Research Methods and Statistics Arena

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Latest Published Articles

• Systematic review documents PECS effectiveness for exchange-based outcome variables, but effects on speech, social or challenging behavior remain unclear

  Wendt, Oliver; Boesch, Miriam C.;

  Volume 4, Issue 2

• The conclusion that ABI has inconclusive effects for children with autism may stem from the fact that there are few high quality studies

  Nye, Chad; Rivers, Jessica;

  Volume 4, Issue 2

• Collective findings neither support nor refute the use of oral motor exercises as a treatment for speech sound disorders

  Ruscello, Dennis M.

  Volume 4, Issue 2

• A comprehensive language curriculum may benefit the expressive language skills of at-risk preschool children under specific circumstances

  Bedrosian, Jan L.

  Volume 4, Issue 2

• Although visually cued imitation training may increase peer imitation, the preexisting skills necessary for success should be identified

  Hayashi, Yusuke; Saunders, Kathryn J.;

  Volume 4, Issue 2

• Integrating music into small-group book reading activities increases the engagement of students with autism

  McCarthy, John W.; Cooley, Jamie A.; Benigno, Joann P.;

  Volume 4, Issue 2

• The finding that training with abstract exemplars may improve generative naming abilities in persons with anomic aphasia is rendered inconclusive because of methodological limitations

  Koul, Rajinder; Worthington, Theresa M.;

  Volume 4, Issue 2

• Naturalistic language intervention leads to successful use of a graphic mode communication system among four children with Down syndrome or cerebral palsy

  Reichle, Joe E.

  Volume 4, Issue 2

• Children with autism learn to initiate to peers when social scripts modeled using a speech-generating device are faded

  Goldstein, Howard

  Volume 4, Issue 2

• Pairing vocalizations with preferred edibles and toys may produce a modest increase in the frequency of vocalizations in three young children with autism

  Drasgow, Erik; Chezan, Laura C.;

  Volume 4, Issue 2

• A causal relationship between pre-treatment matching or motor imitation skills and later acquisition of manual signing or picture exchange communication in children with ASD remains to be established

  Ogletree, Billy T.

  Volume 4, Issue 2

• Effects of voice therapy: A systematic review that results in limited conclusions

  Awan, Shaheen N.; Prezas, Raul F.; Watts, Christopher R.;

  Volume 4, Issue 1

• Systematic review of voice therapy for functional voice disorders: Positive results from a conservative review

  Awan, Shaheen N.; Watts, Christopher R.; Prezas, Raul F.;

  Volume 4, Issue 1

• Evidence appears limited for group-based social skills training for school-age children with Autism Spectrum Disorders, but this review may not tell the whole story

  Carter, Mark

  Volume 4, Issue 1

• Although there is variability in response to early intensive behavioral intervention (EIBI), EIBI tends to facilitate IQ in children with autism

  Yoder, Paul J.

  Volume 4, Issue 1

• Plenty of evidence but no clear answers to what therapies improve symptoms associated with autism spectrum disorders

  Turner, Herbert M.

  Volume 4, Issue 1

• PECS has empirical support, but limitations in the systematic review process require this conclusion to be interpreted with caution

  Subramanian, Anu; Wendt, Oliver;

  Volume 4, Issue 1

• Peer-mediated naturalistic teaching, both with and without a speech-generating device, has transient effect on communicative behaviors in preschool children with autism spectrum disorders

  Wendt, Oliver; Nigam, Ravi;

  Volume 4, Issue 1

• Social scripts and visual cues for children with ASD: More evidence for increasing context appropriate conversation and suggested collateral effects

  Smith, Veronica; Jelen, Michaela;

  Volume 4, Issue 1

• An abiding issue in the treatment of children with speech sound disorders: A comparison of oral motor and production training for children with speech sound disorders

  Ruscello, Dennis M.

  Volume 4, Issue 1

• There is limited evidence for using MossTalk Words® to maintain language skills in nonfluent progressive aphasia

  Bourgeois, Michelle S.

  Volume 4, Issue 1

• Louder speech leads to greater intelligibility improvements than amplification of habitual speech in Parkinson's disease

  Dromey, Christopher

  Volume 4, Issue 1

• Ortho-phonological cueing may be a viable method of treating anomia in Chinese for speakers with alphabetic script knowledge

  Thompson, Cynthia K.; Riley, Ellyn A.;

  Volume 4, Issue 1

• Teaching evidence-based practice: An impetus for further curricular innovation and research

  Schlosser, Ralf W.; Sigafoos, Jeff;

  Volume 3, Issue 4

• Teaching evidence-based practice to speech and language therapy students in the United Kingdom

  Klee, Thomas; Stringer, Helen; Howard, David;

  Volume 3, Issue 4

• Case-based learning: One route to evidence-based practice

  McCabe, Patricia; Purcell, Alison; Madill, Catherine; Baker, Elise; Trembath, David;

  Volume 3, Issue 4

• Building speech-language pathologist capacity for evidence-based practice: A unique graduate course approach

  Murza, Kimberly A.; Proly, Janet L.;

  Volume 3, Issue 4

• Teaching evidence-based practice in a problem-based learning course in speech-language pathology

  Raghavendra, Parimala

  Volume 3, Issue 4

• Referring to clinical expertise and to client perspectives as “evidence:” Merits and perils

  Sigafoos, Jeff; Schlosser, Ralf W.;

  Volume 3, Issue 3

• Research on the effectiveness of the Picture Exchange Communication System (PECS) has increased, but this review is not very systematic

  Beck, Ann R.

  Volume 3, Issue 3

• Dysphagia treatments for people with neurological disorders may offer limited improvement for selected swallowing outcomes based on limited evidence

  Nye, Chad; Pavelko, Stacey;

  Volume 3, Issue 3

• Explicit print referencing enhances early literacy in preschoolers

  Joffe, Victoria L.

  Volume 3, Issue 3

• Language and literacy intervention program facilitates phonological awareness and literacy development in children with Fetal Alcohol Spectrum Disorder

  Finestack, Lizbeth H.

  Volume 3, Issue 3

• Children with Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) can learn to answer inferential “Why” questions and generalize this learning to other inferential questions delivered in the same format

  Keen, Deb

  Volume 3, Issue 3

• Deductive, rather than inductive, instruction leads to more rapid initial learning of a novel morpheme by school-age children with language impairment

  Owen, Amanda J.

  Volume 3, Issue 3

• Teaching package increases conversational skills, play skills, emotional skills, and friendship skills of three young children with autism

  Drasgow, Erik

  Volume 3, Issue 3

• Implementing visual strategies during play groups: The promising effects on social communication skills for children with autism

  Greenberg, Alissa L.; Charlop, Marjorie H.;

  Volume 3, Issue 3

• Training parents to implement communication interventions for children with autism spectrum disorders (ASD): A systematic review

  Rispoli, Mandy; Machalicek, Wendy; Lang, Russell; Regester, April;

  Volume 3, Issue 3

• Evidence is inadequate to draw conclusions regarding the efficacy of current approaches to communication intervention for individuals with Rett syndrome

  Carter, Mark

  Volume 3, Issue 2

• Available studies fail to disambiguate contributions of language modality constraint and treatment intensity to effects of constraint-induced language therapy

  Dembowski, James S.

  Volume 3, Issue 2

• The lack of RCTs on dysarthria intervention does not necessarily indicate there is no evidence to guide practice

  Baylor, Carolyn R.; Yorkston, Kathryn M.;

  Volume 3, Issue 2

• Explicit phonological intervention benefits kindergartners at moderate levels of risk for reading delay, but intensity of intervention does not affect outcomes

  Kaderavek, Joan N.

  Volume 3, Issue 2

• Early Steps Alphabet Braille Reading Program improves the ability of children with visual impairment to read high-frequency words

  Machalicek, Wendy

  Volume 3, Issue 2

• Preference for specific manding topographies may emerge over time during functional communication training

  Lang, Russell

  Volume 3, Issue 2

• Grouping AAC symbols by color can influence the performance of children with and without Down syndrome

  McCarthy, John W.

  Volume 3, Issue 2

• Preschoolers with disabilities increase their peer-directed requesting skills and word diversity through a social communication intervention

  Johnston, Susan S.

  Volume 3, Issue 2

• A promising first attempt at implementing a modified Picture Exchange Communication System with three adolescents who were blind and had autism and moderate to severe cognitive impairments

  Ganz, Jennifer B.; Heath, Amy K.;

  Volume 3, Issue 2

• Longitudinal mentoring with school-based positive behavioral support teams: Influences on staff and learner behavior

  Johnson, LeAnne; Reichle, Joe; Monn, Emily;

  Volume 3, Issue 2

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