Jennifer R. Frey, PhD, BCBA-D
- President, Every Child Succeeds
- Associate Professor, UC Department of Pediatrics
About
Biography
I am the President of Every Child Succeeds (ECS), a comprehensive prenatal to age three home visiting program designed to optimize maternal and child health and development.
Prior to my role at ECS, I was a Dunn Family Scholar of Psychological and Educational Assessment at Vanderbilt University and an associate professor of special education and disability studies at The George Washington University. My identities as a researcher, clinician and teacher are inextricably linked. What drives me in science — curiosity, the excitement of discovery and the desire to help others — also inspires my passion for directly working with young children and families and supporting others to do so.
The overarching goal of my research is to improve long-term language and social outcomes for young children with or at the most risk for developmental differences through innovative early intervention. I seek to understand factors that influence early social communication development and identify predictors of response to intervention in order to adapt interventions to meet the unique needs of individual children and their families. I wish to support parents and educators in creating optimal learning environments and developing relationships known to enhance overall well-being and development through leveraging and better coordinating expertise across health and education sectors.
PhD: Education & Human Development, Vanderbilt University, Nashville, TN, 2012.
MEd: Early Childhood Special Education, Peabody College of Vanderbilt University, Nashville, TN, 2006.
BS: summa cum laude with honors in child development: Cognitive Studies & Child Development, Vanderbilt University, Nashville, TN, 2003.
Certification: Board Certified Behavior Analyst - Doctoral Level, 2011.
Interests
Early intervention; developmental disabilities; developmental and educational assessments; language and behavior interventions; family-centered practices
Interests
Predictors of response to early language interventions; effectiveness of parent-implemented naturalistic developmental behavioral interventions; home visiting
Publications
Associations Between Teacher Ratings and Direct Assessment of Elementary Students’ Speech and Language Skills. Assessment for Effective Intervention. 2021; 46:310-315.
Evaluation of a School-led Sustainable Class Wide Intervention Programme to Improve Elementary Children’s Social Emotional and Academic Performance. International Journal of Disability, Development and Education. 2021; 68:496-520.
Enhanced Milieu Teaching with Phonological Emphasis. Interventions for Speech Sound Disorders in Children. Baltimore, MD: Brookes Publishing; 2020.
Effects of a naturalistic intervention on the speech outcomes of young children with cleft palate. International Journal of Speech-Language Pathology. 2020; 22:549-558.
Social and Emotional Learning in Schools. The Cambridge Handbook of Applied School Psychology. Cambridge: Cambridge University Press (CUP); 2020.
Toward a Translational Developmental Social Cognitive Neuroscience of Autism. The Social Brain. Cambridge, MA: MIT Press; 2020.
Early Speech and Language Development in Children With Nonsyndromic Cleft Lip and/or Palate: A Meta-Analysis. Journal of speech, language, and hearing research : JSLHR. 2020; 63:14-31.
The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis. Early Childhood Research Quarterly. 2020; 50:6-23.
Assessment for Special Education: Diagnosis and Placement. Annals of the American Academy of Political and Social Science. 2019; 683:149-161.
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