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. My second area of interest grew out of my clinical expertise in pediatric swallowing and feeding disorders. I have published clinical and research-related work in scholarly journals (e.g., the Journal of Speech, Language, and Hearing Research, the American Journal of Speech-Language Pathology, Child Language, Pediatric Clinics of North America). I served as Associate Editor for the Journal of Communication Disorders, Folia Phoniatrica et Logopaedica, and 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 (2020, 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 and SOS trained, and HANEN certified (More than Words, It Takes Two To Talk). I maintain my ASHA certification (CCC-SLP) and received my fourth ACE award in 2023. I teach courses and seminars at the undergraduate, master, and doctoral levels related to language development and disorders, and 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. & Saks, J. (2024). Object Shape and Depth of Word Representations in Preschoolers. Journal of Child Language, 51(1). DOI: 10.1017/S0305000922000630
- Neubauer, N. & Capone Singleton, N. (2023). Dysphagia management in the public-school
setting: Education and Training Needs of Public-School SLPs. Language, Speech, and Hearing Services in the Schools, 54(3), 856-872.
- Capone Singleton, N. (2023, February). Thinking Beyond Nursing and Pre-Medical Education. Invited Presentation to Carondelet Academy, California.
- Capone Singleton, N. C. (2021, November). Word Targets and Gesture Cues for Early Language Interventions. Oral Presentation submitted to the Annual conference of the American Speech, Language, Hearing Association, Washington, DC.
- Capone Singleton, N. (2021, August). Using Theory and Data to Inform Gesture as a Word Learning Scaffold with Late Talkers. Invited presentation by the Advanced Study Institute, to the Late Talker International Workshop 2021. Warwick, United Kingdom.
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. 3rd 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.
"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. Gesture Use in Mandarin Speaking Children. Undergraduate Research Grant, 2020.
- 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