Danika Pfeiffer

Assistant Professor

Old Dominion University

United States

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Dr. Danika Pfeiffer is an Assistant Professor at Old Dominion University, USA. Her research focuses on developmental language disorder, collaborative education practices, and open-access publishing in special education. She has contributed to various studies analyzing caregiver perceptions, speech-language pathology, and the impact of COVID-19 on educational disruptions for children. Dr. Pfeiffer's work aims to enhance understanding and support for effective communication practices in educational settings.

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2022

Collaborators (4)

Jessica S. Riccardi

Assistant Professor

University of Maine

UNITED STATES

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Austin Thompson

Assistant Professor

University of Houston

UNITED STATES

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Ji Su Hong

Johns Hopkins University

UNITED STATES

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Julie Feuerstein

Assistant Professor

University of Central Florida

UNITED STATES

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Danika Pfeiffer

Research Interests

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About

Articles (20)

“1-800-Help-Me-With-Open-Science-Stuff”: A Qualitative Examination of Open Science Practices in Communication Sciences and Disorders

Caregiver Perceptions of an Asynchronous Video-Based Training on Developmental Language Disorder: A Mixed-Methods Study

School-Based Speech-Language Pathologists' Perceptions of Collaborative Language and Literacy Instruction With General Education Teachers: A Survey

Open-Access Publishing in Special Education and Related Fields: Making Scholarship Freely Available to All

Defining Developmental Language Disorder and Dyslexia in Schools: A Mixed-Methods Analysis

Speech-Language Pathology and Occupational Therapy Students’ Perceptions of an Interprofessional Stroke Workshop: A Mixed Methods Analysis

Diagnostic certainty during in‐person and telehealth autism evaluations

Caregivers' Perceptions of COVID-19 Educational Disruptions on Children With Developmental Language Disorder and Typically Developing Peers

Seeking Validation and Creating Meaningful Interactions

Speech-Language Pathologists' Perceptions of Language and Literacy Instruction for Pre-K Children With Developmental Language Disorder

Evidence-Based Guidance for Alphabet Knowledge Across Service Delivery Models

Prevalence of gastrointestinal symptoms among autistic individuals, with and without co‐occurring intellectual disability

Enriching Pre-Clinical Education with Near-Peer Learning Experiences

Professional Development Increases Child Care Providers’ NDBI Implementation and Children’s Language Outcomes

Get Out of Your Silo: A Qualitative Examination of an Interprofessional Undergraduate Course

Assessing Generalization During Professional Development in Child Care: A Pilot Randomized Controlled Trial

Replication study for <scp>ADOS</scp>‐2 cut‐offs to assist evaluation of autism spectrum disorder

Profiles and correlates of language and social communication differences among young autistic children

Early Childhood Providers' Perceptions of Effective Professional Development Components

Analysis of Race and Sex Bias in the Autism Diagnostic Observation Schedule (ADOS-2)

Collaborators (4)

Jessica S. Riccardi

Austin Thompson

Ji Su Hong

Julie Feuerstein

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