Tim Brackenbury, Ph.D., CCC-SLP

Educational Experience

Ph.D. (2001). Speech-Language Pathology. University of Kansas.
Dissertation: Quick incidental learning of manner-of-motion verbs in young children: Acquisition and representation. Link

M.A. (1992). Speech-Language Pathology. University of Kansas.
Thesis: An analysis of fricative-vowel coarticulation in children with phonological disorders.

B.S. (1989). Illinois State University.

Courses Taught

CDIS 2230/4710: Introduction to Communication Disorders / Intro to CDIS for the Classroom Teacher.
CDIS 2250: Speech and Language Acquisition and Development
CDIS 3110: Phonological Assessment and Intervention
CDIS 4760: Introduction to Research in Speech, Language, and Hearing
CDIS 4900: Language Intervention in Children With Cochlear Implants
HNRS 2020: Critical Thinking about Great Ideas
HNRS 4990: Senior honors project

CDIS 6630: Phonological Intervention
CDIS 6820: Beyond standardized language assessment
CDIS 6970: Practicum in speech-language pathology
CDIS 6990: Thesis research
EDIS 6840: Language and Communication Development in Individuals with Special Needs

CDIS 7000: Teaching communication disorders
CDIS 7800: Seminar in Specific Language Impairment
CDIS 7850: Readings in Lexical Acquisition
CDIS 7870: Pedagogy in child language development

Research Interests

The social and linguistic cues that children use as they acquire the ability to learn words incidentally

How and when children interconnect newly learned words with previously known lexical items

Semantic intervention for children with or at risk for language delays

Item Response Theory based assessment of children's phonological skills

The perceptual and motivational impacts of learner-centered teaching practices on students

Grants

Brackenbury, T. (2016, August). M. Neil Browne Professorship. Provost Office. Bowling Green State University. $36,000.

Brackenbury, T. (2012, February). Developing an Item Response Test of Child Phonology. Faculty Research Committee, Project Grant, Office of Sponsored Programs and Research, Bowling Green State University. $1,500.

Brackenbury, T.P. (2004, November). Linguistic and social-pragmatic influences on the onset of fast mapping. ASHFoundation Research Grant for New Investigators.

Brackenbury, T.P. (2002, March). The effects of verb type and linguistic input on new word acquisition and generalization. Faculty Research Committee, Research Incentive Grant. Sponsored Research Programs, Bowling Green State University.

Publications

Barman, B., Dubasik, V., Brackenbury, T., & Colcord, D. (2023). Graduate students’ perceived preparedness to work with individuals who use augmentative and alternative communication. American Journal of Speech-Language Pathology, 3, 1165-1181. https://doi.org/10.1044/2023_AJSLP-22-00282

Brackenbury, T. & Kopf, L. (2022). Serious games and gamification: Game-Based learning in communication sciences and disorders. Perspectives of the ASHA Special Interest Groups, 7, 482-498. https://doi.org/10.1044/2021_PERSP-21-00284

Brackenbury, T. & Ludy, M. J. (2021). A Framework for Enhancing Critical Thinking Within Health Science Courses. In J. Friberg, C. Visconti, & S. Ginsberg (Ed.) Case Studies in Evidence-Based Education: A Resource for Teaching in Clinical Professions. https://www.slackbooks.com/evidence-based-education-in-the-classroom-examples-from-clinical-disciplines/

Brackenbury, T. & Greene, M. (2020). Gamified learning: Applying principles of video game design to learning experiences. In S. Cady, C. Gorelick, & C. Forde-Stiegler (Eds.) The Collaborative Change Library: Your Global Guide to Transforming Organization, Revitalizing Communities, and Developing Human Potential.  NEXUS4change. https://nexus4change.com/library

Niese, H. & Brackenbury, T. (2020). Teaching shape bias to increase the expressive vocabularies of late talkers. Clinical Archives of Communication Disorders, 5, 55-65. https://doi.org/10.21849/cacd.2020.00234

Brackenbury, T., Zickar, M, Munson, B., & Storkel, H. (2017). Applying item response theory to the development of a screening adaptation of the Goldman-Fristoe Test of Articulation -2. Journal of Speech, Language, and Hearing Research, 60, 2672–2679. https://doi.org/10.1044/2017_JSLHR-L-16-0392

Ludy, M. J., Brackenbury, T., Folkins, J., Peet, S., Langendorfer, S., Stucker, J., & Beining, K. (2016). Student impressions of syllabus design: Engaging versus contractual syllabus. International Journal of the Scholarship of Teaching and Learning, 10, 1-23. https://doi.org/10.20429/ijsotl.2016.100206

Folkins, J., Brackenbury, T., Kraus, M., & Haviland, A. (2016). Enhancing the therapy experience using principles of video game design. American Journal of Speech-Language Pathology, 25, 111-121. https://doi.org/10.1044/2015_AJSLP-14-0059

Witter, E. & Brackenbury, T. (2014). Undergraduates’ Knowledge and Interest in the Doctorate of Philosophy Degree for Communication Sciences and Disorders. Contemporary Issues in Communication Science and Disorders, 41, 252 – 274. https://doi.org/10.1044/cicsd_41_F_252

Brackenbury, T., Folkins, J., & Ginsberg, S. (2014). Examining educational challenges in communication sciences and disorders from the perspectives of signature pedagogy and reflective practice. Contemporary Issues in Communication Science and Disorders, 41, 70 - 82. https://doi.org/10.1044/cicsd_41_S_70

Brackenbury, T., Bronkema, R., & Ortis, L. (2013). Students' responses to application quests: A case-based learning activity. International Journal for the Scholarship of Teaching and Learning, 7 (2). http://digitalcommons.georgiasouthern.edu/ij-sotl/vol7/iss2/8

Brackenbury, T. (2012). A qualitative examination of connections between learner-centered teaching and past significant learning experiences. Journal of the Scholarship of Teaching and Learning, 12, 12-28. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/3139

Muttiah, N., Georges, K., & Brackenbury, T. (2011). Clinical and research perspectives on nonspeech oral motor treatments and evidence-based practice. American Journal of Speech, Language, and Hearing, 20, 47-59. https://doi.org/10.1044/1058-0360(2010/09-0106)

Ramamchandra, V., Hewitt, L., & Brackenbury, T. (2011). The relationship between phonological working memory, phonological sensitivity, and incidental word learning. Journal of Psycholinguistic Research, 40, 93-109. https://doi.org/10.1007/s10936-010-9157-8

Gabel, R., Brackenbury, T., and Irani, F. (2010). Access to information about stuttering and societal knowledge of stuttering. Perspectives on Fluency and Fluency Disorders, 20, 51-57. https://doi.org/10.1044/ffd20.2.51

Brackenbury, T., Burroughs, E., & Hewitt, L. (2008). A qualitative examination of current guidelines for evidence-based practice in child language intervention. Language Speech and Hearing Services in Schools, 39, 78 - 88. https://doi.org/10.1044/0161-1461(2008/008)

Brackenbury, T., Ryan, T., & Messenheimer, T. (2006). Incidental word learning in a hearing child of deaf adults. Journal of Deaf Studies and Deaf Education, 11, 76-93. https://doi.org/10.1093/deafed/enj018

Brackenbury, T. & Pye, C. (2005). Semantic deficits in children with language impairments: Issues for clinical assessment. Language, Speech, and Hearing Services in Schools, 36, 5-16. https://doi.org/10.1044/0161-1461(2005/002)

Brackenbury, T., & Fey, M. E. (2003). Quick incidental verb learning in 4-year-olds: Identification and generalization. Journal of Speech, Language, and Hearing Research, 46, 313-327. https://doi.org/10.1044/1092-4388(2003/025)

Selected Recent Presentations

Brackenbury, T. & Kopf, L. (2021, November). Increasing student/client motivation and learning through serious games and gamification: Methods for game-based learning. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Washington DC.

Brackenbury, T., Dietz, A., & Rogers, C. (2019, November). Innovations and best practices for teaching foundational sciences in CSD. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Orlando, FL.

Eskins, E., Portentoso, G., & Brackenbury, T. (2018, November). Screening measures for speech sound disorders: A bit of everything or a lot of something. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.

Janoski, C., Fitzgerald, C., Brackenbury, T. (2018, November). The functions of maternal questions to children with SLI & their siblings. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.

Goedde, A., Brackenbury, T., Ridge, E., & Patterson, G. (2018, June). Beyond fake news: Sorting through vast media sources. Paper presented at the annual Lilly Conference: Designing Effective Teaching, Bethesda, MD.

Brackenbury, T., Dubasik, N., Eskins, E., & Goedde, A. (2018, June). Improving media literacy through the lens of critical thinking. Paper presented at the annual Lilly Conference: Designing Effective Teaching, Bethesda, MD.

Brackenbury, T., Folkins, J., Archer, B., Fitzgerald, C., & Dubasik, V. (2017, November). Increasing student engagement and motivation through principles of video game design: A workshop.  Paper presented at the annual convention of the American Speech-Language-Hearing Association, Los Angeles, CA.

Brackenbury, T. (2017, November). Information, motivation, and visual communication: How syllabus design affects students’ impressions of a course.  Poster presented at the annual convention of the American Speech-Language-Hearing Association, Los Angeles, CA.

Brackenbury, T., DiBacco, T., Crowl, R., Ridge, E., & Wait, R. (2017, June). What students have to say: Improving critical thinking instruction. Paper presented at the annual Lilly Conference: College and University Teaching and Learning, Bethesda, MD.

Brackenbury, T., Zickar, M, Munson, B., & Storkel, H. (2016, June). Applying item response theory to the development of a screening adaptation of the Goldman-Fristoe Test of Articulation -2. Poster presented at the Symposium for Research in Child Language Disorders, Madison, WI. 

Niese, H. & Brackenbury, T. (2016, June). Jump start vocabulary: Teaching shape bias to increase expressive vocabulary. Poster presented at the Symposium for Research in Child Language Disorders, Madison, WI.