Research. 64(6), 1977-1991. doi.org/10.1044/2021_JSLHR-20-00544
Coordinating speech-language pathology services for youth with autism spectrum disorder.
2020Wisman Weil, L. (2020). Coordinating speech-language pathology services for youth with autism spectrum disorder. In M. McClain Verdoes, J. Shahidullah, & K. Mezher (Eds), Interdisciplinary care coordination for youth with autism spectrum disorder. Springer Publishing Company.
Complex syntax interventions for young children with language impairments.
2019Wisman Weil, L. & Schuele, C. M. (2019). Complex syntax interventions for young children with language impairments. EBP Briefs. 13(5), 1-9. Bloomington, MN: NCS Pearson, Inc.
Case assignment in English-speaking children: A paired priming paradigm.
2017Wisman Weil, L. & Leonard, L. (2017). Case assignment in English-speaking children: A paired priming paradigm. Journal of Child Language, 44(4), 943-967. doi:10.1017/S0305000916000337
Shared neuroanatomical substrates of impaired phonological working memory across reading disability and autism.
2016Lu, C., Qi, Z., Harris, A., Wisman Weil, L., Han, M., Halverson, K., Perrachione, T., Kjelgaard, M., Wexler, K., Tager-Flusberg, H., & Gabrieli, J. (2016). Shared neuroanatomical substrates of impaired phonological working memory across reading disability and autism. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 1, 169-177. doi: 10.1016/j.bpsc.2015.11.001
Extending use of the NRT to preschool-age children with and without specific language impairment.
2010Deevy, P., Wisman Weil, L., Leonard, L., & Goffman, L. (2010). Extending use of the NRT to preschool-age children with and without specific language impairment. Language, Speech, and Hearing Services in Schools, 41, 277-288. doi:10.1044/0161-1461(2009/08-0096)
Use of the LENA tool to evaluate the effectiveness of a parent intervention program.
2010Wisman Weil, L. & Middleton, L. (2010). Use of the LENA tool to evaluate the effectiveness of a parent intervention program. Perspectives on Language Learning and Education, 17, 108-111. doi:10.1044/lle17.3.108