Submissions from 2019
POWER UP: A Persuasive Writing Strategy for Secondary Students with Emotional and Behavioral Disorders, Philip D. Nordness, Jessica L. Hagaman, Rebecca Herskovitz, and Elizabeth Leader-Janssen
Submissions from 2016
Parental Directiveness and Responsivity toward Young Children with Complex Communication Needs, Shari L. DeVeney, Cynthia J. Cress, and Matthew Lambert
Comparison of Parent-Implemented and Clinician-Directed Intervention for Toddlers Identified as Late Talkers: A Literature Review, Shari L. DeVeney and Jessica L. Hagaman
Voice disorder management competencies: A survey of school-based speech-language pathologists in Nebraska, Amy F. Teten, Shari L. DeVeney, and Mary J. Friehe
Use of Student Perceptions to Measure Voice Disorders Course Impact on Learning, Amy Wilson Teten, Shari L. DeVeney, and Mary J. Friehe
Test-retest reliability of independent phonological measures of 2-year-old speech: A pilot study, Katherine Wittler and Shari L. DeVeney
Submissions from 2015
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
“Dosage” Decisions for Early Intervention Services, Miriam E. Kuhn and Christine A. Marvin
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
Comparison of Two Word Learning Techniques and the Effect of Neighborhood Density for Late Talkers, Shari L. DeVeney, Cynthia J. Cress, and Robert Reid
Engagement Differences for 2-year-olds Identified as Late Talker, Brianna E. Hendrickson and Shari L. DeVeney
Submissions from 2013
Evaluating the Phonology of Nicaraguan Sign Language: Preprimer and Primer Dolch Words, Julie Delkamiller
Examining Inclusive Practices in Nicaraguan Schools, Julie Delkamiller, Kristine D. Swain, Elizabeth M. Leader-Janssen, and Mitzi J. Ritzman
Study skills strategies (Part 2): Strategies that improve students’ academic performance, Jessica L. Hagaman
“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
Effects of Repeated Reading and Listening Passage Preview on Oral Reading Fluency, Kristine D. Swain, Elizabeth M. Leader-Janssen, and Perry Conley
Checklist for Assessing Graduate Student Competencies in Voice Disorders, Amy F. Teten, Shari L. DeVeney, and Mary J. Friehe
Submissions from 2012
Communication-Based Assessment of Developmental Age for Young Children With Developmental Disabilities, Shari L. DeVeney, Lesa Hoffman, and Cynthia J. Cress
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
The Effects of Folding-In of Basic Mathematics Facts for Students with Disabilities, Tamara D. Bertini, Dara Coffrey, and Kristine D. Swain
The "RAP" on Reading Comprehension, Jessica L. Hagaman, Robert Reid, and Kati Luschen
Submissions from 2009
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
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
Students with Disabilities Meeting the Challenge of High-Stakes Writing Assessments, Kristine D. Swain
Submissions from 2005
A Comparison of School-Based and Community-Based Adherence to Wraparound During Family Planning Meetings, Philip D. Nordness
