BIRC Imaging Lab

Tim Conway, PhD

Tim Conway, PhD

Curriculum Vitae

Brain Imaging Rehabilitation and Cognition Lab

Tim Conway, PhD

Dr. Conway received his doctorate in Clinical Psychology and Neuropsychology from the University of Florida (2003) and completed post-doctoral studies in the functional neuroimaging laboratory of Dr. Bruce Crosson at the University of Florida. He is a Research Assistant Professor in the Department of Clinical and Health Psychology, a neuroimaging Associate Investigator in Malcom Randall VAMC Brain Rehabilitation Research Center, and a Research Assistant Professor in the Division of Neurology at the UF Department of Pediatrics. Dr. Conway is a member of Division 40 (Clinical Neuropsychology) of the American Psychological Association, the Florida Psychological Association, and the International Neuropsychological Association. Dr. Conway is a founding board member of the Einstein Montessori School, Inc., Gainesville, Florida, a public charter school that provides empirically based interventions for children with developmental dyslexia in grades 3 through 8.

Research Focus

Dr. Conway's research focuses on functional neuroimaging (fMRI) of language rehabilitation in adults with aphasia, language and remediation outcomes in children with dyslexia, attentional mechanisms and the impact of pharmacologic agents on these mechanisms in children with ADHD, as well as neuroimaging of language, prosody, and motor functions in normal adults and adults with Alzheimer's Disease, stroke, and spinal cord injury. In addition Dr. Conway is interested in the rehabilitation of phonological deficits impacting reading, spelling, speech, verbal working memory and confrontation naming in adults with aphasia. He is involved in the remediation of developmental dyslexia through a charter school model.

Clinical Focus

Dr. Conway's clinical focus involves neuropsychological assessment of adults who have experienced a stroke, with reference to other people in the population of similar age, educational attainment, gender and ethnic background. These screening assessments provide a broad evaluation of current neuropsychological abilities post-stroke, essential information for determination of candidacy for rehabilitation research interventions at the VAMC Brain Rehabilitation Research Center, and guidance to the multidisciplinary assessment and treatment team regarding how to maximize the individual's ability to benefit from rehabilitation. A fixed test battery is used to address to specific candidacy and rehabilitation research questions, and to document cognitive changes occurring during the course of disease or rehabilitation.

Teaching

Joint supervision of graduate students and interns in the neuropsychological assessment of adult stroke.

Representative publications

  • Crosson, B., Moore, B., Gopinath, K., White, K.D., Wierenga, C., Gaiefsky, M., Fabrizio, K. R., Peck, K. K., Soltysik, D., Milstead, C., Briggs, R., Conway, T., Gonzalez-Rothi, L. (in press). Role of the right and left hemispheres in recovery of function during treatment of intention in aphasia. Journal of Cognitive Neuroscience.
  • Coombes, S. A., Janelle, C. M., Duley, A. R., & Conway, T. (2005) Adults with dyslexia:theta power changes during performance of a novel motor task. International Journal of Psychophysiology, 56, 1-14.Tim Conway, Ph.D.
  • Kendall, D. L., Conway, T., Rosenbeck, J., and Gonzalez-Rothi, L. (2003). Phonological rehabilitation of acquired phonologic alexia. Aphasiology, 17(11), 1073 1095.
  • Warner, T. D., Dede, D. E., Garvan, C. W., & Conway, T. W. (2002). One size still does not fit all in specific learning disability assessment across ethnic groups. Journal of Learning Disabilities, 35(6), 500-509.
  • Torgesen, J.K., Alexander, A. W., Wagner, R.K., Rashotte, C.A., Voeller, K.V., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long term effects on spoken language and reading comprehension from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.
  • Adair, J.C., Nadeau, S.E., Conway, T.W., Gonzalez-Rothi, L.J., Heilman, P.C., Green, I.A., & Heilman, K.M. (2000). Alterations in the functional anatomy of reading induced by rehabilitation of an alexic patient. Neuropsychiatry, Neuropsychology and Behavioral Neurology, 13(4), 303-11.
  • Torgesen, J.K., Wagner, R.K., Rashotte, C.A., Rose, E., Lindamood, P.C., Conway, T. (1999). Preventing reading failure in young children with phonological processing disabilities:Group and individual responses to instruction. Journal of Educational Psychology, 91(4), 579-593.
  • Conway, T. W., Heilman, P., Gonzalez-Rothi, L., Alexander, A. W., Adair, J., Crosson, B., Heilman, K. M. (1998). Treatment of a case of phonological alexia with agraphia using the Auditory Discrimination in Depth (ADD) program. Journal of the International Neuropsychological Society, 4, 608-620.
  • Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Alexander, A. W., Conway, T. W. (1998). Preventive and remedial interventions for children with severe reading disabilities. Learning Disabilities, An Interdisciplinary Journal, 8 (1), 51-61.