Elizabeth Choi MS, CCC-SLP(she, her)
Faculty Mentor: Grace Baranek PhD, OTR/L, FAOTA
Year of Entry: 2018
My main research interests relate to infant, toddler, and child development, particularly in premature populations and populations at elevated likelihood for a diagnosis of autism spectrum disorder and/or other neurodevelopmental disorders. I aim to contribute to an understanding of occupational development with a focus on the role and trajectory of communication in supporting occupational engagement. I am also interested in investigating the impact of occupational engagement on the development of language and social communication skills. I seek to explore how caregiver-infant bonding dynamics across co-occupations such as feeding, especially in terms of caregiver response to infant cues and infant solicitations, can impact infants’ social and communicative development. In the insp!re lab, I am coordinating the Southern California Child Development Survey to obtain norms on early sensory regulation and social communication development in 6- to 16-month-old infants through parent report. I am also supporting research in the Sensory and Social Development in Infants and Toddlers project, a longitudinal study examining individual differences in sensory regulation and social communication development in 6- to 16-month-old infants using biobehavioral and neurophysiological measures.
My career interests include bridging the knowledge gaps between occupational science and speech, language, and hearing sciences with therapies and practice and in moving both disciplines and related professions toward societal and global action. I hope to contribute to the development and support of multidisciplinary knowledge mobilization teams and research-clinical-stakeholder partnerships.
Master of Science (MS)
in Speech, Language, and Hearing Sciences
2017 | University of Arizona
Bachelor of Arts (BA)
in Applied Linguistics
2011 | University of California, Los Angeles
Isaac, N., & Choi, E. (2018). Infant anatomy and physiology for feeding. In S. H. Campbell, J. Lauwers, R., Mannel, & B. Spencer (Eds.), Core curriculum for interdisciplinary lactation care (pp. 37-55). Burlington, MA: Jones & Bartlett Learning. Full text
Campi, E., Sideris, J., Holland, C., Sopkin, E., Chen, Y.-J., Choi, E., Agostine, S., Bristol, S., Dallman, A., Wiles, A., Watson, L., Crais, E., & Baranek, G. (2020). Caregiver stress & the association between clinically observed and caregiver-reported sensory responsiveness. American Journal of Occupational Therapy, 74(4_Supplement_1), 7411505245. https://doi.org/10.5014/ajot.2020.74S1-PO9209 Show abstract
Sensory-processing challenges are measured by caregiver report and clinician observation and affect many people with autism spectrum disorder and their caregivers. It is unclear how caregiver stress influences the correlation between scores on caregiver reports and observational measures. The present analysis explored correlations between two formats of tools to assess sensory processing and indicated that caregiver stress moderates the association between sensory-seeking scores on the measures.