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Communication Disorders Staff


Brian Weiler, Ph.D, CCC-SLP
Brian Weiler, Ph.D, CCC-SLP
- Assistant Professor
Courses
  • CD 280 - Introduction to Communication Sciences and Disorders
  • SLP 500 - Research Methodology in Communication Sciences and Disorders
  • SLP 504 - Child Language Disorders
  • SLP 589 - Special Topics in Communication Sciences and Disorders
Biography

Brian Weiler, Ph.D, CCC-SLP is an Assistant Professor in the Department of Communication Sciences and Disorders.  He earned his M.S. and Ph.D. at Vanderbilt University.  Dr. Weiler worked clinically as a pediatric Speech-Language-Pathologist at the Vanderbilt Bill Wilkerson Center, serving the preschool and school-age populations.  The overarching goal his research is to inform clinical practice by characterizing the grammatical and syntactic skills of children with typical and impaired language.  In addition to presenting at local and national conferences, he has published in the areas of grammatical morphology, complex syntax, and phonemic awareness.  Dr. Weiler is committed to ongoing development of inventive and effective instructional practices to provide his students with authentic and lasting learning experiences that can later be drawn upon during clinical decision-making.  He has served as a Reviewer for the American Speech-Language-Hearing Foundation, the Annual Conference of the American Speech-Language-Hearing Association, and the Journal of Speech, Language, and Hearing Research.

Grants, Research, & Publications

Grants & Awards 

  • Quick Turn-Around Grant (QTAG), College of Health and Human Services, Western Kentucky University, 2021, $2,010, P.I. - Weiler  
  • American Speech-Language-Hearing Association Faculty Development Institute, Participant, 2021  
  • National Institutes of Health - National Institute on Deafness and Other Communication Disorders R15 Research Enhancement Award (REAP) – “The Predictive Validity of a Kindergarten Screener for Identifying Language Impairment,” 2021-2024, $343,262, P.I. – Weiler. (Submitted 2/2021, not funded)  
  • Early Investigatory Status and First Time Awardee, Office of Sponsored Programs, Western Kentucky University, 2020.  
  • Nomination for Teaching Honors, Center for Innovative Teaching and Learning, Western Kentucky University: Fall 2019, Spring 2019, Spring 2020, Spring 2021  
  • Kentucky Biomedical Research Infrastructure Network (KBRIN) grant funded by the National Institute of General Medical Sciences (NIH-NIGMS; 8P20GM103436) – “Screening the language skills of kindergarten children,” 2019-2021, $110,154, P.I. - Weiler  
  • Summer Fellowship for Research Grant Writing, College of Health and Human Services, Western Kentucky University, 2018.  
  • Quick Turn-Around Grant (QTAG), College of Health and Human Services, Western Kentucky University, 2018, $1,318, P.I. - Weiler  
  • Nomination for Faculty Award in Teaching, CHHS, WKU, 2018  
  • Nomination for Faculty Award in Research/Creativity, CHHS, WKU, 2017  
  • Conference Fellow, “Lessons for Success” (co-sponsored by ASHA and the ASHFoundation and supported by the NIH/NIDCD), 2017 

Recent Peer Reviewed Research Publications 

  • Hatcher, A., Frost, K., Weiler, B., & Bland, L. (2021). A Survey of speech-language pathology graduate students’ perceptions of telepractice pre- and post-training during the COVID-19 pandemic Perspectives of the ASHA Special Interest Groups (accepted, in press)  
  • Neils-Strunjas, J., Crandall, K. J., Weiler, B., Gabbard, A., Wood, C., & Ding, X. (2021) Measurement of social engagement of nursing home residents during an exercise program. Perspectives of the ASHA Special Interest Groups. Advance online publication. https://doi.org/10.1044/2021_PERSP-20-00302  
  • Weiler, B. & Decker, A. (2021). The impact of SES on language domain in kindergartners’ Quick Interactive Language Screener (QUILS) performance. Communication Disorders Quarterly. Advance online publication. https://doi.org/10.1177%2F15257401211017475 
  • Weiler, B., Schneider, P., & Guo, L. Y. (2021). The contribution of socioeconomic status to children’s performance on three grammatical measures in the Edmonton Narrative Norms Instrument. Journal of Speech, Language, and Hearing Research, 64(7), 2776-2785. https://doi.org/10.1044/2021_JSLHR-20-00576 
  •  Weiler, B. & Schuele, C.M. (2021). Tense marking in the kindergarten population: Testing the bimodal distribution hypothesis. Journal of Speech, Language, and Hearing Research, 64(2), 593-612. https://doi.org/10.1044/2020_JSLHR-20-00335 
  •  Weiler, B., Schuele, C.M., Feldman, J.I., & Krimm, H. (2018). A multi-year population-based study of kindergarten language screening failure rates using the Rice Wexler Test of Early Grammatical Impairment. Language, Speech, and Hearing Services in Schools, 48, 248-259. https://doi.org/10.1044/2017_LSHSS-17-0071 
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 Last Modified 10/8/18