Brittney Cooper

My research is focused on language development and, in particular, how children develop relational concepts through social interaction and embodied activity. My current projects are related to language development among children who communicate using Augmentative and Alternative Communication.

I am also interested in finding ways to support students who are bilingual and have special learning needs. As a school-based Speech and Language Pathologist, I am passionate about promoting additive bilingual environments for students and families.

Prior to entering the doctoral program at UC Berkeley and San Francisco State University, I worked as an SLP-CCC in the public school system serving PreK-8th grade students. I continue to serve children and families and mentor American Speech Language and Hearing Association (ASHA) Clinical Fellows.


RESEARCH EXPERIENCE

  • Research Assistant, Testing a hypothesis of multi-layer network of orthographic neighbors via an innovative measure of orthographic knowledge, UCSF & UC Berkeley Schwab Dyslexia and Cognitive Diversity Center.
  • Research Assistant, Preparing effective practitioners in the delivery of classroom-based AAC services, SFSU, Graduate School of Special Education.
  • Research Assistant, Developing a developmental and high frequency Spanish core vocabulary for individuals with AAC needs, SFSU, Graduate School of Special Education.
  • Research Assistant, Recast, repair, and language acquisition in AAC-mediated interaction, SFSU, Graduate School of Special Education.

PUBLICATIONS

  • Cooper, B., Muñoz, T., & Soto, G. (in press). Language and vocabulary features of AAC. In N. Hall, J. Juengling-Sudkamp, M. L. Gutmann, & E. R. Cohn (Eds.), Fundamentals of AAC: A case-based approach to enhancing communication. Plural Publishing.
  • Cooper, B. & Soto, G. (in press). Bringing bilingualism B(AAC)K for students who use AAC. TASH Connections.
  • Cooper, B., Soto, G., & Clark, M. (in press). Prompting for Repair as a Language Teaching Strategy for Augmentative and Alternative Communication. Augmentative and Alternative Communication.
  • Soto, G., & Cooper, B. (2021). An early Spanish vocabulary for children who Use AAC: Developmental and linguistic considerations. Augmentative and Alternative Communication, 1-21. https://doi.org/10.1080/07434618.2021.1881822
  • Cooper, B. (2014). The effect of a multi-component consultation intervention on the pragmatic language skills of students with symptoms of attention deficit hyperactivity disorder. FIU Electronic Theses and Dissertations. https://doi.org/10.25148/etd.fi14071126

TEACHING EXPERIENCE

  • Graduate Student Instructor, Introduction to Cognitive Science, UC Berkeley, Department of Cognitive Science.
  • Graduate Student Instructor, General Psychology, UC Berkeley, Department of Psychology.
  • Graduate Student Instructor, Language: Its Structure and Use, UC Berkeley, Department of Linguistics.
  • Clinical Supervisor, Child Language Clinic, San Francisco State University, Department of Communication Disorders.

PRESENTATIONS

  • Krause, C.M., Chen, R. S. Y., Tancredi, S., Cooper, B., Foley, E., Anton, J., Kim, J., & Abrahamson, D. (2021, October). Catching up with SpEED: Applying a framework for inclusive equitable learning opportunities through Special Education Embodied Design. Invited workshop, Unimc for Inclusion Settimana dell’inclusione (Inclusion Week), University of Macerata, Italy, October 25, 2021.
  • Krause, C.M., Chen, R. S. Y., Tancredi, S., Cooper, B., Foley, E., Anton, J., Kim, J., & Abrahamson, D. (2021, October). Catching up with SpEED: Applying a framework for inclusive equitable learning opportunities through Special Education Embodied Design. Invited colloquium talk, Graduate Group in Science and Mathematics Education (SESAME) Colloquium, University of California Berkeley, California, United States, October 21, 2021.
  • Cooper, B. & Ramos, E. (2014, November). The effect of a multi-component consultation intervention on the pragmatic language skills of students with symptoms of attention deficit hyperactivity disorder. Thesis presented at the annual meeting of the American Speech Language and Hearing Association, Orlando, FL.

HONORS AND AWARDS

  • Graduate Equity Scholarship, SFSU, 2019Special Education Continuing Education Fellowship, UC Berkeley, 2019, 2020
  • Special Education Continuing Education Fellowship, UC Berkeley, 2019, 2020
  • Special Education Continuing Education Fellowship, UC Berkeley, 2019, 2020

AFFILIATIONS/MEMBERSHIPS

  • American Speech Language and Hearing Association