Faculty Associates

Oliver Wendt

Contact Information
Email: olli |at| purdue.edu
Office: HEAV 202D Map
Phone: (765) 494-2462
Fax: (765) 494-0771
Homepage: Homepage
Assistant Professor of Speech, Language, and Hearing Sciences
Assistant Professor of Special Education

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Education


B.S. University of Cologne-Germany Education and Psychology 1996
M.A. University of Nebraska-Lincoln AAC/Special Education Program 1998
M.S. University of Cologne-Germany Special Education 2000
Ph.D. Purdue University Special Education/Transdisciplinary AAC Program 2006

Research Interests


  • AAC interventions in autism spectrum disorders and developmental disabilities
  • Efficacy of augmentative and alternative communication (AAC) and assistive technology (AT)
  • Communication and language development in individuals with autism spectrum disorders
  • Evidence-based practice in communication disorders and special education
  • AAC and AT applications in gerontology

Teaching Interests


Language and communication in autism spectrum disorders, single-subject experimental research designs

Grants


American Speech-Language-Hearing Association
Indiana Clinical and Translational Science Institute

Publications


Wendt, O., Quist, R.W., & Lloyd, L.L. (Eds.) (in press). Assistive Technology. Principles and Applications for Communication Disorders and Special Education. Bingley, UK: Emerald Publishing

Gladfelter, A., Wendt, O., & Subramanian, A. (in press). Evidence-based speech and language intervention strategies for the birth to three population. Evidence-based Practice Briefs.

Hassink, J.M., & Wendt, O. (2010). Remediation of phonological disorders in preschool age children: Evidence for the Cycles approach. Evidence-based Practice Briefs, 5(2), 1-7

Wendt, O. (2009). Research on the use of graphic symbols and manual signs. In P. Mirenda & T. Iacono (Eds.), Autism Spectrum Disorders and AAC (pp. 83-139). Baltimore: Paul H. Brookes

Boesch, M.C., & Wendt, O. (2009). Reducing self-injurious behaviors in individuals with autism: Benefits of Functional Communication Training. Evidence-based Practice Briefs, 4(2), 1-11.

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