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John J. Heilmann, PhD, CCC-SLP

Associate Professor


Ph D Communicative Disorders University of Wisconsin-Madison
MA Speech-Language Pathology University of Cincinnnati
BS Speech & Hearing Sciences University of Cincinnati

Speaker Topics

  • Children’s Language Development
  • Children with Language Disorders
  • Children with Disabilities (Emphasis on Language and Communication)
  • School-based Testing (Assessment/Measurement)

Interests & Expertise

John Heilmann’s research interests include the authentic assessment of all children experiencing language learning difficulties, including those from cultural and linguistic minority backgrounds. Authentic assessments are required for the accurate identification of language impairment and to provide a rich description of children’s language skills.

One of Dr. Heilmann’s research areas is improving the clinical feasibility of language sample analysis so that more clinicians can use this evidence-based procedure as part of the comprehensive initial assessment and as a curriculum-based progress monitoring tool.

A second line of research is documenting the multiple dimensions of language that can be captured using language sample analysis and using these dimensions to describe subgroups of children with language impairment.

Selected Publications

Lawson, C., Heilmann, J. J., & Moyle, M. (In Press). “Look, it’s asparagus!”: A museum-based intervention to support parent’s facilitation of oral language skills in their young children. Journal of Early Childhood Literacy.
Heilmann, J. J., Moyle, M., & Coursin, A. (In Press). Using Alphabet Knowledge to Track the Emergent Literacy Skills of Children in Head Start. Topics in Early Childhood Special Education.
Heilmann, J. J., Rojas, R., Iglesias, A., & Miller, J. (2016). Clinical impact of wordless picture storybooks on bilingual narrative language production: A comparison of the ‘Frog’stories. International Journal of Language & Communication Disorders, 51(3), 339-345.
Moyle, M., Heilmann, J. J., & Finneran, D. (2014). The role of dialect density in nonword repetition performance: An examination with at-risk African American preschool children. Clinical Linguistics and Phonetics, 28(9), 682-696.
Heilmann, J. J., & Malone, T. (2014). The rules of the game: Properties of a database of expository language samples. Language, Speech, and Hearing Services in the Schools, 45(4), 277-290.
Heilmann, J. J., DeBrock, L., & Riley-Tillman, T. C. (2013). Stability of measures from children’s interviews: The effects of time, sample length, and topic. American Journal of Speech-Language Pathology, 22(3), 463-475.
Heilmann, J. J., & Westerveld, M. (2013). Bilingual language sample analysis: Considerations and technological advances. Journal of Clinical Practice in Speech-Language Pathology, 15(2), 87-93.
Westerveld, M., & Heilmann, J. J. (2012). The Effects of Geographic Location and Picture Cues on Children’s Story Retelling Performance. Asia Pacific Journal of Speech, Language, and Hearing, 15(2), 129-143.
Wolfe, D., & Heilmann, J. J. (2010). Simplified and expanded input in a focused stimulation program for a child with delayed expressive language. Child Language Teaching and Therapy, 26(3), 335-346.
Heilmann, J. J., Miller, J., & Nockerts, A. (2010). Using language sample databases. Language, Speech, and Hearing Services in the Schools, 41, 84-95.
Heilmann, J. J., Miller, J., & Nockerts, A. (2010). Sensitivity of narrative organization measures using narrative retells produced by young school-age children. Language Testing, 27(4), 603-626.
Heilmann, J. J., Miller, J., & Nockerts, A. (2010). Language sampling: Does the length of the transcript matter? Language, Speech, and Hearing Services in Schools, 41(4), 393-404.
Heilmann, J. J., Miller, J., Nockerts, A., & Dunaway, C. (2010). Properties of the narrative retells in young school-age children. American Journal of Speech-Language Pathology, 19(2), 154-166.
Gouvousis, A., Heilmann, J. J., Golden, J., Kalinowski, J., Hudson, S., & Hough, M. (2010). Examining the attitudes and physiological responses preservice learners have towards children with autism spectrum disorders. Research in Autism Spectrum Disorders, 4(3), 450-456.