John J. Heilmann, PhD, CCC-SLP, ASHA Fellow

Education

Doctor of Philosophy in Communicative Disorders, University of Wisconsin-Madison
Master of Arts in Speech-Language Pathology, University of Cincinnati
Bachelor of Science in 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 Practice

Interests & Expertise

The goal of my research is to improve the day-to-day lives of children with communication disorders. I have two lines of research to address this aim:

1) My foundational clinical research on language assessments provides an evidence base for practicing speech-language pathologists. This research addresses clinical use of language sample analysis, which empowers clinicians to assess children’s conversational, narrative, expository, and persuasive discourse.

2) My practice-based research examines how clinicians carry out best practices within real-world clinical settings. My team uses implementation science to test the impact of training programs and contextual factors on clinicians’ uptake of best practices in speech-language pathology. More information can be found at sites.uwm.edu/wiscca/

Selected Publications

Heilmann, J., Bertone, A., & Wojtyna, A. (2024). How Inclusive Practice Increases the Educational Relevance of Individualized Education Programs. Language, Speech, and Hearing Services in the Schools, 55(2), 231 – 248.

Heilmann, J. & Miller, J. (2023). Systematic Analysis of Language Transcripts Solutions: A tutorial. Perspectives for the ASHA Special Interest Groups, 8(1), 1 – 18.

Baldwin, E., Heilmann, J., Finneran, D., Cho, C & Moyle, M. (2022). Dialect Density, Language Abilities, and Emergent Literacy Skills of Prekindergarten Children Who Speak African American English. Journal of Research in Reading, 45(4), 567 – 586. Selected for Wiley Research in Literacy Education Award

Heilmann, J., Finneran, D., & Moyle, M. (2022). Comparing measures from computer-administered and examiner-administered narrative retells in Spanish: A pilot study. American Journal of Speech-Language Pathology, 31(5), 2175-2185.

Tucci, A., Plante, E., Heilmann, J., & Miller, J. F. (2022). Dynamic norming for Systematic Analysis of Language Transcripts (SALT). Journal of Speech, Language, and Hearing Research, 65(1), 320-333.

Heilmann, J., Moyle, M., Sparrow, T., & Meurer, J. (2022). Early Head Start teachers’ perception of coaching experiences. Early Childhood Education Journal, 50(7), 1233-1245.

Heilmann, J. & Bertone, A. (2021). Identification of gaps in training, research, and school-based practice: A survey of school-based speech-language pathologists. Language, Speech, and Hearing Services in the Schools, 52(4), 1061-1079.

Heilmann, J., Tucci, A., Plante, E., & Miller, J. F. (2020). Assessing functional language in school-aged children using language sample analysis. Perspectives of ASHA Special Interest Group 1: Language Learning and Education, 5(3), 622-636.

Heilmann, J., Malone, T. O., & F. Westerveld, M. (2020). Properties of spoken persuasive language samples from typically developing adolescents. Language, Speech, and Hearing Services in Schools, 51(2), 441-456.

Finneran, D. A., Heilmann, J., Moyle, M. J., & Chen, S. (2020). An examination of cultural-linguistic influences on PPVT-4 performance in African American and Hispanic preschoolers from low-income communities. Clinical Linguistics & Phonetics, 34(3), 242-255.