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.
Visit my lab webpage: https://sites.utexas.edu/littlelonghorn/
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
Hampton, L., Stern, Y. & Rodriguez, E. (2023). Building effective partnerships with parents to support language development in young children. Intervention in School and Clinic, 58(3). doi:https://doi.org/10.1177/10534512221081260.
Hampton, L., Chow, J. & Roberts, G. (2023). Reporting and Design Considerations for SMART Behavior Science Research.. Educational Psychology Review, 35(117). doi:https://doi.org/10.1007/s10648-023-09837-y.
Hampton, L., Stern, Y., Fipp-Rosenfield, H., Bearss, K. & Roberts, M. (2022). Parent-implemented positive behavior support strategies for young children on the autism spectrum: a pilot investigation.. Journal of Speech, Language, and Hearing Research, 65(5), 1921–1938. doi:https://doi.org/10.1044/2022_JSLHR-21-00361.
Hampton, L., Herrera-Carrillo, F., Londono, F., Villarreal, E. & Martinez Cueto, A. (2022). El camino por recorrer: Parent perspectives towards adapting early autism intervention for the Mexican context. Topics in Early Childhood Special Education, 42(4), 315–328. doi:https://doi.org/10.1177/02711214221081728.
Hampton, L. & Sandbank, M. (2022). Keeping up with the evidence base: A survey study of BCBAs and their current naturalistic practices with young children with autism. Autism.
Hampton, L. & Rodriguez, E. (2021). Preemptive interventions for infants and toddlers with a high likelihood for autism: A systematic review and meta-analysis. Autism, 26(6), 1364–1378. doi:https://doi.org/10.1177/13623613211050433.
Hampton, L. & Chow, J. (2021). Deeply Tailoring Adaptive Interventions: Enhancing Knowledge Generation of SMARTs in Special Education. Remedial and Special Education.
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., 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.
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.
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.
SMARTThe Sequencing Methods for Autism: A Randomized Trial (SMART) project examines how caregivers can learn social communication strategies, behavior regulation strategies or both sets of strategies to support autistic toddlers communication and behavior.
PEACEParent Education in Acceptance, Commitment, and Engagement is a pilot study examining the effects of a cognitive-behavioral approach to supporting parent-child interactions.
Dean's Distinguished Early Career Research Award, The University of Texas at Austin College of Education (2024 - 2024)
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)
