Phone: 905-525-9140 ext. 26840
Office: IAHS Rm. 414
Dr. Campbell, PhD, the John and Margaret Lillie Chair in Childhood Disability Research, is a Scientist at CanChild and an Assistant Professor in the Speech-Language Pathology Program, both within the School of Rehabilitation Science. Originally from the east coast of Canada, Dr. Campbell completed her undergraduate degree at Acadia University and her Master of Science degree in speech-language pathology at Dalhousie University. She received her doctorate in Rehabilitation Science from Western University and completed a post-doctoral fellowship with Dr. Cheryl Missiuna at CanChild.
Keywords: tiered services, universal services, collaborative service delivery, inclusion, universal design for learning, knowledge translation, implementation science, evidence-based practice
Dr. Campbell’s current research focuses on using knowledge synthesis, qualitative, and mixed research methods to study and support the implementation of tiered models of service delivery in schools. Tiered models typically encompass three levels or tiers of service: Tier One Services are beneficial to all students; Tier Two Services are necessary for some; and Tier Three Services are essential for a few. Dr. Campbell is especially interested in understanding and enhancing the provision of Tier One or Universal Services to school communities. A core aspect of Tier One Services involves the use of Universal Design for Learning (UDL), which is an educational framework and set of guidelines for inclusive teaching. Dr. Campbell’s research explores the use of UDL by health professionals in preschool and school settings and is an area in which she has provided professional development. More recently, Dr. Campbell has extended this line of research to include the relevance of UDL for educators in post-secondary education. As a complement to her work in service delivery and education, Dr. Campbell also has expertise in implementation science and knowledge translation, which are fields key to achieving the objectives set out in her program of research.
Dr. Campbell is currently accepting graduate students at the Doctoral and Master’s level (1-2 openings are anticipated). Interested students should send a CV and research interests to email@example.com.
Dr. Campbell’s teaching interests include: knowledge translation, evidence-based practice, and conceptual and theoretical foundations of clinical practice.
Anaby, D., Campbell, W., Missiuna, C., Shaw, S., Bennet, S., Khan, S., Bonnard, M., Kalubi, J.C., Camden, C., & the GOLDs team. Recommended practices to organize and deliver school-based services for children with disabilities: A scoping review. Child: Care, Health and Development 2019. 45, 15-27. doi: 10.1111/cch.12621
Kennedy, J., Missiuna, C., Pollock, N., Wu, S., Yost, J., & Campbell, W. A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings. Child: Care, Health and Development 2018. 44(5), 670-688. doi: 10.1111/cch.12576.
Tomas, V., Cross, A., & Campbell, W. Building bridges between education & health care: How the ICF and UDL frameworks mutually support inclusion of children with special needs in school settings. Frontiers in Education 2018; 3:18. doi: 10.3389/feduc.2018.00018. [OPEN ACCESS]
Eisen, I., Cunningham, B.J., & Campbell, W. Conducting participatory photography with children with disabilities: A literature review. Disability & Rehabilitation 2018. doi: 10.1080/09638288.2018.1457089 [epub ahead of print].
Bedard, C., Bremmer, E., Campbell, W., & Cairney, J. Evaluation of a direct-instruction intervention to improve movement and pre-literacy skills among young children: A within-subject repeated measures design. Frontiers in Pediatrics 2018; 5:298. doi:10.3389/fped.2017.00298. [OPEN ACCESS]
Missiuna, C., Pollock, N., Campbell, W., DeCola, C., Hecimovich, C., Sahagian Whalen, S., Siemon, J., Song, K., Gaines, R., Bennett, S., McCauley, D., Stewart, D., Cairney, J., Dix, L., & Camden, C. Using an innovative model of service delivery to identify children who are struggling in school. British Journal of Occupational Therapy 2017. 80(3), 145-54. doi: 10.1177/0308022616679852.
Campbell, W.N., & Douglas, N.F. Supporting evidence-based practice in speech-language pathology: A review of implementation strategies for promoting health professional behavior change. Evidence-Based Communication Assessment and Intervention 2017;11(3-4):72-81.
Pollock, N., Dix, L., Sahagian Whalen, S., Campbell, W.N., & Missiuna, C.A. Supporting occupational therapists implementing a capacity-building model in schools. Canadian Journal of Occupational Therapy 2017;84(4-5):242-252. doi: 10.1177/0008417417709483.
Bedard, C., Bremer, E., Campbell, W., & Cairney, J. A Quasi-experimental Study of a Movement and Pre-literacy Program for 3 and 4 Year Old Children. Frontiers in Pediatrics, section Child Health and Human Development 2017;5:94. doi: 10.3389/fped.2017.00094. [OPEN ACCESS]