POSITION TITLE. DEGREE (if applicable) YEAR(s) FIELD OF STUDY M.A. Speech-Language Pathology Florida State University, Tallahassee. Ph.D.

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1 BIOGRAPHICAL SKETCH Provide the following information for the key personnel in the order listed on Form Page 2. Follow this format for each person. DO NOT EXCEED FOUR PAGES. NAME Thiemann-Bourque, Kathy S. POSITION TITLE Associate Research Professor EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing, and include postdoctoral training.) INSTITUTION AND LOCATION DEGREE (if applicable) YEAR(s) FIELD OF STUDY University of Alberta, Edmonton, Canada B.Sc Speech Pathology & Audiology Western Washington University, Bellingham M.A Speech-Language Pathology Florida State University, Tallahassee Ph.D Communication Disorders University of Kansas, Juniper Gardens Children's Project, Kansas City Post-Doctoral Associate 2001 Autism and Special Education Research A. Personal Statement The primary focus of my research over the past 20 years has been on developing and examining interventions to improve social and communication skills of children with autism in inclusive education settings. I was the Co-PI on a 4 year IES Goal 2 grant examining effectiveness of a peer network intervention for school-age children with autism using a randomized control group design. I have also participated as Co-PI on multiple NIH research projects focused on evaluating communication development of children with intellectual disabilities, including children with autism with complex communication needs learning to use augmentative and alternative communication (AAC). I assisted in the development of the Communication Complexity Scale that assesses prelinguistic and linguistic skills across individuals with a range of disabilities, and I am a coinvestigator on an R01 grant to validate this instrument. Currently, I am the PI on a 4-year R01 NIH grant examining an intervention that combines evidence based practices of AAC instruction and peer-mediated strategies to increase communication and play skills of preschoolers with autism. I have multiple peerreviewed publications related to my research, and have presented locally, nationally, and internationally to a wide range of professionals. I currently mentor students at KU who are completing their Master s or PhD degrees, and provide grant writing guidance to early investigators at Juniper Gardens. B. Positions and Honors Postdoctoral Research Associate, Juniper Gardens Children s Project, University of KS Assistant Research Professor, Juniper Gardens Children's Project, University of Kansas Present Associate Research Professor, Juniper Gardens Children's Project, University of Kansas Experience and Professional Memberships Member, Canadian Association of Speech Language Pathologists and Audiologists Member, American Speech-Language Hearing Association, Certificate of Clinical Competence 2003 Office of Special Education, Peer Review Committee Guest Peer Reviewer, American Journal of Speech Language Pathology, Journal of Speech Language, and Hearing Research, Education and Treatment of Children, Journal of Autism and Developmental Disorders, Augmentative and Alternative Communication Journal Member, Kansas Center for Autism Research and Training (K-CART) Licensed Speech Language Pathologist (Missouri) Licensed Speech Language Pathologist (Kansas) 1

2 2011 ASHA Review Committee, Autism Spectrum Disorders Strand, Annual Conference 2013 Mentor, Pathways Program, ASHA s Research Mentoring (ARM) Network (funded by NIDCD) ASHA Review Committee, Autism Spectrum Disorders Strand, Annual Conference 2015 ASHA Review Committee, AAC Strand, Annual Conference Member, Bridging the Word Gap, Team 6 Measures, Design, and Analysis Editorial Review Committee, Special Interest Group 12, Augmentative and Alternative Communication, ASHA 2017 Invited attendee to the Grant Review and Reviewer Training program, ASHA Foundation and the ASHA Research and Scientific Affairs Committee Honors 1988 Province of Alberta Certificate of Merit for Scholastic Achievement, University of Alberta 1994 Speech Pathology Departmental Scholarship, Western Washington University, WA 2001 Outstanding Doctoral Student, Department of Communication Disorders, Florida State University 2003 Exemplary Poster Session, Council for Exceptional Convention and Expo, Seattle 2013 Editors' Best Research Paper Award; Co-Author; AAC Journal 2016 Research Investigator Award, Friends of the Life Span Institute, University of Kansas B. Publications: 1. Thiemann-Bourque, K., McGuff, S., & Goldstein, H. (2017). Training Peer Partners to Use a Speech- Generating Device with Classmates with ASD: Exploring Communication Outcomes across Preschool Contexts. Journal of Speech, Language, and Hearing Research, 60(9), doi: /2017_jslhr-l Thiemann-Bourque, K., Johnson, L. & Brady, N. (under review). Assessing and measuring play skills of children with autism: Implications for intervention. American Journal on Intellectual and Developmental Disabilities. 3. Thiemann-Bourque, K., Brady, N., McGuff, S., Stump, K., & Naylor, A. (2016). PECS and PALS: A peer-mediated AAC intervention for minimally verbal preschoolers with autism. Journal of Speech Language and Hearing Research. Journal of Speech, Language, and Hearing Research, 59(5), doi: /2016_jslhr-l Miller, T., & Thiemann-Bourque, K. (2016). Integrating written-text cues and graphic cues into peermediated interventions: Effects on reciprocal social communication skills. Perspectives of ASHA's Special Interest Groups, 1(1), Kamps, D., Thiemann-Bourque, K., Heitzman-Powell, L., Schwartz, I., Rosenberg, N., Mason, R., & Cox, S. (2014). A comprehensive peer network intervention to improve social communication of children with Autism Spectrum Disorders: A randomized control trial in kindergarten and first grade. Journal of Autism and other Developmental Disorders, 45, Thiemann-Bourque, K., Warren, S., Brady, N., Gilkerson, J., & Richards, J. (2014). Vocal interaction between children with Down syndrome and their parents. American Journal of Speech Language Pathology, 23, Kamps, D., Mason, R., Thiemann-Bourque, K., Feldmiller, S., Turcotte, A., & Miller, T. (2014). The use of peer networks to increase communicative acts of first grade students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 29(4), Barker, M., Brady, N., Akaba, S., & Thiemann-Bourque, K. (2013). Support for AAC use in preschool, and growth in language skills, for young children with Developmental Disabilities. Augmentative and Alternative Communication, 29, Brady, N., Thiemann-Bourque, K., Fleming, K., & Matthews, K. (2013). Predicting language outcomes for children learning AAC: Child and environmental factors. Journal of Speech, Language, and Hearing Research, 56, Thiemann-Bourque, K. (December, 2012). Peer-Mediated AAC Instruction for Young Children with Autism and other Developmental Disabilities. Perspectives on Augmentative and Alternative Communication, 21, Thiemann-Bourque, K., Brady, N., & Fleming, K. (2012). Symbolic play of preschoolers with severe communication impairments with autism and other developmental delays: More similarities than 2

3 differences. Journal of Autism and Developmental Disorders, 42, Brady, N., Fleming, K., Thiemann-Bourque, K., Olswang, L., Dowden, P., & Saunders, M., & Marquis, J. (2012). Development of the Communication Complexity Scale. American Journal of Speech Language Pathology, 21, Goldstein, H., & Thiemann-Bourque, K. (2012, January 17). Come play with me: Teaching social skills to preschoolers with autism. The ASHA Leader. Play-With-Me.htm 14. Thiemann-Bourque, Kathy. (2012). Peer-mediated intervention. In: Volkmar Fred R. (eds). Encyclopedia of Autism Spectrum Disorders. Springer, New York. 15. Thiemann-Bourque, K. (2011). Instruction using the Picture Exchange Communication System appears to enhance generalization of communication skills among children with autism in comparison to Responsive Education and Prelinguistic Milieu Teaching. Commentary author, in Evidence-Based Communication Assessment and Intervention, 4, Greenwood, C., Thiemann-Bourque, K., Walker, D., Buzhardt, J., & Gilkerson, J. (2011). Assessing Children's Home Language Environments Using Automatic Speech Recognition Technology. Communication Disorders Quarterly, 32, Thiemann-Bourque, K. (2010). Navigating the Transition to Middle School: Peer Network Programming for Students with Autism. The ASHA Leader, 15, Thiemann, K., & Warren, S. F. (2010). Programs supporting young children s language development: Updated Paper. In: Tremblay, R. E., Barr, R. G., & Peters, R. (Eds). Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development, Thiemann, K., & Kamps, D. (2008). Promoting Social Communication Competence of Children with Autism in Integrated Environments. In Simpson, R. & Myles, B (Eds.), Educating Children and Youth with Autism, 2 nd Ed (pp ). Austin, TX: Pro-Ed. 20. Goldstein, H., Schneider, N., & Thiemann, K. (2007). Peer-mediated social communication intervention: When clinical expertise informs treatment development and evaluation. Topics in Language Disorders, 27, Thiemann, K. (2005). Promoting social interactions for students with ASD. Advance for Speech- Language Pathologists, 15, Thiemann, K. & Goldstein, H. (2004). Effects of Peer Training and Written-Text Cueing on Social Communication of School-age Children with Pervasive Developmental Disorder. Journal of Speech, Language, and Hearing Research, 47(1), Thiemann, K., & Goldstein, H. (2001). Social Stories, Written Text Cues, and Video Feedback: Effects on Social Communication of Children with Autism. Journal of Applied Behavior Analysis, 34, C. Research Support Ongoing Research Support 1R01DC Thiemann-Bourque (PI) 06/05/13 05/31/18 Peer-mediated AAC Interventions for Children with Autism: Effects on Communication. This project will examine an intervention designed to improve development in core deficits of autism social reciprocity, communication, and play skills of nonverbal preschool children learning to use AAC (i.e., speechgenerating devices) during classroom interactions with typical peers without autism. R01 HD Thiemann-Bourque, (Co-Investigator) Brady (PI) 05/30/13 05/30/18 The CCS: A Treatment Outcome Measure for Individuals with Severe ID This study will develop and validate a measure called the Communication Complexity Scale (CCS). The CCS focuses on measuring early communication, beginning with alertness to changes in the environment and progressing through beginning word use. It can be used with children and adults with a range of disabilities. 3

4 USDE R324A Role: PI Schertz (PI) 07/01/12 12/30/17 Joint Attention Mediated Learning Intervention for Toddlers with Autism Spectrum Disorders and Their Families This project tests the effects of an intervention for toddlers with autism that directly targets foundational preverbal social communication competencies within the parent-child relationship prior to 30 months of age. Completed Research Support R324A Kamps (PI) 03/01/09 05/01/13 Peer networks project: Improving social-communication, literacy and adaptive behaviors for young children with ASD. The purpose of this RCT study is to improve social competencies, literacy skills, and adaptive behaviors of Kindergarten and first grade students in inclusive school settings. R01 DC Brady (PI) 03/08/07 06/01/13 Communication success and AAC: A model of symbol acquisition. The purpose of this study is to investigate a model of child and environmental predictors of communication outcomes for a group of nonverbal or minimally verbal children with significant developmental disabilities. All of the children are learning to use some form of AAC such as VOCA, object exchange, Picture Exchange Communication System (PECS), or sign language. P01 HD18955 Saunders (PI) 04/10/07 06/01/13 NICHD Communication of People with Mental Retardation Project III: Child and environmental predictors of communication success by beginning VOCA users. The purpose of this study is to identify specific child and environmental predictors of successful communication and other indices of communication growth for 50 preschool-age children learning to communicate with VOCA s. Kansas-Center for Autism Research and Training Pilot Discovery Award 06/ /2012 Examining AAC systems and a script based peer-mediated intervention for preschoolers with autism. The purpose of this study is to develop and examine the effectiveness of a peer-mediated intervention that incorporates PECS or VOCA in preschool play routines on reciprocal social interactions and communication between preschoolers with and without autism. Role: PI H324DO0003 Brady (PI) 10/01/08 09/30/09 USDE, Supplemental Funds 1. Enhancing social turn-taking for preschoolers with autism using automated speech recognition technology. 2. Describing the language learning environment of toddlers with Down syndrome using the LENA system. The purpose of these two projects was to measure changes in child and adult language in the home environment using automated speech recognition technology for children with developmental disabilities. Role: Co-Investigator LENA Foundation, Inc. Greenwood (PI) 01/ /07 The efficacy of a comprehensive LENA intervention on the language environment and early language learning of typically developing infants and toddlers. The goal of this study is to evaluate the feasibility and reliability of a new automated speech recognition technology (i.e., LENA) in measuring child and adult talk in the home; and to provide parent training to impact speaking rates and turns. USDOE, OSEP Thiemann (PI) 06/02 05/05 Promoting generalized social communication outcomes for children with autism: Effects of a multi-component intervention in inclusive school and home settings. Initial Career Award: to develop and examine a comprehensive peer-mediated intervention for school-age 4

5 children that incorporates written text cues and other visually-mediated teaching strategies. D. Recent Presentations (selected from a list): Bourque, K. (September, 2017). Peer-mediated interventions for Preschool and School-Age Children with Autism Spectrum Disorders. Invited webinar, American Speech and Hearing Association. Bourque, K. Feldmiller, S., & Johner, S. (May, 2017). A Peer-Mediated Intervention for Preschoolers with Autism using AAC: Effects on Presymbolic and Symbolic Communication. Poster presented at the International Society for Autism Research, San Francisco, CA. Bourque, K. (February, 2017). Peer-Mediated Interventions: Getting Students with ASD Talking and Having Fun. Invited presentation, Mid-South Conference, Memphis, TN. Brady, N., Bourque, K., Fleming, K., Kasari, C. (November, 2016). Measuring Treatment Change with the Communication Complexity Scale. American Speech and Hearing Association, Philadelphia, PA. Bourque, K., Feldmiller, S., Johner, S., & Brady, N. (October, 2016). A Communication Intervention for Preschoolers with Autism Learning to use AAC (CI-PAAC). Poster presented at the 50 th Anniversary of Juniper Gardens Children s Project, Kansas City, KS. Brady, N. & Bourque, K. (June, 2016). Assessment and Treatment of Nonverbal or Minimally Verbal Children with Autism & Other Neurodevelopmental Disabilities. Invited presentation, AAC Summer Conference, University of Nebraska Medical Center, Omaha, Nebraska. Bourque, K. (February, 2016). AAC and Peer Partner Instruction for Nonverbal or Minimally Verbal Children with Autism. Invited in-service, Spring Hill School District, Spring Hill, Kansas. Bourque, K. (Nov, 2015). AAC and Peer Partner Instruction: Treatment approaches of nonverbal or minimally verbal children with autism. Invited Seminar, American Speech and Hearing Association, Denver, CO. Bourque, K. (Oct, 2015). Peer-mediated interventions for children with Autism Spectrum Disorders: Getting started and making it work. On-line presentation, invited by Columbia Regional Program, Portland, OR. Thiemann-Bourque, K. (May, 2015). Peer mediated Intervention: Increasing social communication skills among children with ASD. Invited seminar, at the Columbia Regional Program Conference, Portland, OR. Thiemann-Bourque, K. & Brady, N. (November, 2014). Assessment and Treatment of Nonverbal or Minimally Verbal Children with Autism & Other Neurodevelopmental Disabilities. Invited Seminar, American Speech and Hearing Association Annual Conference, Orlando, FL. Thiemann-Bourque, K. (November, 2013). Expanding AAC Instruction for Children with Autism: Training Peer Partners. Presented at the American Speech and Hearing Association Annual Conference, Chicago, ILL. Thiemann-Bourque, K. (October, 2013). Peer Partners and AAC Interventions for Preschoolers with Autism. Invited session presented at the Kansas Center for Autism Research and Training Annual Conference. Kamps, D., Heitzman-Powell, L., Thiemann-Bourque, K., Schwartz, I., Cox, S., Rosenberg, N., and the APNP Research Team (May, 2013). Peer Networks Project: Improving social-communication, literacy, and adaptive behaviors for young children with ASD. Poster presented at the 39 th Annual Convention of the Association for Behavior Analysis International, Minneapolis, MN. Mason, R., McFadden, B., Kamps, D., Thiemann-Bourque, K., Heitzman-Powell, L., Rosenberg, N., Schwartz, I., Feldmiller, S., Cox, S., Turcotte, A., Miller, T. (2013). This used to be my playground: A peer network recess intervention to increase social interactions for children with autism. Poster presented at the 39 th Annual Convention of the Association for Behavior Analysis International, Minneapolis, MN. Miller, T. & Thiemann-Bourque, K. (2013). Peer-mediated interventions for students with moderate to severe autism. Poster presented at the National Association of School Psychologists conference, Seattle, WA. 5