Dr. Frey’s research addresses fundamental questions regarding the mechanisms of language and social-emotional development with an overarching goal to improve long-term language and social outcomes through innovative approaches to treatment. She collaborates with ANDI Faculty on research investigating neural mechanisms that predict and reflect treatment success and on approaches to prime neuropredictive social-emotional and language circuits to enhance the effectiveness of social communication interventions for young children with autism and other neurodevelopmental disorders.
Read more about their research here.
Ph.D., Vanderbilt University
M.Ed., Vanderbilt University
B.S., Vanderbilt University
Curtis, P. R, Frey, J. R., Watson, C. D., Hampton, L. H., & Roberts, M. Y. (in press). Language disorders and problem behaviors: A meta-analysis. Pediatrics.
Frey, J. R., Kaiser, A. P., & Scherer, N. J. (2018). The influences of child speech intelligibility and rate on caregiver responses to toddlers with and without cleft palate. The Cleft Palate-Craniofacial Journal, 55, 276-286. doi: 10.1177/1055665617727000
Frey, J. R., & Gillispie, C. M. (2018). The accessibility needs of students with disabilities: Special considerations for instruction and assessment. In S. N. Elliott, R. J. Kettler, P. A. Beddow, and A. Kurz (Eds.), Handbook of Accessible Instruction and Testing Practices: Issues, Innovations, and Applications, pp. 93-105. New York: Springer. doi:10.1007/978-3-319-71126-3_6
Elliott, S. N., Davies, M., Frey, J. R., Gresham, F., & Cooper, G. (2017). Development and initial validation of a social emotional learning assessment for universal screening. Journal of Applied Developmental Psychology. Advanced online publication. http://dx.doi.org/10.1016/j.appdev.2017.06.002
Berry, K. A., Anderson, A., & Frey, J. R. (2017). The use of tableau to increase the ontask behavior of students with language-based learning disabilities in inclusive language arts settings. In J. Burnette (Ed.), VSA intersections: Arts and Special Education – Exemplary programs and approaches professional paper series, (Vol. 3, pp. 134-153). Washington, DC: John F. Kennedy Center for the Performing Arts.
Kaiser, A. P., Scherer, N. J., Frey, J. R., & Roberts, M. Y. (2017). The effects of EMT+PE on the speech and language skills of young children with cleft palate: A pilot study. American Journal of Speech-Language Pathology. doi: 10.1044/16-0008_AJSLP-16-0008
Scherer, N. J., Baker, S. L., Kaiser, A. P., & Frey, J. R. (2016). Longitudinal comparison of the speech and language performance of US-born and internationally adopted toddlers with cleft lip and palate. The Cleft Palate-Craniofacial Journal. Advanced online publication. doi: 10.1597/15-237.
Elliott, S. N., Frey, J. R., & Davies, M. (2015). Systems for assessing and improving students’ social-emotional skills and academic competence. In J. Dulak, C. E. Domoitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice, (pp. 301- 319). New York: Guilford Press.
Parlakian, R., & Frey, J. R. (2014). Creating supportive caregiving environments for dual language learning infants and toddlers. In M. Dombrink-Green, H. Bohart, & K. Nemeth (Eds.), Spotlight on young children: Supporting dual language learners, (pp. 5-12). Washington, DC: National Association for the Education of Young Children.
Frey, J. R., Elliott, S. N., & Kaiser, A. P. (2014). Social skills intervention planning for preschoolers: Using the SSiS-Rating Scales to identify target behaviors valued by parents and teachers. Assessment for Effective Intervention, 39, 182-193. doi: 10.1177/1534508413488415
Frey, J. R., Elliott, S. N., & Miller, C. F. (2014). Best practices in social skills training. In A. Thomas & P. Harrison (Eds.), Best practices in school psychology - Student level services (6th ed., pp. 213- 224). Bethesda, MD: National Association of School Psychologists.
Elliott, S. N., Frey, J. R., & DiPerna, J. C. (2012). Improving social skills: Enabling academic and interpersonal successes. In S. Brock & S. R. Jimerson (Eds.), Best practices in school crisis prevention and intervention (2nd ed., pp. 55–77). Bethesda, MD: National Association of School Psychologists.
Frey, J. R., Elliott, S. N., & Gresham, F. M. (2011). Preschoolers’ social skills: Advances in assessment for intervention using social behavior ratings. School Mental Health, 3, 179-190. doi: 10.1007/s12310-011-9060-y
Frey, J. R., & Kaiser, A. P. (2011). The use of play expansions to increase the diversity and complexity of object play in young children with disabilities. Topics in Early Childhood Special Education, 31, 99-111. doi: 10.1177/0271121410378758
Beddow, P. A., Kurz, A., & Frey, J. R. (2011). Accessibility theory: Guiding the science and practice of test item design with the test-taker in mind. In S. N. Elliott, R. J. Kettler, P. A. Beddow, & A. Kurz (Eds), Handbook of accessible achievement tests for all students. New York: Springer.
Trent-Stainbrook, A., Kaiser, A. P., & Frey, J. R. (2007). Older siblings’ use of responsive interaction strategies and the effects on their younger siblings with Down Syndrome. Journal of Early Intervention, 29, 273-286. doi: 10.1177/105381510702900401