Department of Rehabilitation Sciences

Ph.D. 2024 - Special Education, Florida State University
M.S. 1998 - Communication Science and Disorders, Florida State University
B.S. 1993 - Speech-Language Pathology, University of Montevallo

Dissertation: Read with CARE: An Aided AAC Modeling Intervention for Young Children with ASD and CCN

Certification/Licensure:

ASHA Certificate of Clinical Competence – Speech-Language Pathology (CCC-SLP)
North Carolina License – Speech-Language Pathology
Florida License – Speech-Language Pathology
Clinical Research Training - Autism Diagnostic Observation Schedule - Second Edition (ADOS-2)

Specialties:

Autism Spectrum Disorder
Augmentative and Alternative Communication (AAC)
Preschool Speech and Language
Speech Sound Disorders
Interprofessional Practice (IPP)
Coaching and Professional Development

Teaching:

CSD 5562 – Fundamentals of Clinical Practice
CSD 5669 – Speech Sound Disorders
CSD 2259 – Communication Sciences and Disorders
CSD 3340 – Conditions and Syndromes with Associated Communication Disorders

Biography:

Dr. Carolyn Gilmore is an Assistant Professor of speech-language pathology in the Department of Rehabilitation Sciences. She completed her Bachelor of Science in Speech-Language Pathology from the University of Montevallo in Montevallo, AL, and her Master of Science in Communication Sciences and Disorders at Florida State University in Tallahassee, FL. After completing her master’s degree, she worked as a speech-language pathologist in educational settings for 22 years. During her career, her work focused on supporting Pre-K and elementary-aged students with speech and language disorders and other disabilities. The last seven years of her career, Dr. Gilmore worked as a Preschool-Transition Specialist, Lead Speech Language Pathologist, Supervisory SLP, and Local Assistive Technology Specialist (LATS) coordinator. In 2024, she earned her Ph.D. in Special Education from Florida State University. Her dissertation research addressed the early social communication, language, and literacy skills of young children with autism spectrum disorder who experience complex communication needs (CCN). She is interested in designing augmentative and alternative communication (AAC) interventions for young children with CCN to provide this population with equitable access, participation, and instruction in educational settings.

Recent Publications:

Fleury, V. P., Whalon, K., Gilmore, C. N., Wang, X., &; Marks, R. (2021). Building comprehension skills of young children with autism one storybook at a time. Language Speech and Hearing Services in Schools, 52(1), 153-164.  https://pubs.asha.org/doi/10.1044/2020_LSHSS-20-00026