Lori Osborn Ph.D.

Lori Osborn is a licensed and certified speech-language pathologist whose interests include evaluating the effectiveness of oral narrative intervention for school-age children at risk for language-learning difficulties. She has professional experience in public school and hospital settings and currently supervises a clinical intervention program serving preschool and school-age children. Professor Osborn has presented her research at national conferences, including the Symposium for Research in Child Language Disorders and the American Speech-Language-Hearing Association Convention.

• Ph.D., human development and communication sciences, University of Texas
• M.S., communication disorders, University of Texas
• B.A., English, Mary Washington College

• Osborn, L. (2015). Implementing a systematic oral narrative intervention program. Technical presentation delivered at the American Speech-Language-Hearing Association Convention, Denver, Colorado.
• Conboy, B., Chavez, N., Grasso, S., & Osborn, L. (2014). Input characteristics and language development in English–Spanish dual language-learning toddlers. Poster presented at the International Conference for the Study of Child Language, Amsterdam, Netherlands.
• Conboy, B., Chavez, N., Grasso, S., & Osborn, L. (2014). Language input and language use in 2-year-old English–Spanish bilingual children. Poster presented at the International Conference on Infant Studies, Berlin, Germany.
• Chavez, N., Conboy, B., Grasso, S., & Osborn, L. (2014). Is language mixing in the input to 2-year-old bilingual children associated with vocabulary and grammatical development? Technical presentation at the California Speech-Language-Hearing Association Convention, Monterey, California.
• Grasso, S., Mora, L., Conboy, B., & Osborn, L. (2012). Language growth in English–Spanish bilingual 2-year-old children. Poster presented at the American Speech-Language-Hearing Association Convention, Atlanta, Georgia.
• Conboy, B., Grasso, S., & Osborn, L. (2012). Lexical and grammatical complexity in two-year-old English–Spanish bilingual children. Poster presented at the International Conference on Bilingual and Multilingual Interaction, Wales, United Kingdom.

• American Speech-Language-Hearing Association, Special Interest Division 1: Language and Learning Disorders
• International Dyslexia Association, Inland Empire Branch Affiliate