Nancy C. Brady is a Professor and Chair in the department of Speech Language Hearing Sciences and Disorders and an Investigator in the Life Span Studies at the University of Kansas. Dr. Brady’s research focuses on understanding how pre-speech communication develops, identifying aspects of pre-speech communication directly related to language development, and developing interventions aimed at promoting language by strengthening these foundational skills.
Ph.D., Developmental and Child Psychology, University of Kansas
M.A., Communication Disorders, University of Minnesota
B.A., Speech and Hearing Sciences, University of California, Santa Barbara
- Individuals with intellectual disabilities
- Research methods
- Language disorders
- Language development
Nancy Brady studies the development of communication and language in young children and in individuals with developmental disabilities and autism. Her research has focused on describing development of gestures and prespeech vocalizations, beginning augmentative communication use, and negotiations of conversational breakdowns.
- Prelinguistic communication
- Communication interventions for children with developmental disabilities
- Augmentative communication
- Communication development in children with autism, fragile X syndrome and deaf-blindness
Nancy Brady is past Chairperson for the National Joint Committee on Communication needs for Persons with Severe Disabilities; an associate editor for the American Journal of Speech Language Pathology and an advisory board member for Community Living Opportunities.
Thiemann-Bourque, K., Brady, N. & Hoffman, L. (2018). Application of the Communication Complexity Scale in Peer and Adult Assessment Contexts for Preschoolers with Autism Spectrum Disorders. American Journal of Speech Language Pathology), doi:10.1044/2018_AJSLP-18-0054
Brady, N. C., Swinburne Romine, R. Fleming, K. Holbrook, A. Muller, K. & Kasari, C. (2018). Reliability and Validity of the Communication complexity Scale. American Journal of Speech Language Pathology, 27, 237-246.
Warren, S. Brady, N. Fleming, K. & Hahn, L. (2017). The longitudinal effects of parenting on adaptive behavior in children with fragile X syndrome. Journal of Autism and Developmental Disorders, 47, 768-784.
Barton-Hulsey, A. Wegner, J. Brady, N. Bunce, B. & Sevcik, R. (2017). Comparing the effects of SGD display organization on symbol comprehension and use by three children with developmental delays. American Journal of Speech Language Pathology, 26, 227-240. DOI:10.1044/2016_AJSLP-15-0166
Brady, N. C., & Hahn, L. J. (2017). Speech, Language, and Communication Assessments and Interventions for Individuals with Severe Intellectual and Developmental Disabilities. In M. Wehmeyer (Ed.), A comprehensive guide to Intellectual and Developmental Disabilities (pp. 447-460). Baltimore, MD: Paul H. Brookes.
Komesidou, R. Brady, N. Fleming, K. Esplund, A. & Warren, S. (2017). Growth of expressive syntax in children with fragile X syndrome. Journal of Speech Language Hearing Research, 60, 422-434.
Schmidt-Nailor, A. Saunders, K. & Brady, N. C. (2017). Developing the alphabetic principle to aid text-based AAC use by adults with low speech intelligibility and intellectual disabilities. American Journal of Speech Language Pathology, 26, 397-412. DOI:10.1044/2016_AJSLP-15-0047
Ogletree, B. Brady, N. Bruce, S. Dean, E. Romski, A. Sylvester, L. & Westling, D. (2017). Mary's case: An illustration of interprofessional collaborative practice for a child with severe disabilities. American Journal of Speech Language Pathology, 26, 217-226. DOI:10.1044/2017_AJSLP-15-0065
Keen, D., Meadan, H., Brady, N. C., & Halle, J. (Eds.). (2016). Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum. Singapore: Springer.
Brady, N. C., Bruce, S. S., Goldman, A. Erickson, K. Mineo, B. Ogletree, B. Paul, D. Romski, A. Sevcik, R. Siegel, E. Schoonover, J. Snell, M. Sylvester, L. & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121-138.
Thiemann-Bourque, K. Brady, N. McGuff, S. Stump, K. & Naylor, A. (2016). PECS and Pals: A peer-mediated AAC intervention for minimally verbal preschoolers with autism. Journal of Speech Language Hearing Research. DOI:10.1044/2016_JSLHR-L-15-0313
Hahn, L. J., Brady, N. C., Fleming, K. K., & Warren, S. F. (2016). Joint engagement and early language in young children with fragile X syndrome. Journal of Speech Language Hearing Research. DOI:10.1044/2016_JSLHR-L-15-0005
Brady, N. C., & Keen, D. (2016). Individualized assessment of prelinguistic communication. In D. Keen, H. Meadan, N. Brady, & J. Halle (Eds.), Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. 101-121).
Bradock, B. & Brady, N. C. (2016). Prelinguistic communication and joint attention. In D. Keen, H. Meadan, N. Brady, & J. Halle (Eds.), Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. 33-51). Springer.
Brady, N. C., Storkel, H. L., Bushnell, P. Barker, M. Saunders, K. Daniels, D. & Fleming, K. (2015). Investigating a multimodal intervention for children with limited expressive vocabularies associated with Autism. American Journal of Speech Language Pathology, 24(3), 438-459.
Hahn, L. J., Brady, N. C., Warren, S. F., & Fleming, K. K. (2015). Do children with fragile X syndrome show declines or plateaus in adaptive behavior? American Journal on Intellectual and Developmental Disabilities, 120(5), 412-432.
Brady, N. C., Anderson, C. Hahn, L. Obermeier, S. M., & Kapa, L. (2014). Eye tracking as a measure of receptive vocabulary in children with autism spectrum disorders. Augmentative and Alternative Communication, 30(2), 147-159. DOI:10.3109/07434618.2014.904923
Hahn, L. Zimmer, B. J., Brady, N. C., Swinburne Romine, R. & Fleming, K. (2014). Role of maternal gesture use in speech use by children with Fragile X syndrome. American Journal of Speech Language Pathology, 23, 146-159.
Brady, N. C., Warren, S. Fleming, K. K., Keller, J. & Sterling, A. (2014). The effect of sustained maternal responsivity on later vocabulary development in children with Fragile X Syndrome. Journal of Speech Language Hearing Research, 57(1), 212-226.
Kasari, C. Brady, N. C., Lord, C. & Tager-Flusberg, H. (2013). Assessing the minimally verbal school-aged child with Autism Spectrum Disorder. Autism Research, 6(6), 479-493.
Brady, N. Thiemann-Bourque, K. Fleming, K. & Matthews, K. (2013). Predicting Language Outcomes for Children Learning AAC: Child and Environmental Factors. Journal of Speech Language Hearing Research, 56(5), 1595-1612.
Brady, N. Fleming, K. Thiemann-Bourque, K. Olswang, L. Dowden, P. & Saunders, M. (2012). Development of the Communication Complexity Scale. American Journal of Speech Language Pathology, 21, 16-28.
Brady, N. C. (10/19/2017). Show Me What You Mean. The Goldstick Family Lecture. Champaign, Illinois
Brady, N. C. (03/01/2017 - 03/11/2017). Stuck in the Middle: An overview of communication challenges faced by adolescents and adults with ASD. Communication Interventions for Adolescents and Adults with Autism.
Brady, N. C. & Bourque, K. . (06/10/2016 - 06/10/2016). Assessment and Treatment of Nonverbal or Minimally Verbal Children with Autism and Other Neurodevelopmental Disabilities. Nebraska Summer Conference on AAC. Omaha, NE
Colombo, John, (Principal), Smith, Peter , (Principal), Brady, Nancy C., (Principal), Storkel, Holly, (Co-Investigator), Warren, Steve, (Co-Investigator), Fleming, Kandace, (Co-Investigator), Kansas Intellectual and Developmental Disabilities Reseach Center Center Grant: Research Component, 1U54HD090216-01, NIH, $1,201,100, (10/01/2016 - 09/30/2021). Federal. Status: Funded.
Brady, Nancy, (Co-Principal), Fleming, Kandace, (Co-Principal), Warren, Steve, (Principal), The effects of parenting on the development and behavior of FXS adolescents, NIH0073685, NIH, $3,264,585, Submitted 07/01/2015 (04/01/2016 - 06/30/2021). Federal. Status: Funded.
Brady, Nancy, (Principal), Measuring Early Communication Development in Children with ASD, DED0075122, US Dept of Education, Institute of Education Sciences, $1,563,825, Submitted 08/03/2015 (07/01/2016 - 06/30/2019). Federal. Status: Funded.
Brady, Nancy C., (Principal), Fleming, Kandace, (Co-Principal), Thiemann-Bourque, Kathy , (Co-Principal), The CCS: A Treatment Outcome Measure for Individuals with Severe ID, NIH0070511, NICHD, NIH, $1,693,420, (05/15/2013 - 05/01/2018). A Communication measure for individuals with severe intellectual disabilities is being standardized and validated for future researchers and clinicians. Federal. Status: Funded.