Publications

Peer Reviewed

*Julien, H. M., Finestack, L. H., & Reichle, J. (accepted). Requests for Communication Repair Produced by Typically-Developing Preschool-Age Children.Journal of Speech, Language, and Hearing Research.

*Bangert, K. J., *Halverson, D. & Finestack, L. H. (accepted). Evaluation of an Explicit Intervention to Teach Grammatical Forms to Children with Low-Symptom Severity Autism Spectrum Disorder.American Journal of Speech Language Pathology.

Finestack, L. H. (2018). Evaluation of an Explicit Intervention to Teach Novel Grammatical Forms to Children with Developmental Language Disorder.Journal of Speech, Language, and Hearing Research, 61 (8), 2062-2075. PDF

Finestack, L. H. & *Satterlund, K. E. (2018). Current practice of child grammar intervention: A survey of speech-language pathologists.American Journal of Speech Language Pathology, 27 (4), 1329-1352PDF

Finestack, L. H. *O’Brien, K. H., *Hyppa Martin, J., & *Lyrek, K. A. (2017). The evaluation of a personal narrative language intervention for school-age children with Down syndrome. American Journal on Intellectual and Developmental Disabilities, 122(4), 310-332. PDF

Finestack, L. H., Payesteh, B., Rentmeester Disher, J. & Julien, H. M. (2015). Reporting child language sampling procedures. Journal of Speech, Language, and Hearing Research, 57(6), 2274-2279.  PDF

Finestack, L. H.(2014). Language learning of children with typical development using a deductive metalinguistic procedure, Journal of Speech, Language, and Hearing Research, 57(2), 509-523.  PDF

Finestack, L. H., Sterling, A. M., & Abbeduto, L. (2012). Discriminating Down syndrome from fragile X syndrome based on language ability. Journal of Child Language, 40(1), 244-265. PDF

Finestack, L. H., Palmer, M., & Abbeduto, L. (2012). Macrostructural narrative language of adolescents and young adults with Down syndrome or fragile X syndrome. American Journal of Speech Language Pathology, 21, 29-46. doi:10.1044/1058-0360(2011/10-0095) PDF

Finestack, L. H., & Abbeduto, L. (2010). Expressive language profiles of verbally expressive adolescents and young adults with Down syndrome or fragile X syndrome. Journal of Speech, Language, and Hearing Research, 53, 1334-1348. doi:10.1044/1092-4388(2010/09-0125) PDF

Fey, M. E., Finestack, L. H., Gajewski, B. J., Popescu, M., & Lewine, J. D. (2010). A preliminary evaluation of Fast-ForWord Language as an adjuvant to conventional language intervention. Journal of Speech, Language, and Hearing Research, 53, 430-449. doi:10.1044/1092-4388(2009/08-0225) PDF

Finestack, L. H., & Fey, M. E. (2009). Evaluation of a deductive approach to teach grammatical inflections to children with language impairment. American Journal of Speech-Language Pathology, 18, 1-14. doi:10.1044/1058-0360(2009/08-0041) PDF

Popescu, M., Fey, M. E., Lewine, J. D. Finestack, L. H., & Popescu, E. A. (2009).  N400 responses of children with primary language disorder: Intervention effects. NeuroReport, 20, 1104-1108. PDF

Finestack, L. H., Richmond, E. K., & Abbeduto, L. J. (2009). Language development in individuals with fragile X syndrome. Topics in Language Disorders, 29(2), 133-148. PDF

Warren, S. F., Fey, M. E., Finestack, L. H., Brady, N. C., Bredin-Oja, S. L., & Fleming, K. K. (2008). A randomized trial of longitudinal effects of low-intensity responsivity education/prelinguistic milieu teaching, Journal of Speech, Language, and Hearing Research, 51(2), 451-470. doi:10.1044/1092-4388(2008/033) PDF

Finestack, L. H., Fey, M. E., Catts, H. W. (2006). Pronominal reference skills of second and fourth grade children with language impairment. Journal of Communication Disorders, 39, 232-248. PDF

Fey, M. E., Warren, S. F., Brady, N., Finestack, L. H., Bredin-Oja, S. L., Fairchild, M. L., Sokol, S. B., & Yoder, P. J. (2006). Early effects of prelinguistic milieu teaching and responsivity education for children with developmental delays and their parents. Journal of Speech, Language, and Hearing Research, 49, 526-547. doi:10.1044/1092-4388(2006/039) PDF

Fey, M. E., Long, S. H., & Finestack, L. H., (2003). Ten principles of grammar facilitation for children with specific language impairment. American Journal of Speech-Language Pathology, 12, 3-15. doi:10.1044/1058-0360(2003/048) PDF

 

Chapters & Papers

Finestack, L. H. & Fey, M. E. (2017). Translation and implementation research in the development of evidence-based child language intervention. In R. G. Schwartz (Ed.), Handbook of Child Language Disorders, 2nd Edition. New York: Psychology Press.

Finestack, L. H.(2015). Vocabulary, grammar, and syntactic language profiles of adolescents with Down syndrome and relevant interventions. In R. H. Bahr & E. R. Silliman (Eds.), Handbook of Communication Disorders. Taylor and Francis.

DeRuiter, M. & Finestack, L. H., (2014). Clinical practice research: Savvy or suicide for an assistant professor?, Access Academic and Research E-newsletter. 

Finestack, L. H., & Fey, M. E. (2013). Evidence-based Language Intervention Approaches for Young Late Talkers, In L. A. Rescorla & P. S. Dale (Eds.), Late Talkers: Language Development, Interventions, and Outcomes. Baltimore: Brookes Publishing.

Finestack, L. H. (2012). Five principles to consider when providing narrative language intervention to children and adolescents with developmental disabilities. Perspectives on Language Learning and Education,19, 147-154; doi:10.1044/lle19.4.147. PDF

Fey, M. E., & Finestack, L. H. (2009). Research and development in children’s language intervention: A 5-phase model. In R. G. Schwartz (Ed.), Handbook of Child Language Disorders. New York: Psychology Press.

Finestack, L. H., Fey, M. E., Sokol, S. B., Ambrose, S. & Swanson, L. A. (2006). Fostering narrative and grammatical skills with “syntax stories.” In A. van Kleeck (Ed.), Sharing Books and Stories to Promote Language Literacy (pp.319-346). San Diego: Plural Publishing.

Warren, S. F., Bredin-Oja, S. L., Fairchild, M., Finestack, L. H., Fey, M. E., & Brady, N. C. (2006). Responsivity education/prelinguistic milieu teaching. In R.J. McCauley & M.E. Fey (Eds.) Treatment of Language Disorders in Children (pp. 47-75). Baltimore: Brookes Publishing.

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