Skip to main content

Jena McDaniel


Child Language and Literacy Lab, Principal Investigator: Dr. C. Melanie Schuele

Yoder Lab, Principal Investigator: Dr. Paul Yoder

Hometown: Powhatan, VA


  • B.S.Ed., Communication Disorders, 2010, University of Virginia (Charlottesville, VA)
  • MS, Speech-Language Pathology, 2012, Vanderbilt University (Nashville, TN)
  • PhD, Hearing and Speech Sciences, 2019, Vanderbilt University (Nashville, TN)

Research description: 

My programmatic research focuses on developing, validating, and implementing highly effective and targeted speech-language intervention services for children with speech and language disorders. I strive to answer clinically relevant questions, particularly those related to intervention effectiveness and efficiency. I am interested in predicting response to treatment and effectively matching interventions with individual children (a) to maximize gains in speech and language skills and (b) to use finite time and financial resources of all stakeholders wisely. My intervention interests apply to children with language disorders including children with hearing loss, autism spectrum disorder, and other developmental disabilities.


  • Braddock, B., McDaniel, J., Spragge, S., Loncke, F., Braddock, S.R., & Carey, J. (2012). Communication ability in persons with trisomy 18 and trisomy 13. Augmentative and Alternative Communication, 28, 266-277.
  • McDaniel, J., & Yoder, P. J. (2016). Pursuing precision speech-language therapy services for children with Down syndrome. Seminars in Speech and Language, 37, 239-251.
  • McDaniel, J., Yoder, P. J., & Watson, L. R. (2017). A path model of expressive vocabulary skills in initially preverbal preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47, 947-960. doi: 10.1007/s108030163016x. PMCID: PMC5396948
  • Harbison, A. L., McDaniel, J., & Yoder, P. J. (2017). The association of imperative and declarative intentional communication with language in young children with autism spectrum disorder: A meta-analysis. Research in Autism Spectrum Disorders, 36, 21-34. doi:10.2016/j.rasd.2017.01.003
  • McDaniel, J., & Camarata, S. (2017). Does access to visual input inhibit auditory development for children with cochlear implants? A review of the evidence. Perspectives of ASHA Special Interest Groups, 2(1), 10-24. doi: 10.1044/persp2.SIG9.10
  • McDaniel, J., D’Ambrose Slaboch, K., & Yoder, P. (2018). A meta-analysis of the association between vocalizations and expressive language in young children with autism spectrum disorder. Research in Developmental Disabilities, 72, 202-213. doi:10.1016/j.ridd.2017.11.010
  • McDaniel, J., Camarata, S., & Yoder, P. (2018). Comparing auditory-only and audiovisual conditions for a word learning intervention for children with hearing loss. Journal of Deaf Studies and Deaf Education, . doi:10.1093/deafed/eny016
  • McDaniel, J., Yoder, P. J., Woynaroski, T., & Watson, L. R. (2018). Predicting receptive-expressive vocabulary discrepancies in preschool children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research. Advance online publication. doi: 10.1044/2018_JSLHR-L-17-0101
  • Crandall, M. C., McDaniel, J., Watson, L. R., & Yoder, P. J. (2018). The relation between early parent verb input and later expressive verb vocabulary in children with autism spectrum disorder. Manuscript submitted for review.
  • McDaniel, J., Benitez-Barrera, C., Soares, A., Vargas, A., & Camarata, S. (2018). Bilingual versus monolingual vocabulary instruction for bilingual children with hearing loss. Manuscript submitted for review.
  • Crandall, M. C., Bottema-Beutel, K., McDaniel, J., Watson, L. R., & Yoder, P. J. (2018). Children with autism spectrum disorder may learn from caregiver verb input better in certain engagement states. Manuscript submitted for review.
  • Venker, C., Yasick, M., & McDaniel, J. Using telegraphic input with children with language delays: a survey of slps’ practices and perspectives. Manuscript submitted for review.