Girolamo, T., Escobedo, A., Butler, L., Larson, C. A., Campos, I., & *Greene-Pendelton, K. (under review). Social drivers of health in communicative outcomes of racially and ethnically minoritized autistic adolescents and adults. https://medrxiv.org/cgi/content/short/2024.06.17.24309053v1
Girolamo, T., Birmingham, K., Patel, K., Campos, I., Greene-Pendelton, K., Ghali, S., Larson, C., Canale, R., Sterling, A., & Shogren, K. (in revision). Self-determination in racially and ethnically minoritized autistic young adults. https://medrxiv.org/cgi/content/short/2024.05.02.24306799v1
Girolamo, T., Escobedo, A., Ghali, S., Greene-Pendelton, K., Campos, I., & Ram-Kiran, P. (2024). Services in minoritized autistic adolescents and adults varying in language skills. Seminars in Speech and Language, 45(5), 1-24. https://medrxiv.org/cgi/content/short/2024.05.26.24307944v1
Kover, S., Enriquez, J., Girolamo, T., Wilhelm, A., Ram-Kiran, P., Roberts, C., & Abbeduto, L. (2024). Intersectionality of race, ethnicity, gender, sexual orientation, and intellectual disability. In K. A. Shogren, L. A. Scott, E. E. Dean, & B. Linnenkamp (Eds)., Research practices for educating students with intellectual disability (2nd ed.), pp. 42-70. Routledge.
Girolamo, T., Ghali, S., & Larson. C. (2024). Sentence production and sentence repetition in autistic adolescents and young adults: Linguistic sensitivity to finiteness-marking. Journal of Speech, Language & Hearing Research. https://doi.org/10.1044/2024_JSLHR-24-00028
Keating C. T., Hickmanm L., Geelhand, P., Takahashi, T., Leung, J., Monk, R., Schuster, B., Rybicki, A., Girolamo, T. M., Clin, E., Papastamou, F., Belenger, M. Eigsti, I. M., Cook, J. L., Kosaka, H., Osu, R., Okamoto, Y., & Sowden-Carvalho, S. (2024). Cross-cultural variation in experiences of acceptance, camouflaging and mental health difficulties in autism: A registered report. PLOS ONE, 19(3), e0299824. https://doi.org/10.1371/journal.pone.0299824
2023
Girolamo, T., Shen, L., Gulrick, A., Rice, M. L., & Eigsti, I. M. (2023). Language studies in school-age autistic individuals vary in definitions of language impairment and sub-groups: A systematic review. Autism. https://doi.org/10.1177/13623613231216155 (pre-print)
Girolamo, T., Butler, L., Canale, R., Aslin, R. N., & Eigsti, I. M. (2023). fNIRS studies of individuals with speech and language impairment underreport participant sociodemographics: A systematic review. Neuropsychology Review. https://doi.org/10.1007/s11065-023-09618-y (pre-print)
Larson, C., Kaplan, D., Girolamo, T., Kover, S. T., & Eigsti, I. M. (2023). A Bayesian statistics tutorial for clinical research: Prior distributions and meaningful results for small clinical samples. Journal of Clinical Psychology.https://doi.org/10.1002/jclp.23570 (preprint)
Girolamo, T., Butler, L., Ghali, S., & Johnson, K. T. (2023). Where is community involvement in open science? A response to Marsden & Morgan-Short. Language Learning, 1-4. https://doi.org/10.1111/lang.12574 (pre-print)
Girolamo, T., Ghali, S., & Eigsti, I. M. (2023). A community-based approach to longitudinal language research with racially and ethnically minoritized autistic young adults: Lessons learned and new directions. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2023_AJSLP-22-00341 (pre-print)
Girolamo, T., Shen, L., Monroe-Gulick, A., Rice, M. L., & Eigsti, I. M. (2023). Studies pertaining to language impairment in autism underreport participant sociodemographics: A systematic review. Autism. https://doi.org/10.1177/13623613231166749 (pre-print)
2022
Girolamo, T., Castro, N., Hendricks, A., Ghali, S., & Eigsti, I. M. (2022). Implementation of open science practices in communication sciences and disorders research with Black, Indigenous, and People of Color. Journal of Speech, Language & Hearing Research. https://doi.org/10.1044/2022_JSLHR-22-00272 (pre-print)
Eigsti, I. M., Girolamo, T., & Fein, D. (2022). Protecting access to early intervention is critical for autistic individuals: A response to Dawson, Franz, and Brandsen (2022). JAMA Pediatrics. https://doi.org/10.1001/jamapediatrics.2022.4141
Girolamo, T., Parker, T., & Eigsti, I.M. (2022). Incorporating DisCrit theory to combat systematic exclusion of BIPOC in clinical neuroscience. Frontiers in Neuroscience, 8. https://doi.org/10.3389/fnins.2022.988092
Girolamo, T., Ghali, S., Campos, I., & Ford, A. (2022). Interpretation and use of language assessments for diverse school-age individuals. Perspectives of the ASHA Special Interest Groups, 1-14. https://doi.org/10.1044/2022_PERSP-21-00322 (PDF)
Girolamo, T., Castro, N., Fannin, D., Ghali, S., & Mandulak, K. (2022). Inequity in peer review in communication science and disorders. American Journal of Speech-Language Pathology, 31(4), 1898-1912. https://doi.org/10.1044/2022_AJSLP-21-00252 (PDF)
Girolamo, T., Rice, M. L., Selin, C. M., & Wang, C. J. (2022). Teacher educational decision-making for children with specific language impairment. American Journal of Speech-Language Pathology, 31(3), 1221-1243. https://doi.org/10.1044/2021_AJSLP-20-00366
Selin, C. M., Rice, M. L., Girolamo, T., & Wang, C. J. (2022). Work setting effects on speech-language pathology practice: Implications for identification of children with specific language impairment. American Journal of Speech-Language Pathology, 31(2), 854-880. https://doi.org/10.1044/2021_AJSLP-21-00024
2021
Keating, C. T., Hickman, L., Geelhand, P. d. M., Takahashi, T., Leung, J., Schuster, B., Rybicki, A., Girolamo, T., Clin, E., Papastamou, F., Eigsti, I.-M., Cook, J. L., Kosaka, H., Osu, R., Okamoto, Y., & Sowden, S. (2021). Global perspectives on autism acceptance, camouflaging behaviours and mental health in autism spectrum disorder. PLoS One, 16(12), e0261774. https://doi.org/10.1371/journal.pone.0261774 (media blurb)
Girolamo, T., Politzer-Ahles, S., Ghali, S., & Williams, B. T. (2021). Preliminary evaluation of applicants to master’s programs in speech-language pathology using vignettes and criteria from a holistic review process. American Journal of Speech-Language Pathology, 31(2), 552-577. https://doi.org/10.1044/2021_AJSLP-20-00352 (pre-registration and all materials)
Girolamo, T., & Ghali, S. (2021). Developing, implementing, and learning from a student-led initiative to support minority students in communication sciences and disorders. Perspectives of the ASHA Special Interest Groups, 6(4), 768-777. https://doi.org/10.1044/2021_PERSP-20-00299 (PMC; media blurb)
2020
Politzer-Ahles, S., Girolamo, T., & Ghali, S. Preliminary evidence of linguistic evidence in academic reviewing. (2020). Journal of English for Academic Purposes, 47, 100895. https://doi.org/10.1016/j.jeap.2020.100895 (PMC)
Girolamo, T., Rice, M. L., & Warren, S. F. (2020). Assessment of language abilities in minority adolescents and young adults with Autism Spectrum Disorder and extensive special education needs: A pilot study. American Journal of Speech-Language Pathology, 29(2), 804-818. https://doi.org/10.1044/2020_AJSLP-19-00036 (PMC)
2019
Selin, C. M., Rice, M. L., Girolamo, T., & Wang, C. J. (2019). Speech-language pathologists’ clinical decision-making for children with specific language impairment. Language, Speech, and Hearing Services in Schools, 50(2), 283-307. https://doi.org/10.1044/2018_LSHSS-18-0017 (PMC)
2016
Politzer-Ahles, S., Holliday, J., Girolamo, T., Spychalska, M., & Berkson, K. (2016). Is linguistic injustice a myth? A response to Hyland. Journal of Second Language Writing, 34, 3-8. https://doi.org/10.1016/j.jslw.2016.09.003 (PMC)