Paula M. Rhyner, Ph.D. 

Professor 

Interests and Expertise
Dr. Pecyna Rhyner's research focuses on the effectiveness of various instructional strategies in facilitating language learning in children with language impairments. Her recent research has examined communicative interactions between adults (parents, teachers, childcare providers) and young children, emphasizing the adults' use communication strategies that have positive effects on language development in young children during activities such as joint book reading. The findings of her recent research on the communicative interactions of toddlers and preschool children with their teachers and child caregivers provide much-needed information on the nature of the communicative interactions during various activities (such as free-play, group circle time, and book reading) and point to the need for collaborating with teachers and child caregivers to ensure that preschool and childcare settings foster language learning in young children. She also has investigated factors that influence the measurement of receptive and expressive language skills in children and the effectiveness of language screening and assessment approaches with children from culturally diverse populations. Her recent research in this area illustrated the limitations in the use of language screening tests in identifying African American kindergarten children in need of a comprehensive language assessment. The findings point to the need to develop language screening tests and assessments that are sensitive to differences in the language of children from culturally diverse backgrounds.

Dr. Rhyner's involvement in various interdisciplinary efforts that address the service delivery needs of young children with disabilities and their families has resulted in the funding of major grant projects funded by the Helen Bader Foundation, Milwaukee, Wisconsin, and the Healthier Wisconsin Partnership Program (HWPP) to develop an integrated database system for children with disabilities from birth to three years of age in Milwaukee County. The database system will facilitate sharing of information for service delivery and research purposes.

Recent Publications
Hains, A. H., Rhyner, P. M., McLean, M. E., Barnekow, K., Johnson, V., & Kennedy, B. (2005). Interdisciplinary teams and diverse families: Practices in early intervention personnel preparation. Young Exceptional Children, 8(4), 2-10.

Wisconsin Department of Health and Family Services, Wisconsin Birth-to-3 Program: Guidelines for Determining Eligibility. (2005 November). Edited by: Deborah Kravick, Donna Miller, and Linda Tuchman. "Guidelines for Best Practices In Determining Eligibility Based on Children’s Communication Skills" co-authored with M. Rosin, M. Bjella, & P. Greda.

Bjella, M., Grede, P., Miller, D.M., Rhyner, P.M., & Rosin, P. (2004 Fall). Wisconsin Birth-to-3 Program: Late Talkers. Communication Connection, 18(4), 5-6. Newsletter of the Wisconsin Speech-Language-Hearing Association.

Rhyner, P.M., Kelly, D.J., Brantley, A.L., & Krueger, D.M. (1999). Screening low-income African American children using the BLT-2S and the SPELT-P. American Journal of Speech-Language Pathhology, 8(1), 44-52.

Craig, C.H., Kim, B.W., Pecyna Rhyner, P.M., & Bowen Chirillo, T.K. (1993). Effects of word predictability, child development, and aging on time-gated speech recognition performance. Journal of Speech and Hearing Research, 36(4), 832-841.

Pecyna Rhyner, P.M., Lehr, D.H., & Pudlas, K.A. (1990). An analysis of reacher responsiveness to communicative inititions of preschool children with handicaps. Languge, Speech, and Hearing Services in Schools, 21(2), 91-98.

Pecyna Rhyner, P.M., & Bracken, B.A. (1988). Concurrent validity of the Bracken Basic Concept Scale with language and intelligence measures. Journal of Communication Disorders, 21(6), 479-489.

Pecyna Rhyner, P.M. (Fall-Winter 1988-89). Graphic symbol and speech training of young children with Down Syndrome: Some preliminary findings. Journal of Childhood Communication Disorders, 12(1).

Pecyna, P.M. (1988). Rebus symbol communication training with a severely handicapped preschool child: A case study. Language, Speech and Hearing services in Schools, 19(2), 128-143.

Recent Funded Grants
Rhyner, P.M. & Patrick, T.B. (2007 July 1 - 2010 June 30). Early Childhood Integrated Database System (ECIDS): Implementation and Evaluation. Proposal submitted to the Medical College of Wisconsin Healthier Wisconsin Partnership Program.

Pizur-Barnekow, K., Rhyner, P., & Lund, S. (2006 June - 2011 May). The UW-Milwaukee Pipeline Training Initiative for Occupational Therapy and Speech-Language Pathology Students. CFDA #93.110 HRSA 06-077. Proposal submitted to the Maternal and Child Health Bureau.

Rhyner, P.M., & Wu, M. (2004 September- M 2006). Proposal to Develop a Comprehensive, Integrated Database for Milwaukee County for Children with Developmental Disabilities. Helen Bader Foundation, Milwaukee, WI.

Rhyner, P. M. (2005 August- 2006 May). Developing and Implementing a Model for Collaboration Between the University of Wisconsin-Milwaukee and the Milwaukee Center for Independence. Milwaukee Center for Independence, Milwaukee, WI.

Rhyner, P.M., & Wu, M. (2005 March-2006 February; no-cost extension through 2006 May). System Planning for an Integrated Database for Children with Developmental Disabilities. Medical College of Wisconsin Healthier Wisconsin Partnership Program.

Speaker Topics 
Language and Speech Development
Language Development and Disorders, Cultural Influences on
Language Disorders in Children
Language and Communication Development in Children from Birth to 5 Years of Age
Language Disorders in Children from Birth to 5 Years of Age
Language Assessment and Intervention with Infants, Toddlers and Preschool Children
Communicative Interactions Between Adults and Young Children
Emergent Literacy and Early Language Development

Education
Ph.D., Kent State University, Speech Pathology, 1984
M.A., Kent State University, Speech Pathology, 1977
B.S., Clarion State College, Speech Pathology, 1976