I have two overarching areas of research – word learning and feeding development. In the realm of word learning I investigate multisensory cues for word learning and retrieval. I have devoted much of my career to understanding gestural development in children – both how they gesture, and how they use the adult’s gesture as a scaffold. Projects in the lab currently examine late talkers, children with TBI and children with ADHD, as well as typically developing children. My second area of interest grew out of my clinical expertise in pediatric swallowing and feeding disorders. The Feeding Project tracks oral-motor and other feeding behaviors across development (6-months to 31-months) as children advance texture. I have published clinically and research-related work in scholarly journals (e.g., the Journal of Speech, Language, and Hearing Research, the American Journal of Speech-Language Pathology, Pediatric Clinics of North America). I am an Associate Editor for Folia Phoniatrica et Logopaedica and previously the Journal of Speech, Language and Hearing Research. I have various lab projects that have been awarded: the New Investigators Research Grant from the ASHA Foundation (2008), the Graduate School’s Researcher of the Year award (2006), the Provost’s Faculty Scholarship award (2007), a Digital Humanities Seed grant (2017) and an Undergraduate Research Program grant (2019). In 2013, my research project student and I were awarded a Research Mentor Travel Award to attend the Research Symposium on genetics and language impairment at the Annual Convention of ASHA. My clinical experiences have focused on evaluating and treating children between birth and 8 years of age, with extensive experience in pediatric dysphagia. I am PROMPT trained and More than Words certified by HANEN, Ontario, Canada. I maintain my ASHA certification (CCC-SLP). I teach courses and seminars at the undergraduate, master and doctoral levels related to language development and disorders, and early intervention (emphasis on pediatric feeding and swallowing). I am a research mentor for undergraduates, and graduate students at the master and doctoral levels.
- Ph.D., Northwestern University
- M.A., Northwestern University
- B.A., Boston University
Capone Singleton, N., and Anderson, L. (2020). Making Object Shape Explicit for Toddlers with Late Language Emergence. Journal of Speech, Language, Hearing Research, 63, 749-763.
Capone Singleton, N., & Shulman, B.B. (2019). 20Q: Language development and its clinical applications. Invited to SPEECHPATHOLOGY.com.
Capone Singleton, N., and Shulman, B. (2018). Language Development. Foundations, Processes, and Clinical Applications. 3nd Edition. Baltimore, MD: Jones & Bartlett Learning.
Capone Singleton, N. (2018). Late Talkers: Why the Wait-and-See Approach is Outdated. Pediatric Clinics of North America on Pediatric Speech and Language: Perspectives on Inter-Professional Practice, 65(1), 13-29. https://doi.org/10.1016/j.pcl.2017.08.018
"Co-Speech Gesture Input as a Support for Language Learning in Children with and without Early Language Delay"
Perspectives on Language Learning and Education, 22, 61-71, April 2015
"Can Semantic Enrichment Lead to Naming in a Word Extension Task?"
American Journal of Speech-Language Pathology, 21, 279-292, November 2012
Language use in social interactions of school-age children with language impairments: An evidence-based systematic review of treatment
Language, Speech and Hearing Services in Schools, 43, 235-249, April 2012
Individual Differences in Word Learning: Implications for Clinical Practice (Book Chapter)
In Taylor & Francis, "Perspectives on Individual Differences Affecting Therapeutic Change in Communication Disorders", August 2010
Tapping Toddlers' Evolving Semantic Representation via Gesture
Journal of Speech-Language-Hearing Research, 50(3), 732-745., January 2007
The Effect of Semantic Representation on Toddlers' Word Retrieval
Journal of Speech-Language-Hearing Research, 48(6), 1468-1480., January 2005
Genetic and Environmental Interactions in Determining the Early Lexicon: Evidence from a Set of Tri-Zygotic Quadruplets
Journal of Child Language, 31, 311-337., January 2004
- Capone Singleton, N. The Words We Use with and without Multisensory Cues. Undergraduate Research Program grant, 2019.
- Capone Singleton, N. MeaningCloud Analysis of Caregiver-Child-Clinician Transcripts from Clinical Swallowing and Feeding Evaluations, Digital Humanities Seed Grant, Seton Hall University, 2017
- Research Mentoring-Pair Travel Award, ASHA, 2013
- New Investigators Research Grant, ASHA Foundation, 2008-2009
- Alpha Eta National Honor Society, Seton Hall Chapter, 2009
- Pediatric Research Loan Repayment Award, National Institutes of Health, 2008-2010
- Provost's Faculty Scholarship Award, Seton Hall University, 2007
- Researcher of the Year, Co-Sponsored by the Grants Division and Provost's Office, Seton Hall University, 2006
- Editor's Award, Journal of Speech, Language and Hearing Research Award of Highest Merit, 2003