Provost and Senior Vice President

Patricia Prelock, Ph.D., is provost and senior vice president of the University of Vermont, professor of communication sciences and disorders, and professor of pediatrics in the Larner College of Medicine at the University of Vermont. Dr. Prelock coordinates parent training programs designed for caregivers of children with ASD and has been awarded more than 11 million dollars in university, state and federal funding as a PI or Co-PI to develop innovations in interdisciplinary training supporting children and youth with neurodevelopmental disabilities and their families, to facilitate training in speech-language pathology, and to support her intervention work in ASD. She has over 182 publications and 531 peer-reviewed and invited presentations/keynotes in the areas of autism and other neurodevelopmental disabilities, collaboration, IPE, leadership, and language learning disabilities. Dr. Prelock received the University of Vermont’s Kroepsch-Maurice Excellence in Teaching Award in 2000, was named an ASHA Fellow in 2000 and a University of Vermont Scholar in 2003. In 2011, she was named the Cecil & Ida Green Honors Professor Visiting Scholar at Texas Christian University and in 2015 Dr. Prelock was named a Distinguished Alumna of the University of Pittsburgh. In 2016, she received the ASHA Honors of the Association and in 2017 she was named a Distinguished Alumna of Cardinal Mooney High School. Dr. Prelock is a Board-Certified Specialist in Child Language and was named a Fellow in the National Academies of Practice (NAP) in speech-language pathology in 2018. She was the 2013 President for the American Speech-Language Hearing Association and is leading the development of the University of Vermont Integrative Health Program.

Research and/or Creative Works

My current research investigates the nature and treatment of autism spectrum disorders (ASD) emphasizing the role of emotion regulation, social communication and perspective taking as important components of social cognition. My colleagues and I have developed both a parent informant and child measure of theory of mind that have been used as outcome measures for assessing intervention effects following the use of social stories and comic strip conversations. We have also been involved in developing parent training to support joint attention, social communication and emotion recognition in young children with ASD. Both in the past and currently, I have been engaged in the applications of family-centered care to support the effective communication of individuals with significant disabilities and their families to increase their access to care and evidence-based interventions recognizing their unique communication needs. I have also been engaged in interdisciplinary research, examining best practice models for assessment and intervention planning that are family-centered and culturally competent. I have more than 20 years of experience mentoring students in clinically-applied research and have secured more than $11,000,000 as a PI or Co-PI in training and research grants to support the interdisciplinary education, leadership and research skills of master's, doctoral and post-doctoral students across the disciplines of speech-language pathology, occupational therapy, physical therapy, nursing, medicine, social work, nutrition and education. I have a strong working relationship with my collaborators in neuroscience and psychiatry in the Larner College of Medicine, where I have a secondary appointment in pediatrics. I am developing a new focus on brain-behavior changes seen in children and adolescents with ASD following social cognitive interventions.

Publications

  • Hutchins, T. L., & Prelock, P.A. (2018). Using story-based interventions to improve episodic memory in ASD. Seminars in Speech and Language, 39(2), 125-143 (Invited, editor level review)
  • Prelock, P.A., Melvin, C., Lemieux, N., Melekis, K., Velleman, S., & Favro, MA. (2017). One Team: Patient, Family, & Healthcare Providers-An IPE Activity Providing Collaborative and Palliative Care. Seminars in Speech and Language, 38 (5), 350-359. (Invited, editor level review)
  • Prelock, P.A., Potvin, M.C., & Savard, L. (2017). Interprofessional education and practice (IPE/P): A family-centered approach to autism. Seminars in Speech and Language, 38 (5), 360-367. (Invited, editor level review)
  • Potvin, M.C., Prelock, P.A., & Savard, L. (2017). Supporting children with autism and their families: A culturally-responsive family-driven interprofessional process. Pediatric Clinics of North America, 65, 47-57.
  • Hutchins, T.L., McShane, C., Prelock, P.A., & O’Neill, A. (2017). Mothers’ and children’s storytelling: A study of dyads with typically developing children and children with ASD. Journal of Autism & Developmental Disorders, 47 (5), 1288-1304. DOI 10.1007/s10803-016-3022-z
  • Menon, P.R., Rabinowitz, T., Prelock, P. A., Rose, G.L., & Stapleton, R.D. (2016). Clinicians’ perceptions of telemedicine for conducting family conferences prior to transfer to a tertiary care center intensive care unit. J Int Soc Telemed eHealth, 4, e20.
  • Hutchins, T. L., Prelock, P.A., Morris, H., Benner, J.B., LaVigne, T., & Hoza, B. (2016). Theory of mind competence vs. theory of mind performance: A comparison of typically developing males, males with ASD, and males with ADHD. Research in Autism Spectrum Disorders, 21, 94-108.
  • DiLaurenzio, A., & Prelock, P.A. (2016). Use of social networking online and social emotions in ASD and neurotypical populations. Austin Journal of Autism & Related Disabilities, 2 (1), 1-7.
  • Olswang, L., & Prelock, P.A. (2015). Bridging the gap between research and practice: Implementation science. Journal of Speech Language and Hearing Research 58 (6),S1818-26. doi: 10.1044/2015_JSLHR-L-14-0305. PubMed PMID: 26262822.
  • Prelock, P.A., & Deppe, J. (2015). Speech-language pathology: Preparing early interventionists. Infants and Young Children, 28 (2), 150-164.
  • Prelock, P. A., (2015). DSM-5 Changes: Understanding the social challenges in children with ASD. Perspectives in Language Learning and Education, 22 (1), 5-12.
  • Potvin, M.-C., Snider, L., Prelock, P. A., Kehayia, E. & Wood-Dauphinee, S. (2015). Health-related quality of life in children with high-functioning autism. Autism. Jan;19(1):14-9.
  • Herbert, M.J., Kehayia, E., Prelock, P.A., Wood-Dauphinee, S., & Snider, L. (2014). Does occupational therapy play a role for communication in children with autism spectrum disorders? Int J Speech Lang Pathol. 2014 Dec;16(6):594-602. doi: 10.3109/17549507.2013.876665. Epub 2014 Jan 27. PubMed PMID: 24460071.
  • Foran Lewandowksi, J., Hutchins, T., Prelock, P.A., & Close, D.M. (2014). Examining the benefit of including a sibling in story-based interventions with a child with Asperger syndrome. Contemporary Issues in Communication Sciences and Disorders, 41, 179-195.
  • Hutchins, T., & Prelock, P.A. (2014). Using communication to reduce challenging behaviors in individuals with autism spectrum disorders and intellectual disability. Child Adolesc Psychiatr Clin N Am. 2014 Jan;23(1):41-55. doi: 10.1016/j.chc.2013.07.003. Epub 2013 Sep 11. Review. PubMed PMID: 24231166.
  • Potvin, M.-C., Snider, L., Prelock, P.A., Kehayia, E., & Dauphinee, S. W. (2013). Recreational participation of children with High Functioning Autism. J Autism Dev Disord. 2013 Feb;43(2):445-57. doi: 10.1007/s10803-012-1589-6. PubMed PMID: 22752846.
  • Potvin, M.-C., Snider, L., Prelock, P., Kehayia, E., & Wood-Dauphinee, S. (2013). Children's assessment of participation and enjoyment/preference for activities of children: psychometric properties in a population with high-functioning autism. Am J Occup Ther. 2013 Mar-Apr;67(2):209-17. doi: 10.5014/ajot.2013.006288. PubMed PMID: 23433276.
  • Hutchins, T. & Prelock, P.A. (2013). (first authorship shared) Parents’ perceptions of their children’s social behaviors: The social validity of Social StoriesTM and comic strip conversations. Journal of Positive Behavioral Interventions 15 (3), 156-168.
  • Hutchins, T. & Prelock, P.A. (2013). The social validity of Social Stories™ for supporting the behavioural and communicative functioning of children with autism spectrum disorder. Int J Speech Lang Pathol.15(4):383-395.

Awards and Recognition

  • 2018 Fellow, National Academies of Practice {NAP} in Speech-Language Pathology
  • Marquis Who’s Who 2018 Nominee
  • 2017 Outstanding Faculty Advisor Award, Graduate Student Senate, UVM
  • 2017 Special Recognition, General Assembly of the State of Ohio, Ohio Senate, Distinguished Alumni of CMHS
  • 2017 Distinguished Alumni Award, Cardinal Mooney High School (CMHS)
  • 2016 Honors of the Association, American Speech-Language Hearing Association
  • 2016 Meritorious Poster Submission, American Speech-Language Hearing Association, ASHA Convention, Philadelphia
  • 2016 Integrative Healthcare Leadership Program, Duke University, $12,500 scholarship
  • 2015 Distinguished Alumna, CSD Department, School of Health & Rehabilitation Sciences, University of Pittsburgh
  • 2014 Editor’s Award, Contemporary Issues in Communication Science and Disorders
  • 2011 Cecil & Ida Green Honors Professor, Texas Christian University Visiting Scholar
  • 2010 Puppet’s Choice Award in Autism, VT Kids on the Block & Puppets in Education
  • 2003 University Scholar
  • 2000 Kroepsch-Maurice Excellence in Teaching Award

Associations and Affiliations

  • American Speech-Language-Hearing Association (ASHA)
  • American Speech-Language-Hearing Foundation (ASHF)
  • Vermont Speech & Hearing Association (VSHA)
  • Council of Exceptional Children, Division of Early Childhood (CEC)
Patricia Prelock

Areas of Expertise and/or Research

The nature and treatment of autism in children, specifically addressing issues of social cognition and theory of mind using social cognitive interventions includign parent training, identification of the neurological underpinnings of emotion recognition and theory of mind deficits in children with autism, interprofessional education and collaborative practice, family-centered care

Education

  • Ph.D., Speech-Language Pathology with Cognitive Psychology Concentration; University of Pittsburgh
  • M.S., Speech-Language Pathology; Kent State University
  • B.A., Speech-Language Pathology & Audiology; Kent State University

Contact

Phone:
  • 802-656-2216
Office Location:

105 Rowell Building

Office Hours:

By Appointment

Courses Taught

  • Seminar in Autism Spectrum Disorders