ADAPT

A.D.A.P.T.

Assess Don’t Assume to Plan Tailored supports

Our lab investigates how variability in children’s early cognitive, linguistic, and socio-cognitive development shapes learning in language, literacy, and mathematics. We ask: Which foundational skills—such as vocabulary, grammar, working memory, inferencing, listening comprehension, and social cognition—predict learning success? How do these predictors operate across diverse developmental profiles and learning environments? And how can assessment and intervention practices be reimagined to support all learners, especially those traditionally underserved?

We study diverse populations including multilingual children, neurodivergent learners, and children from rural or under-resourced communities. Our approach draws from robust theoretical models and combines psychometrically rigorous tools with contextual sensitivity. We use mixed methods, longitudinal designs, and strong community partnerships to explore variability both within individuals and across demographic, educational, and cultural settings.

Our work is internationally recognised, with a strong publication record and leadership on large-scale, collaborative research projects. We have longstanding partnerships with schools, clinics, and early learning centres, and contribute to global research networks spanning more than 40 countries. Team members hold leadership roles in professional societies and research consortia, and disseminate findings widely—through peer-reviewed journals, policy engagement, educator training, and social media platforms that reach global audiences.

By improving how learning differences are understood and supported, our work promotes more inclusive, responsive educational systems. We aim to equip practitioners, policymakers, and communities with the knowledge and tools to identify risk earlier, personalise support, and help children realise their potential—regardless of background, ability, or circumstance.

LAB Leaders 

Marleen Westerveld, PhD, is a Professor in Speech Pathology in the School of Allied Health, Social Work and Sport at Griffith University, Australia. Dr Westerveld's vision is for every child to be a successful communicator, at home, at school, and in the community. She leads a program of research aimed (directly or indirectly) at improving the spoken and /or written communication skills of children and adolescents. All projects involve collaboration with stakeholders, including service providers such as the Queensland Department of Education, Autism Queensland, the AEIOU Foundation, as well as educators, speech pathologists and other allied health professionals, parents, and children. Her research has received > 3.5M in funding from external funding bodies. Marleen has published close to 100 peer-reviewed publications, 8 book chapters and 2 books and has delivered international keynotes including New Zealand, Europe, and the US.

Marleen is the founder and chair of the Global TALES Network, a network of >45 child language researchers from 35 countries, speaking >20 languages and dialects. She was awarded Fellowship of Speech Pathology Australia in 2021, based on her sustained and significant contributions to the profession, and will become a honary member of the International Association for Communication Sciences and Disorders (IALP) in August 2025. She holds key professional leadership positions including Chair of the Child Language Committee  and Board member of IALP, and Executive Committee member of the International Association for the Study of Child Language (IASCL).

Jessica Paynter, PhD, FAPS, is an Associate Professor and Clinical Psychologist with extensive expertise in the assessment of young children, particularly within early childhood and educational settings. Her work spans psychometric evaluation, autism-specific assessment, and developmental profiling, culminating in over 100 publications and supported by more than $5 million in competitive funding. Jessica has led national initiatives on early intervention outcomes in early learning and care centres for autistic children including direct assessment cognitive, linguistic, and socio-cognitive skills of over 1000 children.

She teaches and supervises across undergraduate and postgraduate psychology, with a focus on psychological assessment and lifespan development. Her clinical practice and research are deeply integrated, ensuring rapid translation of evidence-based assessments and supports. Jessica is a Fellow of the Australian Psychological Society and a sought-after clinical supervisor and presenter in psychological assessment. Her work continues to shape best practices in early childhood assessment and autism intervention across Australia through contributions to practice, research, and policy.

Our LAB members

Stephanie Malone, PhD, is a developmental research psychologist with expertise in academic skill development and use across the lifespan. Focusing on mathematics and literacy, Stephanie's research examines the cognitive factors that underpin the development of these skills, using these insights to inform evidence-based support strategies. She also examines the lived experiences of populations when learning these skills, ensuring that both research and support strategy approaches are grounded in real-world contexts. More recently, Stephanie has contributed to three projects considering the educational experiences of autistic people throughout Australia. Findings from this work directly informed Australia's National Autism Strategy. Stephanie is widely published within psychology and education, and has received over $2,000,000 in research funding internationally. 

 
Stephanie has led multiple projects, including studies on the language development of autistic and non-autistic children aged 2 to 5 years old, academic skill development in the first three years of formal education, and mathematical abilities of autistic children in primary school. Together, her work has involved the academic skill assessment of over 1,000 children, demonstrating her proficiency and expertise in this area. In addition, Stephanie has supervised undergraduate and higher degree research (HDR) students within this area of research. Stephanie also has expertise in statistical analyses, teaching this at post-graduate level and employing techniques such as structural equation modelling, linear mixed models, and cluster analysis in her own research. 

Kristyn Sommer, PhD, is a developmental scientist with expertise in cognitive and social development in early childhood. Her research investigates how young children learn from different agents—including caregivers, peers, educators, and technologies—and how individual differences in cognition, language, and social understanding influence learning across contexts. Her work spans social learning, variability in developmental trajectories, and early predictors of academic outcomes such as literacy and self-regulation. Kristyn has published widely in developmental psychology and educational research and has been awarded national and international competitive funding to support her work.

She has led and contributed to projects involving experimental and naturalistic assessments across diverse populations, including neurodivergent children. Kristyn supervises undergraduate and postgraduate students across psychology, education, and interdisciplinary fields, with a strong focus on research translation and developmental applications. She is an active science communicator, engaging audiences globally on topics of child development, learning, and digital parenting, with an online reach of over 500,000. As a Jacobs Foundation Research Fellow, her work bridges scientific research, education systems, and public communication, with the goal of improving learning outcomes for all children through equitable, evidence-informed practice and innovative technological tools.

Shaun Ziegenfusz, PhD. is a Lecturer in Speech Pathology in the School of Allied Health, Sport and Social Work, at Griffith University in Australia. As an early career researcher, Shaun is passionate about integrating research with practice to support language and literacy development in the classroom. His research focuses on the educational needs and supports of the 1 in 14 children with Developmental Language Disorder (DLD). 

Shaun brings 18 years of experience across early learning centres, schools, and private clinics, and holds a Master of Special Education. He has fostered strong links with community organisations that support participant recruitment and research translation. He is the Co-Founder and Chairperson of The DLD Project Foundation, Australia’s peak not-for-profit organisation supporting people with DLD. Shaun also serves as the Queensland Branch Co-Chair for Speech Pathology Australia and a Board Member for Raising Awareness of DLD (RADLD) Committee, with reach in over 40 countries.

Highlighted publications 

2025

Adams, D., Stainer, M., Simpson, K., et al. (2025). Profiles and longitudinal growth trajectories of teacher-rated academic skills and enablers in autistic children and adolescents. Journal of Autism and Developmental Disorders, 55, 267-283. https://doi.org/10.1007/s10803-023-06186-1

Gabaj, M., Kraljević, J. K., & Westerveld, M. F. (2025). Contribution of memory mechanisms and socio-emotional functioning to the production of personal narratives in children with and without developmental language disorder. Journal of Speech, Language & Hearing Research, Accepted

2024 

Paynter, J., O’Leary, K., & Westerveld, M. (2024). Pre-school skills and school-age reading comprehension in children on the autism spectrum: A preliminary investigation. Journal of Autism and Developmental Disorders(54), 1834–1848. https://doi.org/10.1007/s10803-023-05949-0

2023

Trembath, D., Stainer, M., Caithness, T., et al. (2023). Spoken language change in children on the autism spectrum receiving community-based interventions. Journal of Autism and Developmental Disorders, 2232-2245. https://doi.org/10.1007/s10803-022-05511-4

2022

Malone, S. A., Pritchard, V. E., & Hulme, C. (2022). Domain-specific skills, but not fine-motor or executive function, predict later arithmetic and reading in children. Learning and Individual Differences, 95, 102141. https://doi.org/10.1016/j.lindif.2022.102141

Westerveld, M. F., Lyons, R., Nelson, N. W., et al. (2022). Global TALES feasibility study: Personal narratives in 10-year-old children around the world. PLoS ONE, 17(8), e0273114. https://doi.org/10.1371/journal.pone.0273114

Ziegenfusz, S., Paynter, J., Flückiger, B., & Westerveld, M.F.. (2022). A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder. Autism & Developmental Language Impairments, 7,  https://doi.org/10.1177/23969415221099397

2020

Westerveld, M. F., Armstrong, R., & Barton, G. (2020). Reading Success in the Primary Years: An Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention. Springer Open. https://doi.org/10.1007/978-981-15-3492-8

< 2020

Westerveld, M. F., Paynter, J., Trembath, D., et al. (2017). The emergent literacy skills of preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(2), 424-438. https://doi.org/10.1007/s10803-016-2964-5

UA-97196833-1