The University of Texas at Dallas School of Behavioral and Brain Sciences

Lisa A. Goffman

Nelle C. Johnston Chair in Communication Disorders in Children

Research Interests

Integration of language and action into new accounts of developmental language disorders, including specific language impairment, speech sound disorders, and autism.

Curriculum Vitae


Email: [email protected]
Phone: 214-905-3043
Office: CD_A113
Campus Mail Code: CD
Website: Language in Motion


Dr. Lisa Goffman is a leading researcher in the area of language and motor interactions in typical and atypical language development. Recently, Dr. Goffman has identified how deficits in language (words and grammar) and action (gestures and music) in children share common underlying principles of sequential learning. These results have major implications for intervention practices. She is a Fellow of the American Speech, Language and Hearing Association and serves as a grant reviewer and chair for the National Institutes of Health. In addition, she has been a journal editor and twice has received the editor’s award by the Journal of Speech, Language, and Hearing Research. Dr. Goffman received her bachelor’s, master’s, and doctoral degrees at Purdue University, and worked there for 21 years.

Recent and Selected Representative Publications

Recent Articles in Peer-Refereed Journals

Gladfelter, A., & Goffman, L. (in press). Semantic Richness and Word Learning in Children with Autism Spectrum Disorder. Developmental Science.

Vuolo, J., & Goffman, L. (in press) An exploratory study of the influence of load and practise on segmental and articulatory variability in children with speech sound disorders. Clinical Linguistics and Phonetics.

Vuolo, J., Goffman, L., & Zelaznik, H. (in press). Deficits in Coordinative Bimanual Timing Control in Children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research.

Saletta, M., Goffman, L., & Hogan, T. (2016). Orthography and Modality Influence Speech Production in Skilled and Poor Readers. Journal of Speech, Language, and Hearing Research, 59, 1421-1435.