Faculty publications from the Department of Special Education and Communication Disorders are collected here.

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Submissions from 2016

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Parental Directiveness and Responsivity toward Young Children with Complex Communication Needs, Shari L. DeVeney, Cynthia J. Cress, and Matthew Lambert

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Comparison of Parent-Implemented and Clinician-Directed Intervention for Toddlers Identified as Late Talkers: A Literature Review, Shari L. DeVeney and Jessica L. Hagaman

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Voice disorder management competencies: A survey of school-based speech-language pathologists in Nebraska, Amy F. Teten, Shari L. DeVeney, and Mary J. Friehe

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Use of Student Perceptions to Measure Voice Disorders Course Impact on Learning, Amy Wilson Teten, Shari L. DeVeney, and Mary J. Friehe

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Test-retest reliability of independent phonological measures of 2-year-old speech: A pilot study, Katherine Wittler and Shari L. DeVeney

Submissions from 2015

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Full­‐Semester and Time­‐Compressed Fluency Disorders Course: An Evaluation of Student Perceptions of Competence, Satisfaction, and Workload, Shari L. DeVeney, Amy F. Teten, and Mary J. Friehe

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“Dosage” Decisions for Early Intervention Services, Miriam E. Kuhn and Christine A. Marvin

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Auditory and Visual Cues for Topic Maintenance with Persons Who Exhibit Dementia of Alzheimer’s Type, Amy Wilson Teten, Paul A. Dagenais, and Mary J. Friehe

Submissions from 2014

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Comparison of Two Word Learning Techniques and the Effect of Neighborhood Density for Late Talkers, Shari L. DeVeney, Cynthia J. Cress, and Robert Reid

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Engagement Differences for 2-year-olds Identified as Late Talker, Brianna E. Hendrickson and Shari L. DeVeney

Submissions from 2013

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Evaluating the Phonology of Nicaraguan Sign Language: Preprimer and Primer Dolch Words, Julie Delkamiller

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Examining Inclusive Practices in Nicaraguan Schools, Julie Delkamiller, Kristine D. Swain, Elizabeth M. Leader-Janssen, and Mitzi J. Ritzman

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Study skills strategies (Part 2): Strategies that improve students’ academic performance, Jessica L. Hagaman

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“More time. More showing. More helping. That’s how it sticks”: The Perspectives of Early Childhood Coachees, Lisa L. Knoche, Miriam E. Kuhn, and Jungwon Eum

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Effects of Repeated Reading and Listening Passage Preview on Oral Reading Fluency, Kristine D. Swain, Elizabeth M. Leader-Janssen, and Perry Conley

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Checklist for Assessing Graduate Student Competencies in Voice Disorders, Amy F. Teten, Shari L. DeVeney, and Mary J. Friehe

Submissions from 2012

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Communication-Based Assessment of Developmental Age for Young Children With Developmental Disabilities, Shari L. DeVeney, Lesa Hoffman, and Cynthia J. Cress

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Collaborative Relationships for General Education Teachers Working with Students with Disabilities, Elizabeth M. Leader-Janssen, Kristine D. Swain, Julie Delkamiller, and Mitzi J. Ritzman

Submissions from 2010

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The Effects of Folding-In of Basic Mathematics Facts for Students with Disabilities, Tamara D. Bertini, Dara Coffrey, and Kristine D. Swain

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The "RAP" on Reading Comprehension, Jessica L. Hagaman, Robert Reid, and Kati Luschen

Submissions from 2009

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Convergent Validity and Test-Retest Reliability of the Preschool Behavioral and Emotional Behavior Rating Scale: Parents as Respondents, Philip D. Nordness, Michael H. Epstein, and Lori Synhorst

Submissions from 2008

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Interventions to Improve the Literacy Functioning of Adolescents with Emotional and/or Behavior Disorders: A Review of the Literature between 1965 and 2005, Annette K. Griffith, Alexandra L. Trout, Jessica L. Hagaman, and John Harper

Submissions from 2006

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Students with Disabilities Meeting the Challenge of High-Stakes Writing Assessments, Kristine D. Swain

Submissions from 2005

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A Comparison of School-Based and Community-Based Adherence to Wraparound During Family Planning Meetings, Philip D. Nordness