TWU Affiliate Faculty

Dr. Dayna Loyd Averitt, Ph.D.

DAveritt@twu.edu

Dr. Averitt is a neuroscientist interested in neural mechanisms of pain and analgesia. I use animal models of pain conditions, sensory neuron cultures, and human nerve endings to study molecular mechanisms in the peripheral nerves that may underlie why some pain disorders are more common in females than males. Dr. Averitt is also interested in studying brain circuitry involved in sex differences in pain and opioid analgesia and discovery of novel non-opioid pain therapeutics.

Key Words: neurosensory research, pain management, and sex differences in pain.

Dr. Sneha V. Bharadwaj

sbharadwaj@twu.edu

Communication Sciences and Oral Health

Her research interests include: (a) examining speech, language, and literacy outcomes in children with hearing loss who use hearing aids, cochlear implants, and auditory brainstem implants; (b) assessing the effects of auditory deprivation on sensory and cognitive functions; (c) exploring predictors of literacy outcomes in children with hearing loss; and (d) investigating the efficacy of interventions to improve literacy outcomes in children with hearing loss.

Key Words: hearing loss in children and adults, cognitive and linguistic predictors of literacy outcomes, and cognitive assessments. 

Dr. Christopher Bolinger

cbolinger@twu.edu

Communication Sciences and Oral Health

I am interested in identifying associations between patient outcome measures in hospitalized patients with pneumonia, differentiating linguistic from motoric deficits in children with Fetal Alcohol Syndrome,and identifying dysphagia in underserved populations (e.g.,persons with HIV).

Key Words: outcome measures, underserved minorities, and healthcare management

Dr. Patricia Bowyer

pbowyer@twu.edu

I am interested in examining the implications/outcomes of using a specific occupational therapy theoretical approach on the functional cognition of individuals receiving occupational therapy services. Humans are dynamic in that one aspect of living, being and doing cannot be viewed as a singular experience. Rather, the interaction between occupational therapists and the person, or population, receiving services has to account for the biological, psychological and emotional realm. The theory that I use to guide my research aims to aid in understanding the complexities of the interplay amongst these multiple aspects of being a human and implications once a disability or disease process has occurred. My research interests focus on assessment, intervention and program development using the theory as a guide to aid in practical application with individuals in a variety of contexts and with various diagnoses amongst which are individuals with cognitive impairments.

Key Words: functional cognition, theoretical implications linked to functional cognition, and patient outcomes and functional cognition.

Dr. Christopher Brower

cbrower@twu.edu

Despite uncertainty surrounding the exact molecular cause of neurodegeneration, a common feature is the accumulation and aggregation of neuronal protein fragments resulting from an increase in their production, or a decrease in their removal. Previously we found that the N-end rule pathway of the ubi quitin-proteasome system is able to remove specific protein fragments associated Alzheimer’s disease, Parkinson’s disease, Amyotrophic lateral sclerosis and frontotemporal lobar degeneration. This exciting discovery suggests that defects in the N-end rule pathway may contribute to neurodegeneration. Our research uses genetically modified mice, yeast, and cultured cells to understand how aggregation-prone protein fragments cause toxicity to neurons and to identify cellular pathways that prevent neurodegeneration. 

Key Words: neurodegeneration, protein aggregation, and protein degradation.

Dr. Dowon Choi

dchoi2@twu.edu

My research agenda focuses on neurodevelopmental disorders, also known as neurodiversity depending on philosophical perspectives. I am particularly interested in ADHD, specific learning disorders such as dyslexia, and their interventions and assessments within dialectical frameworks. These frameworks, characterized by their pluralistic, comprehensive, and dynamic nature, offer a valuable alternative to traditional medical disease models. Dialectical models allow me to include other exceptional populations in my research, such as creative, gifted, and talented students.

Keywords: Neurocognitive functioning (e.g., executive functioning and metacognitive skills including mindfulness), creativity and ADHD, gifted or intellectually talented students. 

Jayne Jennings Dunlap

jdunlap1@twu.edu

My research interests surround Autism Spectrum Disorder (ASD) evidence-based screening and assessment strategies in primary care settings. I am a new faculty member with multiple publications related to ASD screening, detection and early intervention but I have not applied for external project funding yet. My doctoral mentor is Dr. Temple Grandin, one of the world’s most well-known individuals with ASD. I look forward to future interdisciplinary collaborations with Dr. Grandin and other TWU faculty whose research focus aligns with the Woodcock Institute’s mission.  

Key Words: Autism Spectrum Disorders. 

Dr. Wyona M. Freysteinson

wfreysteinson@twu.edu

My area of research is body image, and in particular mirror viewing after physical trauma (i.e. amputation). Qualitative studies with individuals who have had body disfigurement suffer from “mirror trauma. I theorize that viewing self in the mirror has a significant neurological component (frontal cortex). Briefly, there is a neurological "mirror memory". When the mirror image is altered, there is a disruption of the neural network. This disruption can be so severe that is leads to a sympathetic nervous system reaction and psychological trauma.

Key Words: neurocognitive, body image, and mirror viewing. 

Dr. Hui-Ting Goh

hgoh1@twu.edu

Understanding brain plasticity with learning and injury. Our long-term goal is to promote motor recovery after stroke by harnessing neuroplasticity associated with training.
Our training approaches include movement therapies, non-invasive brain stimulation and cognitive-motor interactive therapies.

Key Words: post-stroke recovery, non-invasive brain stimulation, cognitive-motor interaction

Catherine Cooper Hay

chay1@twu.edu

I utilize a mixed methods approach to contribute to our understanding of motor and cognitive recovery following acquired brain injury. My research has included qualitative investigations, neurological interventions for upper extremity recovery, and observational studies with large datasets. I am especially interested in the outcomes of mild stroke and brain injury survivors and the development of effective, accessible, interventions to address cognitive impairment, depression and anxiety after stroke.

Key Words: utilizing large administrative datasets to assess stroke and brain injury outcomes, upper extremity motor recovery after neurological injury, and identifying and addressing cognitive impairment in mild stroke.

Dr. DiAnna Hynds

dhynds@twu.edu

The research in our laboratory is focused on molecular mechanisms of axon growth and guidance, fundamental processes for neurodevelopment or recovery after damage to the nervous system. This work interfaces with the mission of the Woodcock Institute as it addresses the mechanisms responsible for basic neuroplasticity, the basis behind cognition. In particular, we are interested in distribution of particular proteins (e.g. neurexin) that are involved in determining synapse identity. These proteins are dysregulated in developmental conditions, including autism spectrum disorders. Thus, we have a mechanistic connection to understanding neurocognition, its testing, and the neuroanatomical correlates of variation in cognition.

Key Words: neurodevelopment, neuroregeneration, autism spectrum disorders

Dr. Elif Isik

eisik@twu.edu

Self-management is a complex process, especially for children, that necessitates professional instruction and guidance. Pediatric and community health nurses can provide essential learning steps and continuity of care for children with chronic conditions such as asthma. I am planning a study for school-age children ages seven to 18 by developing and implementing web-based intervention sessions for asthma self-management. School-aged children are capable of learning how to manage their asthma through proper age-appropriate education and support.

Key Words: symptom science/symptom management, health promotion, community health assessment

Dr. Wendi Johnson

Wjohnson4@twu.edu

Applying evidence-based interventions across a variety of disabilities. Utilizing assessment data to inform interventions and monitor intervention outcomes.

Key Words: evidence-based interventions, video self-monitoring, executive functioning/cognitive assessment.

Dr. Randa Keeley

rkeeley@twu.edu

My research concentration is in research-based classroom interventions that promote inclusive learning environments for students with special educational needs and disabilities. Dr. Keeley's research includes both quantitative and qualitative measures to analyze the effects of inclusive practices, culturally responsive teaching, and co-teaching as related to teacher and student outcomes.

Key Words: research-based inclusive practices for students with disabilities, teacher preparation related to special education, and co-teaching as a special education service delivery model. 

Dr. June Levitt

jlevitt@twu.edu

My research interests reside in the areas of motor speech disorders and cognitive problems. My current study is focused on the remediation of communication disorders and its impact on the quality of life, and it is unfolding to the relationship between cognitive functions and communication.

Key Words: motor speech disorder, cognitive assessment, and neurogenetic communication disorders.

Dr. Catherine Lynch

ccarrasco@twu.edu

There is extensive research on the benefits of developing phonemic awareness and reading readiness in English. Our current research interest asks what are the benefits of increased exposure to rhyming and other phonological awareness strategies in Spanish speaking and bilingual students. Would the cognitive flexibility identified in the bilingual brain transfer those skills over to English as they transition in schools.

Key Words: cognitive Flexibility and bilingual populations, effective bilingual assessment procedures addressing over & under identification of children with language disorders, and phonemic awareness in the developing bilingual brain.

Dr. Jyutika Mehta

jmehta@twu.edu

Investigating the neural correlates of speech and language disorders using electrophysiological techniques in adults and children. Current research involves investigating the efficacy of neuromodulation procedures such as Transcranial Direct Current Stimulation (tDCS) with behavioral (cognitive neuropsychological measures) and electrophysiological measures, specifically, event-related potentials (ERPs

Dr. Kimberly Mory

kmory@twu.edu

As a speech pathologist, I have worked in the medical side of the field for approximately 40 years. My interests primarily lie with TBI and mild brain injury related to the diagnosis and treatment of cognitive deficits. My dissertation focused on concussion injuries in youth football players.

Key Words: concussion injuries, cognition - diagnosis and treatment, mild brain injury 

Deltra Muoki

dmuoki@twu.edu

My research interests encompass healthcare disparities in marginalized populations and patient outcomes as evidenced by my recently published manuscripts. I am interested in implementing curriculum specific to marginalized communities to ensure that future nurses are able to effectively care for all individuals including those from underrepresented populations.

Key words: healthcare disparities, patient outcomes, innovative pedagogies in nursing education

Dr. Mahesh (Michael) S. Raisinghani

mraisinghani@twu.edu

My future research agenda is based on the fact that in is increasingly clear that separating out the effects of IT and cognition. 

Key words: human computer interface (HCI), artificial intelligence and virtual augmented reality and its implications on cognitive assessment, psychological drivers of misinformation belief

Dr. Heather Roberts

hroberts3@twu.edu

Research focuses on improving upper limb function for children with cerebral palsy using a variety of evidence-based interventions specifically constraint-induced movement therapy with and without the use of a virtual reality exoskeleton. I have collaborated with Dr. Wendi Johnson in providing occupation-based assessment for children with developmental disabilities. 

Key Words: constraint-induced movement therapy, evidence-based interventions, occupation-based assessment. 

Dr. Emarely Rosa-Davila

erosadavila@twu.edu

Interested in working with diverse populations to explore how social issues (ex. Systemic racism, discrimination) affect their mental health. The idea is to collect data to create new therapies or training to keep people healthy and mental health services that are culturally relevant.

Key Words: mental health, diversity + micro-aggressions, culturally-competent practice. 

Dr. Martin Rosario

mrosario1@twu.edu

Assessing and understanding the impact of the Human Immunodeficiency Virus (HIV) on the central nervous system and peripheral nervous system during motor-cognitive (dual tasks) interaction. Our goal is to appraise and improve functional tasks (walking and standing) and the prevention of falls and injury in people living with HIV. 

Key Words: motor-cognitive interaction, dynamic and static postural control, and HIV dementia and neuropathy assessment. 

Dr. Chanam Shin

cshin1@twu.edu

My established program of research primarily focuses on reducing health disparities among underserved and
underrepresented minority populations through the study of health behaviors. In addition, my work involves the
investigation and measurement of psychosocial and cultural factors that influence health and health behaviors in minority populations.

Key Words: physical activity and health promotion, prevention of cardiometabolic disease and stroke, and psychosocial and cultural factors

Dr. Anne Sullivan

asullivan6@twu.edu

I am interested in studying patterns of executive functioning skills in autistic adults and how these impact functional cognition and performance in their desired occupations. I am also interested in evidence-based intervention that improves functional cognition and functional performance during the transition to adulthood for autistic young adults.

Key Words: functional cognition and executive functions, autistic adults, assessment and intervention. 

Dr. Asha Vas

avas@twu.edu

Integrating principles of cognitive neuroscience into functionally relevant cognitive assessments and enhancement programs, both in healthy adults and in adults with brain injuries.

Key Words: cognitive assessment (executive functions), cognitive training/rehabilitation/remediation (top-down approaches and functional cognition-brain-injury.