Senior Lecturer

Division: Speech and Hearing Sciences

Tel: 0131 474 0000

Dr Jocelynne Watson (BSc, MA Hons, PhD) is a Senior Lecturer in the Speech and Hearing Sciences Division. She is also a full member and clinical lead of the Clinical Audiology, Speech and Language (CASL) Research Centre.

  • Overview
  • Research Interests
  • Research Publications
  • Funded Projects
  • Teaching & Learning
  • Activities & Awards

Dr Jocelynne Watson completed her degree in Speech and Language Pathology and Therapy at QMU after degrees in general sciences (physiology and pharmacology) and psychology at the University of Dundee. Following the award of a QMU bursary, Jocelynne completed her dissertation Sibilant~vowel coarticulation in the perception of speech by children with phonological disorder [1997, Professor Adrian Fourcin, UCL; Dr. Gerrard Docherty, Newcastle]. In parallel Jocelynne worked for Lothian Health Board SLT Services contributing to the development of specialist services in literacy and selective mutism. She also held research fellow posts at Edinburgh and Strathclyde Universities, with successful grant applications in the fields of auditory processing (Wellcome Trust), computer based language intervention (Action Research) and the link between genetics and language impairments (Scottish Office). Jocelynne is a founding member of the SLI Consortium (SLIC), based at the Wellcome Trust Centre for Human Genetics , University of Oxford.

Jocelynne, together with Professor Anne O’Hare (Salvesen Mindroom Centre) was funded to organise and present at three international symposiums exploring the nature of disorders of auditory perception: Disordered auditory processing: Nature, measurement and implications for child development. (1999; McKeith Society, London);   Disordered Auditory Processing in the Child: Nature, Assessment and Intervention: A multi-disciplinary approach (2006, Novartis Foundation, London); Audition, listening and language acquisition in children: Nature Assessment and Multi-disciplinary approach. (2012, Castang Foundation, Edinburgh).

Jocelynne joined QMU as Clinical Director of the Scottish Centre for Speech Research in 2001, expanding clinical and placement activities in conjunction with NHS services to include group experiences for children with Asperger’s Syndrome, Down’s Syndrome and adults with learning disability and their carers. She is currently PI for a Headley Trust (Sainsbury Family Trusts) funded project offering intensive communication groups to people with aphasia following stroke and their communication partners. The groups are inter-disciplinary with Music and Art Therapy and provide internships (Tavistock Trust) and student placements.

Jocelynne’s KE contribution includes 5 internships in partnership with, a QMU SME partner. The work develops ideas for software for people with difficulty in understanding spoken language and has twice been shortlisted for the Interface Excellence Awards. With Dr Sally Bates, Jocelynne has co-authored two widely accessed web-based free clinical speech analysis resources : Phonetics and Phonological Systems Analysis (PPSA) and Clinical Assessment of Vowels-English Systems (CAV-ES). She is an invited contributor to the e-learning for healthcare modules as part of the ‘Healthy Child Programme’ 0-5 yrs commissioned by NHS Health Education England. As a founder member of the UK and Ireland Specific Speech Impairment Network, Jocelynne has co-authored the RCSLT endorsed: Good Practice Guidelines for Transcription of Children’s Speech Samples in Clinical Practice and Research.

Jocelynne has published and been invited speaker in the area of speech perception and production and extensive experience in supervising and examining at PhD and MSc level . Jocelynne has been academic link for overseas academic collaborations in Athens and Thessaloniki and PL for the QMU on-line programme for practice-based learning. She is a member of the HCPC , RCSLT and the British Psychological Society.

Affiliations/Memberships to Other Organisations:

  • MBPsS
  • HCPC Registered

Professional Social Media:

Research/Knowledge Exchange Centre Membership:

My research focus, broadly defined, is the identification and understanding of factors which constrain typical speech and language development. This has three strands: the link between auditory perception and auditory memory and clinical speech patterns; the description and classification of clinical vowel systems; the link between genetics (including syndromic profiles) and clinical speech and language systems. I am particularly interested in these relationships in the most prevalent clinical populations where there is no obvious anatomical, physiological or cognitive deficit to explain the development. I am also motivated by the translation of insights gained from this work into clinical assessment and intervention tools. In this regard I am also exploring the value of a range of innovative approaches to support clinical practice in SLT, including computer based intervention, and multi-disciplinary group based intervention.

Active Research Interests:

  • Vowel systems in phonological disorder (single cases and case series)
  • Intelligibility affects of disordered vowel systems; the influence of speaker and listener accent
  • Familial speech and language traits– genetic impact (single cases and case series)
  • Factors supporting good outcomes for people with aphasia and their communication partners

Research Methods:

  • Empirical
  • RCT
  • Single and group case studies


Please see my research publications in eResearch – Queen Margaret University’s repository

Research Grants & Contracts Funding:

2012-13/2014-16 ID 522/3348 (£35,000, £75000).  Intensive Communication Groups – Aphasia (Headley           Trust, Sainsbury Family Trusts – HED 5835). Project Code 5339RC02

2016 (£1,500) ICGA Internship associated with the ICGA project. Tavistock Trust.

2016 (£2,700) Music and Art Therapists Costs. Centre for Applied Social Sciences, QMU Philippa Derrington, Music Therapy for ICGA project)

2012: SPIRIT Innovation Voucher (£4,914.33 Scottish Funding Council HE Grant Line: 123104 Strategic Funding – Knowledge Exchange Project Code: H08009 Innovation Vouchers

A graduate internship linguistically analysing key parts of the React2 program content, developed a methodology, a product development matrix and a set of clinical product recommendations.

2014 : A Scottish Business Internship Initiative (ScotBII) internship (£7,054) developed to kick start the development of a React2 Conversations product planned as part of the first of many clinical developments extending the React2 product range.

Other Funding:

2014 : Two Santander/QMU  graduate internships (£3,000) respectively developing (1)  the full content of 100 conversational vignettes for React2Conversations app with full manual (2) the localisation of React2 into American English. The content development feeds into at least 3 new products – React2USA full content, React2 Sentences and React2Conversations. These were produced with American voices supplied by several members of QMU staff.

2013: A Santander/QMU Internship project with Propeller Multimedia (£1,500)  that built  upon the previous internship by extending the analysis across hundreds of react2 exercises, providing a clear explanation of the content of each set of exercises, leading to a complete redesign briefing document. This was the first Santander internship to be awarded at QMU. 

Speech, paediatric speech disorders (perception and production), Speech and language development and Practice based learning.

BSc in Speech and Language Therapy

  • S1177 The Lifespan: Typical Development, Variation and Change
  • S2168 Clinical Placement 1 & 2
  • S2169 Developmental Impairments of Language
  • S2170 Specific Speech Impairment
  • S3255 Clinical Placement 3
  • S3256 Clinical Placement 4
  • S3262 Investigative Methods
  • S4142 Honours Project
  • S4137 Vowel Systems in Speech and Language Therapy
  • S4140 Auditory Perception and Auditory Memory in SLT Case Management
  • S4151 Clinical Placement 5
  • S4152 Clinical Placement 6

Post Graduate Diploma/Masters in Speech and Language Therapy

  • S4165 Within-semester Clinical Placement 1
  • S4166 Within-semester Clinical Placement 2
  • S4167 Within-semester Clinical Placement 3
  • SM025 Linguistics 2: Clinical Linguistics
  • SM032 Professional Practice for Speech and Language Therapy 2
  • SM050 Disorders of Speech and Fluency
  • PM009 School of Health Sciences Research Project Module

Development of the PPSA, a speech transcription analysis tool and associated web-site,

  • Caroline Bowen, a leading researcher clinician in the field, awarded the PPSA her Speechwoman ‘Site of the Month’, January 2013 and since then we have had over 2500 downloads from as Texas, South Africa, New Zealand, Swindon and including over 30 HEIs and Centres of Excellence including: Mayo Clinic, Ministry of Education NZ, University of Sydney, The University of Newcastle, New South Wales, Arizona State University, Idaho State University, Texas A&M University-Kingsville, NUFFIELD HEARING and SPEECH CENTRE, Royal National Throat Nose and Ear Hospital, Texas Tech University HSC, The University of Auckland, Lehman College, New York, BushKids, Queensland;  Edinburgh University, University of Strathclyde’ Birmingham City University
  • Embedded as a teaching tool at Marjon, QMU, Ulster, City, UEA, Canterbury, trialling at other HEIs
  • We have received excellent feedback from clinicians, students and tutors

‘.....we have our new sound assessment ready for launching in our dept- it's based on the info you gave and collated from lots of good practice’

(Clinical Manager for the Children's Speech and Language Therapy Service Torbay and South Devon NHS Foundation Trust, 2016 )

““I have found your assessment very user friendly and thorough ….In the midst of covering various approaches and ploughing through analyses, your approach stood out for me….All members of my course are fans!” 

   (SLT student, Canterbury Christ Church University, 2013 )

"I have been using the PPSA with my clinical phonetics students .. and can happily say that it has revolutionised my teaching ..... I have also incorporated the PPSA into my module assessment, and am very impressed with the level of knowledge that students are demonstrating about speech sound disorders, and the links they are making to other modules concerning speech and language development.  I can't recommend the PPSA highly enough for those teaching clinical phonetics, and would strongly encourage other educators to adopt this wonderful assessment.”

(Associate Professor, Rachel-Anne Knight, Associate Dean for Education Technology and Innovation & Associate Professor of Phonetics, City University, London).

Department of Education and Child Development South Australia


Intensive Communication Groups for people with Aphasia (ICGA)

This has included an extensive scoping exercise across NHS and third sector providers investigating the provision of group and intensive therapy for people with aphasia following stroke and their communication partners. This informed the design of an intensive multidisciplinary approach to raising confidence in communication, capitalizing on the range of AHP programmes conducted at QMU and the lively and attractive campus accommodation.

The project has to date provided intensive experience for over 80 people with aphasia and their communication partners, 4  internships for newly qualified SLTs within 2 years of qualification,  30 SLT student placements, music and art therapy student experience. It has also provided awareness raising workshops which have been open to  final years students in SLT, music art and nursing and other QMU support staff. The experience has been very highly rated by all groups participating. Please see for details of the design, results and participants views of the experience.

Quotations from the 2016 group:

People with Aphasia

 ‘Wonderful experience really enjoyed it.’ ‘ ‘Never stopped talking.’ ‘Initially nervous but fine after first session.  Enjoyed it all.’ ‘totally people – all about people – to get involved.’  

Communication Partners

‘Definitely. Grab the opportunity.’

‘The course helped to open my mind on new ideas available out there…..very helpful was to use pictures (from the phone) to help the communication.’

‘Getting to know (or realising) that every story is different got me to understand a few things about what can/cannot happen.

‘Didn’t realise so much could be used without talking.’


‘Hearing personal stories from the visitors was fascinating – invaluable experience that will have a positive influence on my nursing practice’. (Student nurse)

‘…enjoyable journey from meeting the client before the course begins to the end of the 3 weeks watching them transform and more confident makes all the hard work worth while’ ‘.. exceeded my expectations.  I heard really good feedback from a previous year…’

‘It’s gone above and beyond my expectations. It’s been harder work than I ever imagined at the start, but it’s been so worth it because it’s been such a wonderful and unique opportunity to really get to know the clients and see them progress in different ways throughout the programme. Working in a holistic, functional framework is great, and means that this has been one of my most rewarding placements throughout my degree because I have had the opportunity to witness first-hand the real differences that have been made to people’s lives.’

(SLT students)