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
Campbell W, Selkirk E, Gaines R. (2016). Speech-language pathologists’ role in inclusive education: A survey of clinicians’ perceptions of Universal Design for Learning. Canadian Journal of Speech-Language Pathology and Audiology, 40, 121-132.
Campbell W, Kennedy J, Pollock N, Missiuna C. (2016). Screening children through response to intervention and dynamic performance analysis: The example of Partnering for Change. Current Developmental Disorders Reports, 3, 200-205. doi:10.1007/s40474-016-0094-6
Campbell W, Camden C, Missiuna C. (2016) Reflections on using a community-based and multisystem approach to transforming school-based intervention for children with developmental motor disorders. Current Developmental Disorders Reports, 3(2), 129-137.
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.
Missiuna CM, Cairney J, Pollock N, Campbell W, Russell DJ, Macdonald K, Schmidt L, Heath N, Veldhuizen S, Cousins M. (2014). Psychological distress in children with Developmental Coordination Disorder and Attention-Deficit Hyperactivity Disorder. Research in Developmental Disabilities, 35(5), 11981-207.
Skarakis-Doyle E, Izaryk K, Campbell WN, & Terry A. (2014). Preschoolers’ sensitivity to the maxims of the Cooperative Principle: Scaffolds and developmental trends. Discourse Processes, 51(4), 333-356.
Missiuna C, Campbell WN. (2014). Psychological aspects of Developmental Coordination Disorder: Can we establish causality? Current Developmental Disorders Reports, 1(2), 125-131.