Research Interests and Expertise

Adaptive intervention research for young children and families with or with a high likelihood for developmental delays and/or autism.

Research Projects and Grants

  • Optimizing Parent-Mediated Interventions for Toddlers With a High Likelihood for Social Communication Delays, National Institute on Deafness and Other Communication Disorders
  • Optimizing Positive Behavioral Support Training for Speech Language Pathologists
  • SMARTer Teacher Training: Improving Implementation of Positive Behavior Supports in the Classroom

Boards, Committees, and Associations

  • Member: International Society for Autism Research, Council for Exceptional Children: Division for Early Childhood
  • Review Board: Journal of Speech, Language, and Hearing Research
  • Board of Directors: Capitol School of Austin
  • Advisory Board: Autism Consortium of Texas

Recent Awards

  • Career Research Excellence Award from The University of Texas at Austin, 2013
  • J. Lee Wiederholdt Award from the Council for Learning Disabilities, 2012
  • Special Education Research Award from the Council for Exceptional Children, 2012
  • Lifetime Achievement Award from the Institute for Literacy and Learning, 2011
  • Jeannette E. Fleischner Award for Outstanding Contributions to the Field of Learning Disabilities from the Council for Exceptional Children Division of Learning Disabilities and DLD Professional Development, Ethics, and Standards Committee, 2011
  • Albert J. Harris Award from the International Reading Association, 2010Dean’s Fellow, College of Education, The University of Texas at Austin, 2020
  • Robert Gaylord Ross Award for Excellence in Scholarly Writing, 2016
  • CEC Division for Research Scholar, 2016
  • Semmel Dissertation Award, Vanderbilt University, 2015

Representative Publications

  • Hampton, L. H., & Kaiser, A. P. (2016). Early intervention effects on spoken language outcomes for children with autism: A systematic review and meta-analysis [Special issue]. Journal of Intellectual Disability Research, 60(5), 444–463. https://doi.org/10.1111/jir.12283
  • Hampton, L. H., Kaiser, A. P., & Roberts, M. Y. (2017). One-year language outcomes in toddlers with language delays: An RCT follow-up. Pediatrics, 140(5). https://doi.org/10.1542/peds.2016-3646
  • Hampton, L. H., Curtis, P. R., & Roberts, M. Y. (2019). Autism at a glance: Optimizing thin-slice observations for developmental screenings. Autism, 23(4), 971–979. https://doi.org/10.1177/1362361318792872
  • Hampton, L. H., Harty, M., Fuller, E. A., & Kaiser, A. P. (2019). Enhanced milieu teaching for children with autism in South Africa. International Journal of Speech Language Pathology, 21(6), 635–645. https://doi.org/10.1080/17549507.2018.1559357
  • Hampton, L. H., Fuller, E. A., & Kaiser, A. P. (2020). Multicomponent communication intervention for children with autism: A randomized controlled trial. Autism, 24(8), 2104–2116. https://doi.org/10.1177/1362361320934558
  • Hampton, L. H., Kaiser, A. P., Neitfeld, J. P., & Khachoyan, A. (2021). Generalized effects of naturalistic social communication intervention for minimally verbal children with autism. Journal of Autism and Developmental Disorders, 51(1), 75–87. https://doi.org/10.1007/s10803-020-04521-4
  • Hampton, L. H., Roberts, M. Y., Anderson, E., Hobson, A. N., Kaat, A. J., Bishop, S. L., Krogh-Jepersen, S., Wakschlag, L. S., & Bevans, K. B. (2021). Brief report: What diagnostic observation can teach us about disruptive behavior in young children with autism. Journal of Developmental & Behavioral Pediatrics, 42(1), 55–60. https://doi.org/10.1097/DBP.0000000000000857