The CSD lab houses audiology equipment, a sound booth, augmentative communication tools, speech and language tests used in studies of speech and language across the age spectrum.
Faculty Research & Publications
Oxford Handbook of Aphasia and Language Disorders. New York: Oxford University Press. Raymer, A.M., & Rothi, L.J.G. (Eds.) (2017).
Azad, G., Holingue, C., Pfeiffer, D., Dillon, E., Reetzke, R., Kalb, L., Menon, D., Hong., J., & Landa, R. (2021). The influence of race on parental beliefs and concerns during an autism diagnosis: A mixed methods analysis. Autism, 1-12.
Crosson, B., Rodriguez, A.D., Copland, D.A., Fridriksson, J., Krishnamurthy, L.C., Meinzer, M., Raymer, A.M., Krishnamurthy, V., & Leff, A.P. (2019). Neuroplasticity and aphasia treatments: New approaches for an old problem. Journal of Neurology, Neurosurgery, & Psychiatry, 90 (10), 1147-1155.doi: 10.1136/jnnp-2018-319649.
Davis, E., Wolfe, J., Murdock, R., Lopez, M., & Murphy, K.A. (2019). The utilization of internal and external memory strategies in evidence-based practice. Evidence-Based Practice Briefs, 14(1), 1-10.
Gohsman, M. & Johnson, R. (2023). Reported barriers to augmentative and alternative communication service delivery and post-professional learning preferences among speech-language pathologists. American Journal of Speech-Language Pathology. doi: https://doi.org/10.1044/2023_AJSLP-22-00036
Holingue, C., Pfeiffer, D., Ludwig, N. N., Reetzke, R., Hong, J. S., Kalb, L. G., & Landa, R. (2023). Prevalence of gastrointestinal symptoms among individuals with ASD, with and without co- occurring intellectual disability. Autism Research.
Holingue, C., Poku, O., Pfeiffer, D., Murray, S., Fallin, M. D. (2021). Gastrointestinal concerns in children with autism spectrum disorder: A qualitative study of family experiences. Autism, 1-14.
Hong, J. S., Singh, V., Kalb, L., Reetzke, R., Ludwig, N., Pfeiffer, D., Holingue, C., Menon, D., Lu, Q., Ashkar, A., & Landa, R. (2022). Replication study of ADOS-2 for diagnosing autism spectrum disorder. Autism Research.
Horn, A.L., Roitsch, J., & Murphy, K. A. (2021). Constant time delay to teach reading to students with intellectual disability and autism: A review. International Journal of Developmental Disabilities, 1-11. doi: 10.1080/20473869.2021.1907138
Johnson, R. & Gohsman, M. (2023). Predictors for AAC clinical service provision: Closing the gap. American Journal of Speech-Language Pathology. doi: https://doi.org/23814764000300140072
Johnson, R.K., Mathews, J., Diawara, N., & Carroll, R. (2020). Statistical analysis of fNIRS Data: Consideration of spatial varying coefficient model of prefrontal cortex activity changes during speech motor learning in apraxia of speech. Frontiers in Applied Mathematics and Statistics. doi: https://doi.org/10.3389/fams.2020.00032
Johnson, R. K., Michalek, A., & Richels, C. (2019). Creating head space: Using spaced retrieval practice to teach cranial nerves to graduate SLP students. Teaching and Learning in Communication Sciences & Disorders, 3(2).
Johnson, R., & Prebor, J. (2019). Update on preservice training in augmentative and alternative communication for speech-language pathologists. American Journal of Speech-Language Pathology. 28(2), 536-549. doi: 10.1044/2018_AJSLP-18-0004
Kalb, L., Holingue, C., Pfeiffer, D., Reetzke, R., Dillon, E., Azad, G., Freedman, B., & Landa, R. (2021). Parental relationship status and age at autism spectrum disorder diagnosis of their child. Autism, 25(8), 2189-2198.
Kalb, L. G., Singh, V., Hong, J. S., Holingue, C., Ludwig, N. N., Pfeiffer, D., Reetzke, R., Gross, A., & Landa, R. (2022). Evaluation of racial and sex bias in the autism spectrum observation schedule: An item-response theory analysis. JAMA Network Open, 5(4): e229498.
Michalek, A. M. P., Raver, S. A., Richels, C., Murphy, K. A., & Alshammari, R. (2021). Using focused recasting and auditory bombardment to teach child-specific morphosyntactical skills to preschoolers who are deaf or hard of hearing. Deafness & Education International, 23(1), 43-63. doi:10.1080/14643154.2019.1627737
Murphy, K.A., & Diehm, E. (2020). Collecting words: A clinical example of a morphology-focused orthographic intervention. Language, Speech, and Hearing Services in Schools, 51(3), 544-560. doi: 10.1044/2020_LSHSS-19-00050 [invited]
Murphy, K.A., & Justice, L.M. (2019). Lexical-level predictors of reading comprehension in third grade: Is spelling a unique contributor? American Journal of Speech-Language Pathology, (28)4, 1597-1610. doi:10.1044/2019_AJSLP-18-0299
Murphy, K.A., Pentimonti, J.M., & Chow, J. (2023). Supporting children's language and literacy through collaborative shared book reading. Intervention in School and Clinic, 58(3), 155-163. doi: 10.1177/10534512221081218 [invited]
Murphy, K.A., Springle, A., Sultani, M., McIlraith, A., & Language and Reading Research Consortium (2022). Predicting language performance from narrative language samples. Journal of Speech, Language, and Hearing Research, 65(2), 775-784. doi: 10.1044/2021_JSLHR-21-00262
Pfeiffer, D., Feuerstein, J., Herman, D., & Landa, R. (2022). Early childhood providers’ perceptions of effective professional development components: A qualitative study. Infants & Young Children, 35(3), 248-263.
Pfeiffer, D. L., Feuerstein, J., & Landa, R. (2023). Speech-language pathologists’ perceptions of language and literacy instruction for pre-K children with developmental language disorder. Language, Speech, and Hearing Services in Schools.
Pfeiffer, D., Holingue, C., Dillon, E., Kalb, L., Reetzke, R., & Landa, R. (2021). Parental concerns of children with ASD by age: A qualitative analysis. Research in Autism Spectrum Disorders, 86(101817), 1-12.
Pfeiffer, D. L., & Landa, R. J. (2022). Assessing generalization during the early achievements for child care providers intervention: A pilot randomized controlled trial. Early Education and Development.
Pfeiffer, D. L., & Pavelko, S. L. (2023). Evidence-based guidance for alphabet knowledge across service delivery models. Perspectives of the ASHA Special Interest Groups.
Pfeiffer, D. L., Pavelko, S. L., & Bronaugh, D. (2022). Get out of your silo: A qualitative examination of an interprofessional undergraduate course. Perspectives of the ASHA Special Interest Groups.
Pfeiffer, D., Pavelko, S., Allen-Bronaugh, D., Dudding, C., & Timler, G. (2022). A practice-based interprofessional emergent writing intervention: Impacts on graduate students and preschoolers.Communication Sciences & Disorders, 6(1).
Pfeiffer, D. L., Pavelko, S. L., Hahs-Vaughn, D. L., & Dudding, C. C. (2019). A national survey of speech-language pathologists’ engagement in interprofessional collaborative practice in schools: Identifying predictive factors and barriers to implementation. Language, Speech, and Hearing Services in Schools, 50, 639-655.
Pfeiffer, D. L., Pavelko, S. L., & Ingram, S. (2018). Interprofessional education for preprofessional speech-language pathologists and general education teachers. EBP Briefs, 13(1), 1-10.
Dudding, C. C. & Pfeiffer, D. L. (2018). Clinical decision-making in speech-language pathology. Teaching and Learning in Communication Sciences & Disorders, 2(1), 1-11.
Puhlman, J., & Johnson, R.K. (2019). Survey of male college students’ perception and knowledge of speech-language pathology. Journal of Communication Disorders. 82, article 205936. doi:10.1016/j.jcomdis.2019.105936
Raymer, A.M., Roitsch, J., Redman, R., Michalek, A.M.P., & Johnson, R.K. (2018). Critical appraisal of systematic reviews of executive function treatments in TBI. Brain Injury, 32(13-14), 1601-1611. DOI: 10.1080/02699052.2018.1522671.
Raymer, A.M., Sandberg, H.M., Schwartz, K., Watson, G.S., & Ringleb, S.I. (2019). Treatment of auditory processing in noise in individuals with mild aphasia: Pilot study. Clinical Archives of Communication Disorders, 4(2), 1-7. doi:10.21849/cacd.2019.00087.
Reetzke, R., Singh, V., Hong, J. S., Holingue, C., Kalb, L. G., Ludwig, N. N., Menon, D., Pfeiffer, D. L., & Landa, R. J. (2022). Profiles and correlates of language and social communication differences among young autistic children. Frontiers in Psychology, 13.
Reetzke, R., Pfeiffer, D., Kalb, L., Holingue, C., Zetlmeisl, C., Hong. J. S., Landa, R. (2021). Informant (dis)agreement on ratings of challenging behaviors and social communication in preschool children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 64(7), 2766-2775.
Roitsch, J., Gumpert, M., Springle, A., & Raymer, A.M. (2020, epub). Writing instruction for students with learning disabilities: Quality appraisal of systematic reviews and meta-analyses. Reading and Writing Quarterly.doi:10.1080/10573569.2019.708221.
Roitsch, J.E., Murphy, K.A., & Raymer, A.M. (2020). Executive functions and clinical and academic outcomes in speech-language pathology graduate students. Perspectives of the ASHA Special Interest Groups, 5, 1221-1230. doi: 10.1044/2020_PERSP-19-00143 Roitsch, J., Murphy, K.A., & Raymer, A.M. (2020). Executive functions and clinical and academic outcomes in speech-language pathology graduate students. Perspectives of the ASHA Special Interest Groups, 5(5), 1221-1230. doi: 10.1044/2020_PERSP-19-00143
Roitsch, J., Prebor, J., & Raymer, A.M. (2021). Cognitive assessments for patients with neurologic conditions: A preliminary survey of speech-language pathology practice patterns. American Journal of Speech-Language Pathology, 30, 2263-2274.
Roitsch, J., Redman, R., Michalek, A.M.P., Johnson, R.K., & Raymer, A.M. (2019). Quality appraisal of systematic reviews for behavioral treatments of attention disorders in traumatic brain injury. Journal of Head Trauma Rehabilitation, 34(4), E42-E50. doi: 10.1097/HTR.00000000000444.
Roitsch, J., Walker, M.L., & Raymer, A.M. (2021). Executive functions and student academic during physical therapist education: An exploratory study. Journal of Allied Health, 50(4), e107-e114. 69. Patterson, J.P., & Raymer, A.M. (2022). Applying critical appraisal tools in aphasia systematic reviews. American Journal of Speech-Language Pathology, 31 (5S), 2291-2300. doi: 10.1044/2022_AJSLP-21-00288
Springle, A.P., Breeden, A., & Raymer, A.M. (2020). Speech intervention effects in childhood apraxia of speech: Quality appraisal of systematic reviews. Perspectives of the ASHA Special Interest Groups, 5, 646-653.
Springle, A.P., Pfeiffer, D.L., & Gillis, C. (2023). Enriching pre-clinical education with near-peer learning experiences. Teaching and Learning in Communication Sciences & Disorders, 7(2).
Oxford Handbook of Aphasia and Language Disorders. New York: Oxford University Press. Raymer, A.M., & Rothi, L.J.G. (Eds.) (2017).
Azad, G., Holingue, C., Pfeiffer, D., Dillon, E., Reetzke, R., Kalb, L., Menon, D., Hong., J., & Landa, R. (2021). The influence of race on parental beliefs and concerns during an autism diagnosis: A mixed methods analysis. Autism, 1-12.
Crosson, B., Rodriguez, A.D., Copland, D.A., Fridriksson, J., Krishnamurthy, L.C., Meinzer, M., Raymer, A.M., Krishnamurthy, V., & Leff, A.P. (2019). Neuroplasticity and aphasia treatments: New approaches for an old problem. Journal of Neurology, Neurosurgery, & Psychiatry, 90 (10), 1147-1155.doi: 10.1136/jnnp-2018-319649.
Davis, E., Wolfe, J., Murdock, R., Lopez, M., & Murphy, K.A. (2019). The utilization of internal and external memory strategies in evidence-based practice. Evidence-Based Practice Briefs, 14(1), 1-10.
Gohsman, M. & Johnson, R. (2023). Reported barriers to augmentative and alternative communication service delivery and post-professional learning preferences among speech-language pathologists. American Journal of Speech-Language Pathology. doi: https://doi.org/10.1044/2023_AJSLP-22-00036
Holingue, C., Pfeiffer, D., Ludwig, N. N., Reetzke, R., Hong, J. S., Kalb, L. G., & Landa, R. (2023). Prevalence of gastrointestinal symptoms among individuals with ASD, with and without co- occurring intellectual disability. Autism Research.
Holingue, C., Poku, O., Pfeiffer, D., Murray, S., Fallin, M. D. (2021). Gastrointestinal concerns in children with autism spectrum disorder: A qualitative study of family experiences. Autism, 1-14.
Hong, J. S., Singh, V., Kalb, L., Reetzke, R., Ludwig, N., Pfeiffer, D., Holingue, C., Menon, D., Lu, Q., Ashkar, A., & Landa, R. (2022). Replication study of ADOS-2 for diagnosing autism spectrum disorder. Autism Research.
Horn, A.L., Roitsch, J., & Murphy, K. A. (2021). Constant time delay to teach reading to students with intellectual disability and autism: A review. International Journal of Developmental Disabilities, 1-11. doi: 10.1080/20473869.2021.1907138
Johnson, R. & Gohsman, M. (2023). Predictors for AAC clinical service provision: Closing the gap. American Journal of Speech-Language Pathology. doi: https://doi.org/23814764000300140072
Johnson, R.K., Mathews, J., Diawara, N., & Carroll, R. (2020). Statistical analysis of fNIRS Data: Consideration of spatial varying coefficient model of prefrontal cortex activity changes during speech motor learning in apraxia of speech. Frontiers in Applied Mathematics and Statistics. doi: https://doi.org/10.3389/fams.2020.00032
Johnson, R. K., Michalek, A., & Richels, C. (2019). Creating head space: Using spaced retrieval practice to teach cranial nerves to graduate SLP students. Teaching and Learning in Communication Sciences & Disorders, 3(2).
Johnson, R., & Prebor, J. (2019). Update on preservice training in augmentative and alternative communication for speech-language pathologists. American Journal of Speech-Language Pathology. 28(2), 536-549. doi: 10.1044/2018_AJSLP-18-0004
Kalb, L., Holingue, C., Pfeiffer, D., Reetzke, R., Dillon, E., Azad, G., Freedman, B., & Landa, R. (2021). Parental relationship status and age at autism spectrum disorder diagnosis of their child. Autism, 25(8), 2189-2198.
Kalb, L. G., Singh, V., Hong, J. S., Holingue, C., Ludwig, N. N., Pfeiffer, D., Reetzke, R., Gross, A., & Landa, R. (2022). Evaluation of racial and sex bias in the autism spectrum observation schedule: An item-response theory analysis. JAMA Network Open, 5(4): e229498.
Michalek, A. M. P., Raver, S. A., Richels, C., Murphy, K. A., & Alshammari, R. (2021). Using focused recasting and auditory bombardment to teach child-specific morphosyntactical skills to preschoolers who are deaf or hard of hearing. Deafness & Education International, 23(1), 43-63. doi:10.1080/14643154.2019.1627737
Murphy, K.A., & Diehm, E. (2020). Collecting words: A clinical example of a morphology-focused orthographic intervention. Language, Speech, and Hearing Services in Schools, 51(3), 544-560. doi: 10.1044/2020_LSHSS-19-00050 [invited]
Murphy, K.A., & Justice, L.M. (2019). Lexical-level predictors of reading comprehension in third grade: Is spelling a unique contributor? American Journal of Speech-Language Pathology, (28)4, 1597-1610. doi:10.1044/2019_AJSLP-18-0299
Murphy, K.A., Pentimonti, J.M., & Chow, J. (2023). Supporting children's language and literacy through collaborative shared book reading. Intervention in School and Clinic, 58(3), 155-163. doi: 10.1177/10534512221081218 [invited]
Murphy, K.A., Springle, A., Sultani, M., McIlraith, A., & Language and Reading Research Consortium (2022). Predicting language performance from narrative language samples. Journal of Speech, Language, and Hearing Research, 65(2), 775-784. doi: 10.1044/2021_JSLHR-21-00262
Pfeiffer, D., Feuerstein, J., Herman, D., & Landa, R. (2022). Early childhood providers’ perceptions of effective professional development components: A qualitative study. Infants & Young Children, 35(3), 248-263.
Pfeiffer, D. L., Feuerstein, J., & Landa, R. (2023). Speech-language pathologists’ perceptions of language and literacy instruction for pre-K children with developmental language disorder. Language, Speech, and Hearing Services in Schools.
Pfeiffer, D., Holingue, C., Dillon, E., Kalb, L., Reetzke, R., & Landa, R. (2021). Parental concerns of children with ASD by age: A qualitative analysis. Research in Autism Spectrum Disorders, 86(101817), 1-12.
Pfeiffer, D. L., & Landa, R. J. (2022). Assessing generalization during the early achievements for child care providers intervention: A pilot randomized controlled trial. Early Education and Development.
Pfeiffer, D. L., & Pavelko, S. L. (2023). Evidence-based guidance for alphabet knowledge across service delivery models. Perspectives of the ASHA Special Interest Groups.
Pfeiffer, D. L., Pavelko, S. L., & Bronaugh, D. (2022). Get out of your silo: A qualitative examination of an interprofessional undergraduate course. Perspectives of the ASHA Special Interest Groups.
Pfeiffer, D., Pavelko, S., Allen-Bronaugh, D., Dudding, C., & Timler, G. (2022). A practice-based interprofessional emergent writing intervention: Impacts on graduate students and preschoolers.Communication Sciences & Disorders, 6(1).
Pfeiffer, D. L., Pavelko, S. L., Hahs-Vaughn, D. L., & Dudding, C. C. (2019). A national survey of speech-language pathologists’ engagement in interprofessional collaborative practice in schools: Identifying predictive factors and barriers to implementation. Language, Speech, and Hearing Services in Schools, 50, 639-655.
Pfeiffer, D. L., Pavelko, S. L., & Ingram, S. (2018). Interprofessional education for preprofessional speech-language pathologists and general education teachers. EBP Briefs, 13(1), 1-10.
Dudding, C. C. & Pfeiffer, D. L. (2018). Clinical decision-making in speech-language pathology. Teaching and Learning in Communication Sciences & Disorders, 2(1), 1-11.
Puhlman, J., & Johnson, R.K. (2019). Survey of male college students’ perception and knowledge of speech-language pathology. Journal of Communication Disorders. 82, article 205936. doi:10.1016/j.jcomdis.2019.105936
Raymer, A.M., Roitsch, J., Redman, R., Michalek, A.M.P., & Johnson, R.K. (2018). Critical appraisal of systematic reviews of executive function treatments in TBI. Brain Injury, 32(13-14), 1601-1611. DOI: 10.1080/02699052.2018.1522671.
Raymer, A.M., Sandberg, H.M., Schwartz, K., Watson, G.S., & Ringleb, S.I. (2019). Treatment of auditory processing in noise in individuals with mild aphasia: Pilot study. Clinical Archives of Communication Disorders, 4(2), 1-7. doi:10.21849/cacd.2019.00087.
Reetzke, R., Singh, V., Hong, J. S., Holingue, C., Kalb, L. G., Ludwig, N. N., Menon, D., Pfeiffer, D. L., & Landa, R. J. (2022). Profiles and correlates of language and social communication differences among young autistic children. Frontiers in Psychology, 13.
Reetzke, R., Pfeiffer, D., Kalb, L., Holingue, C., Zetlmeisl, C., Hong. J. S., Landa, R. (2021). Informant (dis)agreement on ratings of challenging behaviors and social communication in preschool children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 64(7), 2766-2775.
Roitsch, J., Gumpert, M., Springle, A., & Raymer, A.M. (2020, epub). Writing instruction for students with learning disabilities: Quality appraisal of systematic reviews and meta-analyses. Reading and Writing Quarterly.doi:10.1080/10573569.2019.708221.
Roitsch, J.E., Murphy, K.A., & Raymer, A.M. (2020). Executive functions and clinical and academic outcomes in speech-language pathology graduate students. Perspectives of the ASHA Special Interest Groups, 5, 1221-1230. doi: 10.1044/2020_PERSP-19-00143 Roitsch, J., Murphy, K.A., & Raymer, A.M. (2020). Executive functions and clinical and academic outcomes in speech-language pathology graduate students. Perspectives of the ASHA Special Interest Groups, 5(5), 1221-1230. doi: 10.1044/2020_PERSP-19-00143
Roitsch, J., Prebor, J., & Raymer, A.M. (2021). Cognitive assessments for patients with neurologic conditions: A preliminary survey of speech-language pathology practice patterns. American Journal of Speech-Language Pathology, 30, 2263-2274.
Roitsch, J., Redman, R., Michalek, A.M.P., Johnson, R.K., & Raymer, A.M. (2019). Quality appraisal of systematic reviews for behavioral treatments of attention disorders in traumatic brain injury. Journal of Head Trauma Rehabilitation, 34(4), E42-E50. doi: 10.1097/HTR.00000000000444.
Roitsch, J., Walker, M.L., & Raymer, A.M. (2021). Executive functions and student academic during physical therapist education: An exploratory study. Journal of Allied Health, 50(4), e107-e114. 69. Patterson, J.P., & Raymer, A.M. (2022). Applying critical appraisal tools in aphasia systematic reviews. American Journal of Speech-Language Pathology, 31 (5S), 2291-2300. doi: 10.1044/2022_AJSLP-21-00288
Springle, A.P., Breeden, A., & Raymer, A.M. (2020). Speech intervention effects in childhood apraxia of speech: Quality appraisal of systematic reviews. Perspectives of the ASHA Special Interest Groups, 5, 646-653.
Springle, A.P., Pfeiffer, D.L., & Gillis, C. (2023). Enriching pre-clinical education with near-peer learning experiences. Teaching and Learning in Communication Sciences & Disorders, 7(2).
Accreditation
|
Faculty |
Research Interests |
|---|---|
|
Influence of principles of motor learning and motivation factors on patient outcomes in speech rehabilitation for neurogenic communication disorders; using functional near-infrared spectroscopy (fNIRS) to measure cortical activity following brain injury; augmentative and alternative communication. |
|
| Kimberly Murphy, Ph.D. | Child language disorders; connections between language and literacy; early identification of children at risk for literacy difficulties; intervention for language and literature disorders; evidence-based practice in speech-language pathology. |
| Danika Pfeiffer, Ph.D. | Enhancing children's early language and literacy skills through collaborative school-based partnerships, including providing educators with interprofessional training at the preservice and in-service levels. |
|
Influence of principles of neuroplasticity to optimize rehabilitation outcomes in neurologic communication disorders; auditory processing in challenging listening conditions; evidence-based practice in speech-language pathology. |
|
| Victoria Reynolds | Voice and voice disorders: assessment practices in pediatric dysphonia, voice and voice disorders in preterm children and children with asthma and allergy, as well as their impact on wellbeing and educational success, and occupational voice use and vocoergonomics. |
|
Investigation of preschool speech and language development in children who stutter and children who are deaf or hard of hearing. |