NEW YORK— Parents should lose the flash cards, learning apps and other educational gadgets and strategies de jour, advises Stephen Camarata, a child development researcher and professor who thinks they need to rediscover their inner “parenting voice” instead.
He’s had plenty of practice himself. He has seven kids, ages 19 to 35.
The Vanderbilt professor spanning the fields of speech and language, psychiatry and special education built a reputation as an expert in speech and language disorders in children. Last year, he put out a book, “Late-Talking Children: A Symptom or a Stage?” His follow-up in August has a broader focus, titled “The Intuitive Parent,” published by Penguin’s Current imprint.
Camarata takes on the marketing frenzy aimed at ensuring educational success, the neuroscience of learning and the heightened anxiety that has made parenting today a competitive sport.
Camarata, S. (2014). Early identification and early intervention in autism spectrum disorders: Accurate and effective?. International Journal of Speech-Language Pathology, 16(1), 1-10.
Camarata, S. (2014). Validity of early identification and early intervention in autism spectrum disorders: Future directions. International journal of speech-language pathology, 16(1), 61-68.
Hornsby, B. W., Werfel, K., Camarata, S., & Bess, F. H. (2014). Subjective Fatigue in Children With Hearing Loss: Some Preliminary Findings. American journal of audiology, 23(1), 129-134.
Joffe, V., Camarata, S. M., Rees, R., Williams, P., Kingsdorf, S., Sajaniemi, N., ... & Turan, Y. (2014). RELEVANT MODELS OF LANGUAGE. Childhood Education, 90(2), 143-147.
Stevenson, R. A., Siemann, J. K., Schneider, B. C., Eberly, H. E., Woynaroski, T. G., Camarata, S. M., & Wallace, M. T. (2014). Multisensory temporal integration in autism spectrum disorders. The Journal of Neuroscience, 34(3), 691-697.
Stevenson, R. A., Siemann, J. K., Woynaroski, T. G., Schneider, B. C., Eberly, H. E., Camarata, S. M., & Wallace, M. T. (2014). Brief report: arrested development of audiovisual speech perception in autism spectrum disorders.Journal of autism and developmental disorders, 44(6), 1470-1477.
Camarata, S. (2013). Pediatric Hearing Impairment, Autism, and Autism Spectrum Disorder: Implications for Clinicians. SIG 9 Perspectives on Hearing and Hearing Disorders in Childhood, 23(1), 4-12.
Stevenson, R., Siemann, J., Eberly, H., Schneider, B., Camarata, S., & Wallace, M. (2012). Atypical development of temporal perception in ASD is associated with deficits in audiovisual speech integration. Journal of Vision,12(9), 1034-1034.
Camarata, S. (2012). Perspective: Think Developmentally. The ASHA Leader.
Craig-Unkefer, L., & Camarata, S. (2010). Language Intervention and AAE-Speaking Children: Issues and Preliminary Data. Topics in Language Disorders,30(3), 205-222.
Soman UG, Kan D, Tharpe AM (2012). “Rehabilitation and Educational Considerations for Children with Cochlear Implants”, In: Otolaryngologic Clinics of North America.
Davis, T.N., Camarata, S., & Camarata, M. (in press). Cross Modal Generalization of Receptive and Expressive Vocabulary in Children with Down Syndrome. Down Syndrome and Chromosomal Abnormalities.
Davis, TN, Lancaster, HS, & Camarata, S. (2015). Receptive and Expressive Vocabulary Learning in Children with Diverse Disability Typologies. International Journal of Developmental Disabilities. 61(3).