Elisabeth A. Mlawski, Ph.D., CCC-SLP

Director of On-Campus Programs/Associate Professor

Research Interests and Expertise

Normal/Disordered Language Development, Literacy, Clinical Training, Assessment/Diagnostics and Supervision

Elisabeth A. Mlawski, Ph.D.

elisabeth.mlawski@yu.edu I 212-960-5400 ext. 6875 I 2495 Amsterdam Ave, Room 547

Dr. Elisabeth Mlawski completed her master’s degree in Speech-Language Pathology from Northern Arizona University and her Ph.D. in Health Sciences with a concentration in Speech-language Pathology at Seton Hall University. She began her career in 1994 working in the NYC Public Schools as a school-based speech therapist. She has presented her research both Nationally and Internationally.

Current Research

Peer Learning
Excellence in Clinical Supervision
Childhood Language Development and Disorders
Literacy
Diagnostics

"Multicultural competency [is something] you can’t get out of a textbook. Even if you’re just helping students to realize what’s appropriate and inappropriate and how to interact with others, what to say and what not to say, it helps you to grow and be a better person.”— Dr. Elisabeth Mlawski

Publications

Perspectives of Millennial SLP Graduate Students during Clinical Peer Learning: Student Survey Results, July 2017, Elisabeth A. Mlawski & Deborah DeLuca, paper presented at the Symposium on Higher Education in a Global World, Athens, Greece
Exploring Leader Behaviors of Kindergarten Students during Peer Learning, March 2016, paper presented at the Oxford Education Research Symposium, Oxford, UK

Awards and Honors

��ɫ��Ƶ Provost’s Grant, $9,290, Measuring Student Confidence Before and After Completion of the Peer-to-Peer Clinical Training, Program for Graduate Students in Speech-Language Pathology, August 2025-current
Katz School of Science and Health Dean’s Grant, $4,127, August 2025-current, AI-Based Learning Systems for Graduate MedSLP Students: A Personalized Approach to Mastering Complex Clinical Content
��ɫ��Ƶ Provost’s Grant, $2,000, August 2023-November 2024, Lexical Access in Typically Developing Children and Children with Development Language Disorder
School of Education Transformative Learning Grant, $3,000 from the Monmouth University School of Education, November 2018- June 2019, Utilizing Parental Learning Styles to Help Parents Help Their Children
School of Education Transformative Learning Grant, $3,894 from the Monmouth University School of Education, November 2016-June 2017, Achieving Excellence in Speech-Language Pathology Clinical Supervision
Grant-in-Aid Creativity Award, $1,225 from the Travel, Grants, and Sabbatical Committee at Monmouth University, January 2016-December 2016, Exploring Peer Learning Mechanisms & Processes in Second Grade Children
Grant-in-Aid Creativity Award, $1,000, from the Travel, Grants, and Sabbatical Committee at Monmouth University, April 2015- December 2015, Exploring Peer Learning Mechanisms & Processes in First Grade Children
Award for Continuing Education (ACE) from Continuing Education Board at the American Speech-Language and Hearing Association (ASHA), 2010-2013, 2013-2016
Student Travel Award, $500 to attend the 32nd Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison. June 2011
Student Travel Award from Seton Hall University, $500 to attend the 32nd Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, June 2011
Student Travel Award from Seton Hall University, $700 to attend the annual American Speech Language and Hearing Association Convention, San Diego, California, November 2011

Posters

Enhancing Clinical Supervision: One University's Story, Patricia Remshifski, Elisabeth A. Mlawski, & Danielle Farr, poster presented at the 2018 American Speech, Language and Hearing Association’s Annual Convention, Boston, MA
The Evolution of Normal: PPVT Scores and Collaborative Peer Learning Among Typically Developing Children, Samantha Zbarsky, Valerie Bechtold, & Elisabeth A. Mlawski, poster presented at the 2018 American Speech, Language and Hearing Association’s Annual Convention, Boston, MA
How Do Genders Adapt to Each Other? Dyadic Analysis of Collaborative Learning, Valerie Bechtold, Samantha Zbarsky, & Elisabeth A. Mlawski, poster presented at the 2018 American Speech, Language and Hearing Association’s Annual Convention, Boston, MA
Does Student's Understanding of Peer Learning Match the Definition of Peer Learning?, Danielle Sirota & Elisabeth A. Mlawski, poster presented at the 2017 American Speech, Language and Hearing Association’s Annual Convention, Los Angeles, California
Comparing Dyads of Typically and Non-Typically Developing Second Grade Children During Peer Learning: Does Gender of the Dyad Matter, Danielle Sirota & Elisabeth A. Mlawski, poster presented at the 38^nd Annual Symposium on Research in Child Language Disorders, Madison, Wisconsin
Exploring Peer Learning Mechanisms and Processes in the Context of Interactions between Second Grade Children, poster presented at the 2016 American Speech, Language and Hearing Association’s Annual Convention, Philadelphia, Pennsylvania
Exploring Perceptions of Speech Language Pathology Graduate Students Following a Semester of Peer Learning During Their First Clinical Experience, poster presented at the 2016 American Speech, Language and Hearing Association’s Annual Convention, Philadelphia, Pennsylvania
Exploring Peer Learning Mechanisms & Processes in First Grade Children, poster presented at the 2015 American Speech, Language and Hearing Association’s Annual Convention, Denver, Colorado
Peer Learning in the Context of Dyadic Interactions in Kindergarten-Age Children, poster presented at the 2015 American Speech, Language and Hearing Association’s Annual Convention, Denver, Colorado
Exploring Perceptions of Speech-Language Pathology Graduate Student Clinicians Following a Semester of Peer Learning, poster presented at the 2015 American Speech, Language and Hearing Association’s Annual Convention, Denver, Colorado
Exploring Peer Learning for Birth Order Effects with Kindergarten Aged Children, poster presented at the 2015 Society for the Study of Human Development’s 9^th Biennial Meeting, Austin, Texas
Preschool Word Learning: A Literature Review, poster presented at the 18^th Annual Petersheim Academic Exposition, Seton Hall University, South Orange, NJ
Classroom Writing Process Performance for Two Children with Autism, poster presented at the 16^th Annual Petersheim Academic Exposition, Seton Hall University, South Orange, NJ
Writing Process Performance of Two Children with Autism, poster presented at the 2011 American Speech, Language and Hearing Association Annual Conference, San Diego, California
Comparing Writing Process Performance in Sixth Grade Students with and without Language-Learning Disabilities, poster presented at the 32^nd Annual Symposium on Research in Child Language Disorders, Madison, Wisconsin