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

Pamela R. Rollins


Research Interests

Evaluating intervention programs and defining learning and social communication processes in individuals with autism spectrum disorders

Curriculum Vitae


Email: [email protected]
Phone: 214-905-3153
Office: CD_A124
Campus Mail Code: CD10
Website: Social Communication Lab


Dr. Pamela Rollins is leading research in developmental pragmatics, early social communication and autism spectrum disorder (ASD). Her recent research has focused on the effectiveness of (1) a humanoid robot with whom children with ASD were more engaged than with a human co-therapist; and (2) Pathways Early Autism Intervention, a community-based, parent-mediated, behavioral and developmental intervention. Pathways was found effective for the behavioral measures of eye contact, social engagement, and verbal reciprocity in toddlers with autism spectrum disorder. These intervention findings are consistent with her work in developmental pragmatics and the relationship between shared attention on language development in typically developing children and children with ASD. Dr. Rollins serves as secretary to the Texas Council on Autism and Pervasive Developmental Disorders and holds leadership positions on many of the Texas’ early identification and intervention planning and implementation initiatives for individuals with ASD. Dr. Rollins earned her bachelor’s degree from Boston University, her master’s degree from the University of Wisconsin, and her EdD from Harvard University.

Recent and Selected Representative Publications


Rollins, P.R., (2014). Facilitating Early Social Communication: From Theory to Practice. Autism & Aspergers Publishing Company

Recent Articles in Peer-Refereed Journals

Rollins, P. R., Campbell, M., Hoffman, R.T., & Self, K. A (2016) A Community-Based Early Intervention Program for Toddlers with Autism Spectrum Disorders, Autism: The International Journal of Research and Practice. 20 (2), 219-232.

Rollins, P.R., (2014). Narratives Skills in Young Adults with High-Functioning Autism. Communication Disorders Quarterly, 36(1) 21-28.

Rollins, P.R., (2014). Personal Narratives in Individuals with High-Functioning ASD: A Lens into Social Skills. Perspectives on Language Learning and Education. 21, 13-22.

Rollins, P.R. and Greenwald, L.C. (2013). Affect Attunement during Mother-Infant Interaction: How Specific Intensities Predict the Stability of Infants’ Joint Attention. Imagination, Cognition and Personality, 32 (4), 339-366.

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