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Bio

Dr. Ana Maria Gonzalez Barrero is an Assistant Professor in the School of Communication Sciences and Disorders and a Speech-Language Pathologist. Her research interests focus on the language, literacy, and cognitive skills of monolingual and bilingual children with typical development and children with neurodevelopmental conditions, such as autism. Dr. Gonzalez Barrero is also interested in issues related to cultural and linguistic diversity, open science, and evidence-based practice.

Education

• BSc, Speech-Language Pathology, Universidad del Rosario
• MEd, Educational Psychology (Inclusive Education), McGill University
• PhD, Communication Sciences and Disorders (Language Acquisition), McGill University
• Postdoctoral Fellowship, Developmental Psychology, Concordia University

Research Interests

• Language and literacy development
• Language and reading disorders
• Bilingualism and multilingualism
• Autism Spectrum Disorders
• Developmental Language Disorder
• Bilingual assessment and intervention
• Cultural and linguistic diversity

Teaching

• CMSD 5150: Speech and Language Acquisition
• CMSD 6470: Language Disorders in School-Age Children
• CMSD 6490: Advanced Language Disorders in Children

Selected Publications

• Byers-Heinlein, K., Gonzalez-Barrero, A. M., Schott, E., & Killam, H. (in press, 2023). Sometimes larger, sometimes smaller: Measuring vocabulary in monolingual and bilingual infants and toddlers. First Language.
• Côté, S. L., Gonzalez-Barrero, A. M., & Byers-Heinlein, K. (2022). Multilingual toddlers’ vocabulary development in two languages: Comparing bilinguals and trilinguals. Journal of Child Language, 49(1), 114-130. https://doi.org/10.1017/S030500092000077X
• Germain, N., Gonzalez-Barrero, A. M., & Byers-Heinlein, K. (2022). Gesture development in infancy: Effects of gender but not bilingualism. Infancy, 27(4)1-19.
• Tsui, R., Gonzalez-Barrero, A. M., Schott, E., & Byers-Heinlein, K. (2022). Are translation equivalents special? Evidence from simulations and empirical data from bilingual infants. Cognition, 225, 105084.
• Dal Ben, R., Brouillard, M., Gonzalez-Barrero, A. M., Killam, H., Kremin, L. V., Quirk, E., Sander-Montant, A., Schott, E., Tsui, R., & Byers-Heinlein, K. (2022). How open science can benefit bilingualism research: A lesson in six tales. Bilingualism: Language and Cognition, 25(5), 913-920.
• Gonzalez-Barrero, A. M., Salama-Siroishka, N., Dubé, D., Brouillard, M., & Byers-Heinlein, K. (2020). Effects of language dominance on storybook reading practices of bilingual families. International Journal of Bilingualism. 
• Gonzalez-Barrero, A. M., & Nadig, A. S. (2019). Can bilingualism mitigate set-shifting difficulties in children with Autism Spectrum Disorders? Child Development, 90,Ìý1043-1060. doi: 10.1111/cdev.12979
• Gonzalez-Barrero, A. M., & Nadig, A. S. (2019). Vocabulary and grammatical skills of bilingual children with Autism Spectrum Disorders at school age. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-019-04073-2
• Byers-Heinlein, K., Schott, E.,ÌýGonzalez-Barrero, A. M., Brouillard, M., Dubé, D., Laoun-Rubenstein, A., Morin-Lessard, E., Mastroberardino, M., Jardak, A., Pour Iliaei, S., Salama-Siroishka, N., & Tamayo, M. P. (2019). MAPLE: A multilingual approach to parent language estimates. Bilingualism: Language and Cognition. https://doi.org/10.1017/ S1366728919000282
• Gonzalez-Barrero, A. M., & Nadig, A. S. (2018). Bilingual children with Autism Spectrum Disorders: The impact of language exposure in lexical and morphological skills at school age. Autism Research, 11, 1667-1678. doi: 10.1002/aur.2023
• Hoang, H.,ÌýGonzalez-Barrero, A. M., & Nadig, A. S. (2018). Narrative abilities of bilingual children with Autism Spectrum Disorders. Discours, 23. 
• Gonzalez-Barrero, A. M., & Nadig, A. S. (2017). Verbal fluency in bilingual children with Autism Spectrum Disorders. Linguistic Approaches to Bilingualism,Ìý7, 460-475. doi: 10.1075/lab.15023.gon
• Bani Hani, H.,ÌýGonzalez-Barrero, A. M., & Nadig, A. S. (2013). Children’s referential understanding of novel words and parent labeling behaviors: Similarities across children with and without autism spectrum disorders. Journal of Child Language,Ìý40, 971-1002. doi: 10.1017/S0305000912000426