Stephen Camarata is professor of hearing and speech sciences and of psychiatry at Vanderbilt University in Nashville, Tennessee. His expertise includes assessment and treatment of communication skills in children with autism and other developmental differences. He has published more than 100 papers on this topic and is the author of “Late Talking Children: A Symptom or a Stage” and writes for Psychology Today.
Stephen Camarata
Professor
Vanderbilt University
From this contributor
How to define verbal ability in autistic children
Researchers use a variety of measures and definitions to characterize autistic children who speak few or no words.
How to define verbal ability in autistic children
By
Marcus A. Banks
14 April 2020 | 5 min read
Explore more from The Transmitter
Amid funding uncertainty, graduate neuroscience programs in the U.S. adapt
The Transmitter surveyed 50 graduate program directors to learn how they’re faring. Securing labs for new students is one of the greatest concerns.
Amid funding uncertainty, graduate neuroscience programs in the U.S. adapt
The Transmitter surveyed 50 graduate program directors to learn how they’re faring. Securing labs for new students is one of the greatest concerns.
By
Emily Singer
9 November 2026 | 15 min read
The changing nature of the neuroscience Ph.D.
The best science can only be sustained by a steady influx of early-stage scientists and the innovative ideas they bring, says Diane Lipscombe. She reflects on the loss of international students, the value of training grants, and the challenges that lie ahead for graduate education.
The changing nature of the neuroscience Ph.D.
The best science can only be sustained by a steady influx of early-stage scientists and the innovative ideas they bring, says Diane Lipscombe. She reflects on the loss of international students, the value of training grants, and the challenges that lie ahead for graduate education.
By
Emily Singer
9 November 2026 | 7 min read
Rethinking neuroscience graduate education in the age of AI
What knowledge from traditional training protocols needs to be maintained, what can be discarded, and what new types of training should be introduced? Six neuroscientists weigh in.
Rethinking neuroscience graduate education in the age of AI
What knowledge from traditional training protocols needs to be maintained, what can be discarded, and what new types of training should be introduced? Six neuroscientists weigh in.
By
Mark Goldman
9 November 2026 | 17 min read