Phone: 905-525-9140 x26840
Office: Rm. 414, IAHS
Wenonah Campbell, Ph.D., is an Assistant Professor in the School of Rehabilitation Science and a Scientist with CanChild. Wenonah has a health professional background in speech-language pathology and received her doctorate from Western University, where her research examined how children with language-learning impairments respond to situations involving peer conflict and bullying.
Since coming to McMaster as a post-doctoral fellow in 2009, Wenonah has been part of a research team that has been developing, evaluating, and implementing a new school-based model of collaborative service delivery for children with special needs called Partnering for Change (http://www.partneringforchange.ca/). She is particularly interested in exploring how health professionals and educators may collaboratively implement Universal Design for Learning (UDL) to enhance inclusion and accessibility in early childhood and school settings.
Keywords: universal design for learning, response to intervention, collaborative service delivery, language impairment, implementation science, knowledge translation
Wenonah’s area of research is in: school-based collaborative service delivery for children with disabilities; inclusive clinical and educational practices such as universal design for learning; knowledge translation and implementation science (i.e., research focused on the uptake, sustainability, and effective use of evidence-based practices in clinical practice).
Wenonah is taking new Master’s level graduate students at this time.
Knowledge translation in rehabilitation science
Pollock N, Dix L, Sahagian Whalen S, Campbell W & Missiuna C. Supporting occupational therapists implementing a capacity-building model in schools. Can J Occup Ther. 2017; doi: 0.1177/0008417417709483. [epub ahead of print].
Missiuna C, Pollock N, Campbell W, DeCola C, Hecimovich C, Sahagian Whalen S, et al. Using an innovative model of service delivery to identify children who are struggling in school. Br J Occup Ther. 2017;80(3):145-54.
Missiuna C, Rivard L, Campbell W. Developmental coordination disorder. In: Goldstein S and DeVries, editors. Handbook of DSM-5 Disorders in Children and Adolescents. New York, NY: Springer; 2017.
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. Front Ped. 2017;5:94.
Campbell W, Selkirk E, Gaines R. Speech-language pathologists’ role in inclusive education: A survey of clinicians’ perceptions of Universal Design for Learning. 2016. CJSLPA;40:121-32.
Campbell W, Kennedy J, Pollock N, Missiuna C. Screening children through response to intervention and dynamic performance analysis: The example of Partnering for Change. Invited. Curr Dev Disord Rep. 2016;3:200-5.
Campbell W, Camden C, Missiuna C. Reflections on using a community-based and multisystem approach to transforming school-based intervention for children with developmental motor disorders. Invited. Curr Dev Disord Rep. 2016;3:129-37.
Douglas N, Campbell, W (2016, August). Leveraging maximum impact from clinical research: The art & science of knowledge translation and research implementation. American Speech-Language-Hearing Association Access Academics and Research Newsletter. http://www.asha.org/Academic/questions/Leveraging-Maximum-Impact-from-Clinical-Research/
Douglas NF, Campbell WN, Hinckley JJ. (2015). Implementation science: Buzzword or game changer? Journal of Speech, Language, and Hearing Research, 56, S1827-S1836.
Izaryk K, Skarakis-Doyle E, Campbell W, Kertoy M. (2015). Social communication functioning: An appraisal of current assessment tools through the lens of the ICF – Child & Youth Version. Journal of Communication Disorders, Deaf Studies & Hearing Aids, 3, 134.
Missiuna C, Pollock N, Campbell W, Dix L, Whalen S, Stewart D. (2015) Partnering for Change: Embedding universal design for learning into school-based occupational therapy. OT Now, 17(3),13-15.