Michelle Flippin

  • Assistant Professor, PhD, CCC-SLP
  • Communicative Disorders
  • Phone: 401.874.4583
  • Email: mflippin@uri.edu
  • Office Location: Independence Square, Suite K

Biography

Dr. Michelle Flippin, CCC-SLP is an Assistant Professor in Communicative Disorders at the University of Rhode Island.  In her research, Dr. Flippin examines the development of social communication in children with neurodevelopmental disorders. She is particularly interested in the role of parents in optimizing children’s communicative development, and father-implemented social communication intervention.

Prior to completing a Ph.D., Dr. Flippin worked with a pediatric population in a variety of settings, including early intervention, preschool programs, and NYC’s (Special Needs) District 75.  In Dr. Flippin’s Father Communication Coaching (FCC) project, she coaches fathers of children with autism spectrum disorder to increase communication skills for children with ASD.

Through a generous grant from the Champlin Foundations awarded to Dr. Flippin and our Clinic Director, Elizabeth Connors, CMD established a LENA lab at URI. In our CMD 375 course, all URI CMD students have the opportunity to use cutting-edge Language ENvironment Analysis (LENA) software to collect and analyze child language samples. Learn more about the technology.

In several interprofessional projects, Dr. Flippin works with researchers and students from Kinesiology, Health Studies, and Education to examine the connections between movement, language, and learning.

Find Dr. Flippin on other sites:

Education

  • Postdoctoral Fellowship, UNC – Chapel Hill
  • Ph.D., University of North Carolina – Chapel Hill
  • M.S., Teachers College, Columbia University
  • B.A., New York University

Selected Publications

Flippin, M. & Clapham, E. D. (accepted minor edits, March 2021). Using a hybrid telehealth and adaptive aquatics father coaching intervention for children with autism spectrum disorder: A pilot study. International Journal of Disability, Development and Education.

Flippin, M. (2020). 4069 Examining the Effects of A Hybrid Communication Coaching Intervention on Fathers’ Responsive Strategy Use with Children with Autism Spectrum Disorder. Journal of Clinical and Translational Science, 4(S1), 30-30. doi:10.1017/cts.2020.127

Flippin, M., Clapham, E., & Tutwiler, M.S. (accepted April, 2020). Effects of using a variety of kinesthetic classroom equipment on elementary students’ on-task behavior: A pilot study. Learning Environments Research.

Flippin, M. (2019). Father communication coaching for children with autism spectrum  disorder: A single-subject study. Autism & Developmental Language Impairments.  https://doi.org/10.1177/2396941519877375

Flippin, M. & Hahs-Vaughn, D. (accepted, June 2019). Parent couples’ participation in speech-language therapy for school-age children with autism spectrum disorder in the U.S. Autism.  

Flippin, M. Moore, A., & Clapham, E. (2019).  Including all abilities. In S. Brand, S. & L. Ciccomascolo (Eds.) Social Justice and Putting Theory Into Practice in Schools and Communities. Hershey, PA: IGI Global. 

Flippin, M. (2018). Using father-mediated intervention to increase responsive parental behaviors and child communication in children with autism spectrum disorder: A pilot study. Journal of Clinical and Translational Science, 50, DOI:10.1017/cts.2018.192.

Flippin, M. (2018). Commentary: Parental broad autism phenotype and the language skills of children with autism spectrum disorder. Journal of Pediatrics and Pediatric Medicine, 2, 8-11.

Flippin, M. & Watson, L.R. (2018). Parental broad autism phenotype and the language skills of children with autism spectrum disorder, Journal of Autism and Developmental Disorders, 48, 1895-1907. 

Flippin, M. (2017). Dads’ interaction can help kids with ASD. ASHA Leader, 22, doi: 10.1044/leader.FQ.22032017.np https://leader.pubs.asha.org/doi/10.1044/leader.FQ.22032017.np

Flippin, M. & Watson, L.R. (2015). Fathers’ and mothers’ verbal responsiveness and the language skills of children with autism spectrum disorder, American Journal of Speech Language Pathology, 24, 400-410.

Dykstra, J., Watson, L.R. Crais, E.R., Boyd, B., Baranek, G. Wilson, K., Flippin, M., Flagler, S. (2015). Developing feasible and effective school-based interventions for children with ASD: A case study of the iterative development process, Journal of Early Intervention, 37, 23-43.

Flippin, M., & Richter, S. (2014). Picture Exchange Communication System: An evidence-based practice for students with autism and developmental disabilities. Division on Autism and Developmental Disabilities Express, 25, 2-3.

Flippin, M. & Watson, L.R. (2011). Relationships between the responsiveness of fathers and mothers and the object play skills of children with autism spectrum disorders, Journal of Early Intervention, 33, 220-234.

Flippin, M., & Crais. E.R. (2011). The need for more effective father involvement in early autism intervention: A systematic review and recommendations. Journal of Early Intervention, 33, 24-50.

Waston, L. R., Boyd, B., Crais, E.R., Baranek, G., Flagler, Dykstra, J., S. Flippin, M. (2011). Advancing Social-Communication and Play: An Intervention Program for Preschoolers with Autism. Chapel Hill, NC: University of North Carolina at Chapel Hill.

Flippin, M., Reszka, S. and Watson, L. R., (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech of children with autism: A metanalysis. American Journal of Speech-Language Pathology, 19, 178-195. https://link.growkudos.com/1plf3qsozy8

Watson, L. R., & Flippin, M. (2008). Language outcomes for young children with autism spectrum disorders. ASHA Leader, 13, 8-12. https://leader.pubs.asha.org/doi/10.1044/leader.FTR1.13072008.8

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