Katherine Walton, Ph.D.

Assistant Professor

IDD Psychology

(614) 685-9087





Katherine Walton graduated from Michigan State University with a Ph.D. in Psychology. She then completed a postdoctoral fellowship at The Ohio State University Nisonger Center. Her Bachelors (Psychology) was from Emory University.


  • early intervention in Autism spectrum disorder
  • effectiveness and different models of service delivery
  • parent and sibling training
  • social skills training


Dr. Walton teaches an undergraduate course on the Psychology of Developmental Disabilities. She also provides consultation and training in the Early Childhood Education Program, and participates on the interdisciplinary assessment and consultation team in the Williams Syndrome Clinic.

Recent Publications

  • Walton, K., & Ingersoll B. (2014). The influence of maternal language responsiveness of the expressive speech production of children with autism: A microanalysis of mother-child play interactions, Autism.
  • Walton, K., & Ingersoll, B. (2013). Expressive and receptive fast-mapping in children with autism and typical development: the influence of orienting cues, Research in Autism Spectrum Disorders, 7, 687-698.
  • Walton, K., & Ingersoll, B. (2013). Improving social skills in adolescents and adults with autism and severe to profound intellectual disability: a review of the literature. Journal of Autism and Developmental Disorders, 43, 594-615.
  • Walton, K., & Ingersoll, B. (2012). Evaluation of a sibling-mediated imitation intervention for young children with autism. Journal of Positive Behavior Interventions, 14, 241-253.
  • Meyer, K., Ingersoll, B., & Hambrick, D. (2011). Factors influencing adjustment in siblings of children with autism. Research in Autism Spectrum Disorders, 5, 1413-1420.
  • Ingersoll, B., Walton, K.,Carlsen, D., & Hamlin, T. (2013). Social intervention for adolescents with low-functioning autism:  Initial efficacy of Reciprocal Imitation Training, American Journal of Intellectual and Developmental Disabilities, 118, 247-261.
  • Suanda, S., Walton, K., Broesch, T., Kolkin, L., & Namy, L. (2013). Why two-year-olds fail to learn gestures as object labels: evidence from looking time and forced choice measures. Language, Learning, and Development, 9, 50-65.
  • Ingersoll, B., Meyer, K., Bonter, N., & Jelinek, S. (2012). A comparison of developmental, social-pragmatic and naturalistic behavioral interventions on language use and social engagement in children with autism. Journal of Speech, Language, and Hearing Research, 55, 1301-1313.
  • Ingersoll, B., & Meyer, K. (2011). Do object and gesture imitation skills represent independent dimensions in autism? Journal of Developmental and Physical Disabilities, 23, 421-431.
  • Ingersoll, B., & Meyer, K. (2011). Examination of correlates of different imitative functions in young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 1078-1085.
  • Ingersoll, B., Meyer, K., & Becker, M. (2010). Increased rates of depressed mood in mothers of children with ASD associated with the presence of the broader autism phenotype. Autism Research, 4, 143-148