Andrea Barton-Hulsey profile picture CCI FSU Tallahassee FL

Andrea Barton Hulsey

Assistant Professor

Phone:
(850) 644-7285
Office:
404 Warren

Broadly, my research is centered around characterizing the linguistic skills children with intellectual and developmental disabilities (IDD) use for reading development, inclusive of those children with limited speech ability. My work examines relationships between speech ability, vocabulary knowledge, receptive language, phonological awareness, and access to home and school literacy instruction during developmental periods of early childhood, preschool, and elementary school, and is organized around three themes: (1) Characterizing intrinsic and extrinsic factors related to reading outcomes in children with intellectual and developmental disabilities; (2) Determining developmental trajectories of component reading skills for children with intellectual and developmental disabilities and a range of speech ability; (3) Developing assessments and interventions inclusive of children with limited speech ability that incorporate the use of Augmentative and Alternative Communication systems.

Education

Ph.D., Developmental Psychology- Georgia State University, Atlanta, Georgia, 2016 M.A., Speech-Language Pathology- University of Kansas, Lawrence, Kansas, 2005 B.A., Speech: Communication across the lifespan- Georgia State University, Atlanta, Georgia, 2003

Research Interests

Intellectual and developmental disabilities (IDD), Augmentative and Alternative Communication Systems (AAC), Reading development

Teaching Interests

Alternative and Augmentative Communication, Language Development and Disorders

Publications & Research


Publications:

Sevcik,. R., Barton-Hulsey, A., Romski, M. A. (2018). Visual-graphic symbol acquisition in school age children with developmental and language delays. Augmentative and Alternative Communication, manuscript in press.

Barton-Hulsey, A., Sevcik, R. A., & Romski, M. A., (2018). The relationship between speech, language, and phonological awareness in preschool age children with developmental disabilities. American Journal of Speech- Language Pathology, 27, 616-632.

Bornman, J., Romski, M. A., Tönsing, K., Sevcik, R., White, R., Barton-Hulsey, A., Morwane, R. (2018). Adapting and translating the Mullen Scales of Early Learning for the South African Context. South African Journal of Communication Disorders, 65(1), a571.

Friedman, L, Sterling, A., & Barton-Hulsey, A. (2018). Gaze avoidance and perseverative language in fragile X syndrome and autism spectrum disorder: Brief Report. Developmental Neurorehabilitation, 21(2), 137-140.

Romski, M. A., Bornman, J., Sevcik, R. A., Tonsing, K., Barton-Hulsey, A., Morwane, R., Whitmore, A. S., White, R., (2018). Language assessment for children with a range of neurodevelopmental disorders across four languages in South Africa. American Journal of Speech- Language Pathology, 27, 602-615.

Barton-Hulsey, A. (2017). Challenges and opportunities in reading instruction for children with limited speech. Seminars in Speech and Language, 38(4), 253 – 262.

Barton-Hulsey, A., Sevcik, R. A., & Romski, M. A. (2017). Narrative language and reading comprehension in students with mild intellectual disabilities. American Journal on Intellectual and Developmental Disabilities, 122(5), 392 – 408.

Barton-Hulsey, A., Wegner, J., Brady, N., Bunce, B., & Sevcik, R. (2017). Comparing the effects of speech-generating device display organization on symbol comprehension and use by three children with developmental delays. American Journal of Speech-Language Pathology, 26(2), 227 – 240.

Romski, M., Sevcik, R. A., Barton-Hulsey, A., & Whitmore, A. S. (2015). Early Intervention and AAC: What a Difference 30 Years Makes. Augmentative and Alternative Communication, 31(3), 1–22.

Cheslock, M.A, Barton-Hulsey, A., Romski, M. A., & Sevcik, R. A. (2008). Using a speech generating device to enhance communicative abilities and interactions for an adult with moderate intellectual disability: A case report. Intellectual and Developmental Disabilities, 46(5), 376-386.

Sevcik, R.A., Barton-Hulsey, A., & Romski, M. A. (2008). Early intervention, AAC, and transition to school for young children with significant spoken communication disorders and their families. Seminars in Speech and Language, 29, 92-100.

Barton, A., Sevcik, R. A. & Romski, M. A. (2006). Visual-Graphic symbol acquisition by pre-school age children with developmental and language delays. Augmentative and Alternative Communication, 22, 10-20.

Smith, A. L., Barton-Hulsey, A., & Nwosu, N. (2016). AAC and Families: Dispelling Myths and Empowering Parents. Perspectives of the ASHA Special Interest Groups, 1(12), 10-20.

Book chapters:

Barton-Hulsey, A. & Sevcik, R. (in prep) Literacy development in individuals with down syndrome. In K. Wilkinson & L. Finestack (Eds.), The role of multi-modal AAC in supporting speech, language, and communication of individuals with Down syndrome across the lifespan. Baltimore, MD: Paul H. Brookes.

Barton-Hulsey, A., Cheslock, M. A., Sevcik, R. A. & Romski, M. A. (2018). Communication development in children with multiple disabilities: The role of augmentative and alternative communication. In C. Capone & B.B. Shulman (Eds.), Language development: Foundations, processes, and clinical applications, 3nd edition. Sudbury, MA: Jones and Bartlett. Chapter in-press.

Romski, M. A., Sevcik, R. A., Cheslock, M., & Barton-Hulsey, A. (2017). Augmented language interventions for children with severe disabilities. In R. McCauley, M. Fey, & R. Gillam (Eds.), Treatment of language disorders in children: Conventional and controversial interventions, 2nd edition (pp. 155 – 186). Baltimore, MD: Paul H. Brookes.

Smith, A. S., Barker, R. M., Barton-Hulsey, A., Romski, M. A., & Sevcik, R. A. (2016). Augmented Language Interventions for children with severe disabilities. In Sevcik, R.A., & Romski, M.A. (Eds.), Communication interventions for individuals with severe disabilities: Exploring research challenges and opportunities (pp. 123 - 146). Baltimore, MD: Paul H. Brookes.

Adamson, L. B., Romski, M. A., & Barton-Hulsey, A. (2014). Early language acquisition in autism spectrum disorders: A developmental view. In V.B. Patel, V.R. Preedy & C. R. Martin (Eds.), The comprehensive guide to autism, SpringerReference.com

Cheslock, M. A., Barton-Hulsey, A., Sevcik, R. A. & Romski, M. A. (2013). Communication development in children with multiple disabilities: The role of augmentative and alternative communication. In C. Capone & B.B. Shulman (Eds.), Language development: Foundations, processes, and clinical applications, 2nd edition (pp. 275 – 293). Sudbury, MA: Jones and Bartlett.

Cheslock, M. A, Barton-Hulsey, A., Sevcik, R. A. & Romski, M. A. (2009). Communication development in children with multiple disabilities: The role of augmentative and alternative communication. In B.B. Shulman & C. Capone (Eds.), Language development: Foundations, processes, and clinical applications (pp. 413 – 456). Sudbury, MA: Jones and Bartlett.

Romski, M. A., Sevcik, R. A., Smith, A, Barker, R. M., Folan, S., & Barton-Hulsey, A. (2009). The system for augmenting language: Implications for young children with autism spectrum disorders. In P. Mirenda & T. Iacono (Eds.), Autism spectrum disorders and AAC, (pp. 219 – 245). Baltimore, MD: Paul H. Brookes.

Romski, M. A., Sevcik, R. A., Cheslock, M., & Barton, A. (2006). Augmented language interventions for children with severe disabilities. In R. McCauley. & M. Fey (Eds.), Treatment of language disorders in children: Conventional and controversial interventions, (pp. 123 – 148). Baltimore, MD: Paul H. Brookes.

Recent presentations:

Barton-Hulsey, A., Lorang, E., Sterling, A., McFadd, E., & Hustad, K. C. (April, 2018). Receptive language and maternal responsivity in children with Down syndrome and Cerebral Palsy. Poster presented at the annual meeting of the Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities, San Diego, CA.

Lorang, E., Barton-Hulsey, A., & Sterling, A. (April, 2018). The relationship between maternal and paternal molar responsivity and child behavior in children with Down syndrome. Poster presented at the annual meeting of the Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities, San Diego, CA.

Barton-Hulsey, A., Lorang, E., & Sterling, A (November, 2017). Maternal input and child language comprehension during book reading in children with Down syndrome. Poster presented at the annual meeting of the American Speech Language Hearing Association, Los Angeles, CA.

Barton-Hulsey, A., Sevcik, R.A., & Romski, M.A. (November, 2017). The relationship between speech, language and phonological awareness in preschool age children with developmental disabilities. Oral presentation at the annual meeting of the American Speech Language Hearing Association, Los Angeles, CA.

Walker, C., Fisher, E., Barton-Hulsey, A., Sevcik, R.A., & Morris, M. (November, 2017). The relationship between executive functioning and language in children with developmental dyslexia. Poster presented at the annual meeting of the American Speech Language Hearing Association, Los Angeles, CA.

Barton-Hulsey, A., Sterling, A. (June, 2017). The relationship between grammar comprehension, production, and IQ in boys with ASD. Poster presented at the annual meeting of the Symposium on Research in Child Language Disorders, Madison, WI.

Barton-Hulsey, A., Sterling, A., Lorang, E., Friedman, L., Schroeder, S. (March, 2017). Social Communication and Expressive Language in Children with Idiopathic ASD and Comorbid ASD and Fragile X Syndrome. Poster presented at the annual meeting of the Poster session presented at the annual meeting of the Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities, San Antonio, TX.

Barton-Hulsey, A., Sevcik, R.A., & Romski, M.A. (November, 2016). Home and school literacy experiences of preschool age children with developmental disabilities. Poster presented at the annual meeting of the American Speech Language Hearing Association, Philadelphia, PA. Meritorious submission award.

Barton-Hulsey, A., Sevcik, R. A., Romski, M. A., Morris, R., & Henrich, C. (August, 2016). Phonological awareness in preschool age children with developmental disabilities. Poster session presented at the biennial meeting of the International Society of Augmentative and Alternative Communication, Toronto, Canada.

Barton-Hulsey, A., Sevcik, R.A., & Romski, M.A., (June, 2016). Literacy experiences and early reading skills in preschool age children with developmental disabilities. Presentation at the student and early career professional pre-conference research colloquium, American Association on Intellectual and Developmental Disabilities, Atlanta, GA.

Evans, C., Barton-Hulsey, A., Romski, M. A., & Sevcik, R. A. (June, 2016). Communication and social development in toddlers with significant developmental delays following augmented language intervention. Poster session presented at the annual meeting of the American Association on Intellectual and Developmental Disabilities, Atlanta, GA.

Romski, M. A., Sevcik, R. A., Barton-Hulsey, A., & Barton, S. (June, 2016). Debunking myths about augmentative and alternative communication and adults with IDD. Poster session presented at the annual meeting of the American Association on Intellectual and Developmental Disabilities, Atlanta, GA.

Grants & Awards

2017 American Speech-Language Hearing Association, Research Mentoring-Pair Travel Award 2017 American Speech-Language Hearing Association, Pathways Conference Protégé Awardee 2016 American Speech-Language Hearing Association, Meritorious Poster Submission Award 2010 Georgia Association on Young Children (GAYC) Early Interventionist of the Year