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Brenda J. Salley, PhD

TitleClinical Psychologist
InstitutionChildren's Mercy Kansas City
DepartmentPediatrics
Address2401 Gillham Rd
Kansas City MO 64108
ORCID ORCID Icon0000-0001-8780-1641 Additional info
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    Other Positions
    TitleClinical Psychologist
    InstitutionUniversity of Kansas Medical Center
    DepartmentPediatrics

    TitleAssistant Professor of Pediatrics
    InstitutionUniversity of Kansas Medical Center
    DepartmentPediatrics

    TitleAssistant Professor of Pediatrics
    InstitutionUniversity of Missouri-Kansas City
    DepartmentPediatrics


    Collapse Biography 
    Collapse education and training
    Virginia Polytechnic and State UniversityPhD2011Clinical Psychology
    Warren Alpert Medical School of Brown UniversityInternship/Residency2011Clinical Predoctoral Internship/Residency
    University of KansasNRSA T32 Postdoctoral Fellowship2013Translational Research on Intellectual Disabilities
    Collapse awards and honors
    2009 - 2010American Psychological Foundation/Council of Graduate Departments of Psychology (APF/COGDOP) Graduat
    2009 - 2010American Psychological Foundation, Elizabeth Munsterberg Koppitz Graduate Student Fellowship
    2011New York Academy of Sciences, James McKeen Cattell Dissertation Award, Honorable Mention
    2013National Institute of Child Health and Development (NICHD) Pathway to Independence Award
    2014National Institutes of Health Loan Repayment Program
    2017National Institutes of Health Loan Repayment Program, Competitive Renewal
    2017Leone F. Mattioli, M.D. Award for Pediatric Research and Scholarship, KUMC

    Collapse Overview 

    Collapse Research 
    Collapse research overview
    Broadly speaking, the aim of Dr. Salley's research is to optimize early development for young children, particularly early language and social emotional development. One primary line of research is focused on early social communication and language. The overall aim of this programmatic work is improve early identification and inform intervention approaches. A second primary line of research focuses on optimizing parent-child interactions to promote early language, social and cognitive development. The overall goal is to shift the trajectory of early risk/delay by preschool and kindergarten entry to improve child long term outcomes. One focus within this line of work has been to improve parent’s ability to facilitate optimal language interactions during early book-sharing experiences. This has involved developing intervention programs for Part C providers (Ready, Set, Share A Book!). A second focus within this line of work has been developing a universal language promotion program within the healthcare system (Talk With Me Baby). Each of these intervention programs is designed to disseminate and scale evidence-based interventions for at-risk young children.
    Collapse research activities and funding
    K99HD075886     (SALLEY, BRENDA JEANETTE)Jun 1, 2013 - Sep 24, 2015
    NIH
    Visual Attention, Joint Attention and Emergent Language in Infancy
    Role: Principal Investigator
    R00HD075886     (SALLEY, BRENDA JEANETTE)Jun 1, 2013 - Jul 31, 2019
    NIH
    Visual Attention, Joint Attention and Emergent Language in Infancy
    Role: Principal Investigator
    UG1OD024943     (DAVIS, ANN M)Sep 23, 2016 - Aug 31, 2025
    NIH
    SPeCTRE 2.0: The Sunflower Pediatric Clinical Trials Research Extension
    Role: Co-Investigator
    R01HD100364     (BOYD, BRIAN ANTONIO)Aug 1, 2020 - Jun 30, 2025
    NIH
    Validation of an outcome measure of early social-communication for young children with ASD
    Role: Co-Investigator
    R21DC019215     (THIEMANN-BOURQUE, KATHY)Aug 1, 2021 - May 31, 2023
    NIH
    Exploring predictors of response to a peer-mediated communication intervention for minimally verbal preschoolers with ASD
    Role: Co-Investigator

    Collapse Bibliography 
    Collapse selected publications
    Publications listed below are automatically derived from MEDLINE/PubMed and other sources, which might result in incorrect or missing publications. Faculty can login to make corrections and additions.
    List All   |   Timeline
    1. Smith AR, Salley B, Hanson-Abromeit D, Paluch RA, Engel H, Piazza J, Kong KL. The impact of a community-based music program during infancy on?the quality of parent-child language interactions. Child Dev. 2024 Mar-Apr; 95(2):481-496. PMID: 37767574.
      View in: PubMed
    2. Wallisch A, Little LM, Bruce AS, Salley B. Oral Sensory Sensitivity Influences Attentional Bias to Food Logo Images in Children: A Preliminary Investigation. Front Psychol. 2022; 13:895516. PMID: 35814143.
      View in: PubMed
    3. Salley B, Daniels D, Walker C, Fleming K. Shared Book Reading Intervention for Parents of Infants and Toddlers. J Early Child Res. 2022 Sep; 20(3):322-340. PMID: 36092249.
      View in: PubMed
    4. Sabapathy T, Bansal R, Bojorquez L, Salley B, Gianakon JG, Gelineau-Morel R, Nyp SS. Missed Opportunities and the Impact of the Pandemic. J Dev Behav Pediatr. 2022 04 01; 43(3):176-179. PMID: 35085180.
      View in: PubMed
    5. Salley, B., Daniels, D., Walker, C., & Fleming, K. Shared book reading intervention for parents of infants and toddlers. Journal of Early Childhood Research. 2022; 3(20):322-340.
      View Publication
    6. Smith AR, Hanson-Abromeit D, Heaton A, Salley B. A Survey of Neonatal Nurses Perspectives on Voice Use and Auditory Needs with Premature Infants in the NICU. Int J Environ Res Public Health. 2021 08 11; 18(16). PMID: 34444220.
      View in: PubMed
    7. Buzhardt J, Wallisch A, Irvin D, Boyd B, Salley B, Jia F. Exploring Growth in Expressive Communication of Infants and Toddlers With Autism Spectrum Disorder. J Early Interv. 2022 Mar; 44(1):3-22. PMID: 35400984.
      View in: PubMed
    8. Daniels D, Salley B, Walker C, Bridges M. Parent book choices: How do parents select books to share with infants and toddlers with language impairment? J Early Child Lit. 2022 Jun; 22(2):279-307. PMID: 36189118.
      View in: PubMed
    9. Wallisch A, Behrens S, Salley B, Jamison R, Boyd B. Brief Report: Predicting Sex Differences and Diagnosis from Early Parent Concerns. J Autism Dev Disord. 2021 Nov; 51(11):4160-4165. PMID: 33458810.
      View in: PubMed
    10. Daniels, D., Salley, B., Walker, C., & Bridges, M. Parent book choices:How do parents select books to share with infants and toddlers with language impairment?. Journal of Early Childhood Literacy. 2021; 2(22):279-307.
      View Publication
    11. Salley B, Brady NC, Hoffman L, Fleming K. Preverbal Communication Complexity in Infants. Infancy. 2020 Jan-Feb; 25(1):4-21. PMID: 32132879.
      View in: PubMed
    12. Salley B, Sheinkopf SJ, Neal-Beevers AR, Tenenbaum EJ, Miller-Loncar CL, Tronick E, Lagasse LL, Shankaran S, Bada H, Bauer C, Whitaker T, Hammond J, Lester BM. Infants' early visual attention and social engagement as developmental precursors to joint attention. Dev Psychol. 2016 11; 52(11):1721-1731. PMID: 27786527.
      View in: PubMed
    13. Little LM, Wallisch A, Salley B, Jamison R. Do early caregiver concerns differ for girls with autism spectrum disorders? Autism. 2017 08; 21(6):728-732. PMID: 27542396.
      View in: PubMed
    14. Salley B, Colombo J. Conceptualizing Social Attention in Developmental Research. Soc Dev. 2016 Nov; 25(4):687-703. PMID: 27795619.
      View in: PubMed
    15. Salley B, Gabrielli J, Smith CM, Braun M. Do communication and social interaction skills differ across youth diagnosed with autism spectrum disorder, attention-deficit/hyperactivity disorder, or dual diagnosis? Res Autism Spectr Disord. 2015 Dec 01; 20:58-66. PMID: 26779281.
      View in: PubMed
    16. Salley B, Panneton RK, Colombo J. Separable Attentional Predictors of Language Outcome. Infancy. 2013 Jul; 18(4):462-489. PMID: 25342932.
      View in: PubMed
    17. Salley B, Miller A, Bell MA. Associations Between Temperament and Social Responsiveness in Young Children. Infant Child Dev. 2013 May 01; 22(3):270-288. PMID: 24068881.
      View in: PubMed
    18. Rhoades RA, Scarpa A, Salley B. The importance of physician knowledge of autism spectrum disorder: results of a parent survey. BMC Pediatr. 2007 Nov 20; 7:37. PMID: 18021459.
      View in: PubMed
    19. Clements AD, Parker CR, Dixon WE, Salley B. Marshmallows used as saliva stimulant do not affect cortisol concentrations: finally a palatable alternative for toddler saliva collection. Dev Psychobiol. 2007 Nov; 49(7):702-7. PMID: 17943982.
      View in: PubMed
    20. Salley BJ, Dixon WE. Temperamental and Joint Attentional Predictors of Language Development. Merrill Palmer Q (Wayne State Univ Press). 2007 Jan; 53(1):131-154. PMID: 18080005.
      View in: PubMed
    21. Dixon WE, Salley BJ. "Shhh! We're tryin' to concentrate": attention and environmental distracters in novel word learning. J Genet Psychol. 2006 Dec; 167(4):393-414. PMID: 17645230.
      View in: PubMed
    22. Dixon WE, Salley BJ, Clements AD. Temperament, distraction, and learning in toddlerhood. Infant Behav Dev. 2006 Jul; 29(3):342-57. PMID: 17138290.
      View in: PubMed
    Collapse presentations
    Walker, C., Daniels, D. & Salley, B. (2019). Ready, Set, Share A Book! A book-sharing intervention with Part C services through parent coaching. Paper presented at the annual meeting of the American Speech Language Hearing Association, Orlando, FL.

    Salley, B., & Daniels, D. (2018). Results of a Parent Coaching Intervention for Book Sharing with Language Impaired Infants at Home. Symposium presented at the annual meeting of the American Speech Language Hearing Association, Boston, MA.

    Salley, B., & Daniels, D. (2018). A Parent Coaching Approach to Early Book Sharing: Promoting Infant Language and Early Cognitive Development. Symposium presented at the annual meeting of the Zero to Three Conference, Denver, Colorado.

    Salley, B., Daniels, D., Murray, L., & Cooper, P. (2017, November). Preliminary efficacy of a book sharing intervention for caregivers and infants. Symposium presented at the annual meeting of the American Speech Language Hearing Association, Los Angeles, CA.

    Brady, N. Krueger, B., Salley, B., Fleming, K., Swinburne-Romine, R., Kasari, C. (2015, April). Formative assessment of the Communication Complexity Scale (CCS). In Brady, N. (Chair), New developments in measuring communication. Symposium presented at the Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities, New Orleans, LA.

    Panneton, R., Wu, J., Heck, A., Mills-Smith, L. & Salley, B. (2015, March). Does infants’ attention to speaker dynamics uniquely predict language skill? In Yeung, H., & Nazzi, T. (Chairs), Face scanning in infancy: An index of speech and language development? Symposium presented at the Society for Research in Child Development, Philadelphia, PA.

    Salley, B. & Panneton, R. (2011, March). Variability in social engagement predicts emerging language skill. In C.L. Shafto & D.M. Houston (Chairs), Maximizing the variance accounted for in language outcomes: Cognitive, linguistic, and attention predictors. Symposium presented at the meeting of the Society for Research in Child Development, Montreal, Canada.

    Panneton, R. K., Salley, B., Heck, A., & Lutgens, B. (2010, March). Insights into infants’ social attention via eye tracking. Invited talk presented at the Tobii Eye-tracking workshop, International Conference on Infant Studies, Baltimore, MD.

    Panneton, R., Salley, B., Heck, A., & Hu, S. (2009, November). Using eye tracking as a window into infants’ emerging social attention. Invited talk presented at EyeTracKids II workshop, University of California at Davis, Davis, CA.

    Salley, B. & Panneton, R. (2009, August). Infants’ social attention as it relates to emerging language skills. In E. Devouche (Chair), The shaping of vocal expression in social engagement with infants. Symposium presented at the meeting of the European Conference on Developmental Psychology, Vilnius, Lithuania.
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