We have a fully equipped child development facility with participant parking, wheel-chair / pram access, kitchen facilities, toilet, and baby changing area. We have one-way mirrors, discreet video cameras, and a computerized direct observation data capture-analysis system.

• Morphological knowledge in D/deaf and hard of hearing children
• Dynamic assessment for multilingual children
• Deaf or hard of hearing people’s perspectives on speech language therapy
• Predicting school-age speech outcomes in late talking and typically developing preschool children
• Exploring the perception of autism in the Asian community in Aotearoa
• Cultural perceptions of language development in a New Zealand sample of parents of 54 month old children
• Ka pū te ruha, ka hao te rangatahi: Using fundamental scientific knowledge to develop better support strategies for children with autism spectrum disorders

Past research

• New Zealand teacher experiences in implementing a shift to structured literacy reading instruction
• The effectiveness and social validity of LEGO-based therapy with autistic female children
• What do Māori Speech-Language Therapists believe is important in their own practice of tīkanga working with tamariki and their whānau Māori for communication support?
• New Zealand children's fluency behaviours aged 2 to 3.5 years
• The efficacy of a computer based reading program for increasing the reading comprehension skills of students with autism
• Language and developmental outcomes of 9 year-old children who were born to mothers in methadone maintenance treatment during pregnancy
• Development of a psychometrically validated child-directed speech measure
• New Zealand parents / caregivers of Deaf and hard of hearing children’s knowledge and beliefs about child language development
• Early childhood teachers’ contribution to child language development in NZ: What do they know, what do they do, and does it differ depending on the socioeconomic status of the children?
• New Zealand parent/caregiver perceptions of identification children’s language and literacy difficulties
• New Zealand parents’ awareness, use and satisfaction of supports available for children with language and literacy difficulties
• New Zealand parent / caregiver perspective on support services for Deaf and hard of hearing children
• Speech and self regulation outcomes for children with speech sound disorder following speech language assistant delivered intervention
• An intervention programme for 3;0 to 4;0-year-old children with co-occurring speech and language disorders
• New Zealand parents / caregivers’ knowledge and beliefs about child language development
• Speech language pathologists' practices of parent involvement in children's speech and language intervention funded by the National Disability Insurance Scheme
• Predicting reading disorders in a clinical sample of children with language disorder
• A pilot study of the effects of the Way-to-Play training programme in supporting communication and social engagement of parents and their children with autism
• Predicting child language outcomes using child responses in parent child interaction between 2-4 years 
• Supporting early childhood teachers to facilitate children's emergent literacy and oral language development
• Exploring early childhood teachers' beliefs and practices in emergent literacy: Does practice vary by the socioeconomic status of the children?
• Multilingual practice with children with speech and language disorders in New Zealand
• The effectiveness of video self-modelling with children with autism in the home environment
• Teacher and student experiences of remote microphone systems in primary school classrooms
• The efficacy of computer-assisted reading comprehension intervention for children with autism