Lauren H. Hampton is an Assistant Professor in the Department of Special Education and is a Board Certified Behavior Analyst (BCBA-D). She received her PhD in Special Education at Vanderbilt University followed by a post-doctoral fellowship in Communication Sciences and Disorders at Northwestern University. Dr. Hampton's research focuses on optimizing parent-mediated early interventions for young children with language and communication delays and/or challenging behavior, including those on the autism spectrum. Additionally, her work focuses on early identification of communication and language delays. She has worked in a variety of early intervention settings with young children and their families as a teacher, interventionist, parent coach, and behavior analyst. Dr. Hampton also has expertise in research methodology and analysis including SMART designs, meta-analysis, and longitudinal modeling.
B.S. in Psychology, Baylor University
M.Ed. in Early Childhood Special Education, BCBA, Vanderbilt University
Ph.D. in Early Childhood Special Education, Vanderbilt University
Studies how to optimize early interventions for young children with challenging behavior and communication delays including those with autism.
Hampton, L. & Chow, J. (2021). Deeply Tailoring Adaptive Interventions: Enhancing Knowledge Generation of SMARTs in Special Education. Remedial and Special Education.
Hampton, L. & Sandbank, M. (2021). Keeping up with the evidence base: A survey study of BCBAs and their current naturalistic practices with young children with autism. Autism.
Hampton, L., Kaiser, A., Neitfeld, J. & Khachoyan, A. (2020). Generalized effects of naturalistic social communication intervention for minimally verbal children with autism. Journal of Autism and Developmental Disabilities.
Hampton, L., Fuller, E. & Kaiser, A. (2020). Multicomponent communication intervention for preverbal preschoolers with autism: Randomized controlled trial. Autism. Autism.
Hampton, L., Roberts, M., Anderson, E., Miller, A., Kaat, A., Bishop, S., Wakschlag, L. & Beavens, K. (2020). Building a science of when to worry about disruptive behavior in children with ASD: What diagnostic observation can teach us.. Journal of Developmental Behavioral Pediatrics.
Hampton, L., Harty, M., Fuller, E. & Kaiser, A. (2019). Enhanced Milieu Teaching for Children with Autism in South Africa. International Journal of Speech Language Pathology. doi:10.1080/17549507.2018.1559357.
Roberts, M., Curtis, P., Charvat, B. & Hampton, L. (2019). Association of parent training with schild language development: A systematic review and meta-analysis. JAMA Pediatrics. doi:10.1001/jamapediatrics.2019.1197.
Chow, J. & Hampton, L. (2018). Sequential Multiple-Assignment Randomized Trials: Developing and Evaluating Adaptive Interventions in Special Education. Remedial and Special Education. doi:0741932518759422.
Hampton, L., Curtis, P. & Roberts, M. (2018). Autism at a glance: Optimizing thin-slice observations for developmental screenings. Autism. doi:1362361318792872.
Hampton, L., Kaiser, A. & Roberts, M. (2017). One-year outcomes and predictors of language growth for Toddlers with Language Delays: An RCT Follow up.. Pediatrics, 140(5). doi:10.1542/peds.2008-1536.
Roberts, M. & Hampton, L. (2017). Exploring cascading effects of multimodal communication skills in infants with hearing loss. Journal of Deaf Studies and Deaf Education. The Journal of Deaf Studies and Deaf Education, 23(1), 95–105. doi:10.1093/deafed/enx041.
Hampton, L. & Kaiser, A. (2016). Early intervention effects on spoken language outcomes for children with autism: A systematic review and meta-analysis. Journal of Intellectual Disability Research, 60(5), 444–463. doi:10.1111/jir.12283.
SibwatchSibwatch is a research study funded by NIH to evaluate the best adaptive intervention for parents of siblings with a high likelihood for autism. This study enrolls 11-15 month old toddler siblings of children diagnosed with autism, and their parents. This virtual study includes developmental monitoring for all enrolled siblings for the 6-month study period and a virtual parent-mediated intervention.
Division of Research Scholar, CEC (2016)
Robert Gaylord Ross Award for Excellence in Scholarly Writing, Vanderbilt University (2016)
Semmel Dissertation Award, Vanderbilt University (2015)
Experimental Education Research Training (ExpERT) Fellow, Vanderbilt University (2012 - 2016)
Summer Undergraduate Research Experience (SURE) Fellowship, Emory Autism Center (2007)
