Publications

Peer Reviewed (*Denotes student author)

*Elmquist, M., Finestack, L. H., *Kriese, A., Lease, E., & McConnell, S. (2020). Parent Education to Improve Early Language Development: A Preliminary Evaluation of LENA Start™, Journal of Child Language, 1-29. (DOI: https://doi.org/10.1017/S0305000920000458Free PDF

*Huang, T. & Finestack, L. H. (2020). Comparing Morphosyntactic Profiles of Children with Developmental Language Disorder or Language Disorder associated with Autism Spectrum Disorder. American Journal of Speech Language Pathology, 29 (2), 714-731. (https://doi.org/10.1044/2019_AJSLP-19-00207) Free PDF

Finestack, L. H.*Rohwer, B. L., *Hilliard, L., & Abbeduto, L. A. (2020). Using Computerized Language Analysis (CLAN) to Evaluate Grammatical Skills. Language, Speech, and Hearing in Schools, 51(2), 184-204. (https://doi.org/10.1044/2019_LSHSS-19-00032) Free PDF

McGregor, K. K., Goffman, L., Van Horne, A., Hogan, T., & Finestack, L. H. (2020). Developmental Language Disorder: Applications for Advocacy, Research, and Clinical Service. SIG 1 Language Learning and Education Perspectives of the ASHA Special Interest Groups, 5 (1), 38-46. (https://doi.org/10.1044/2019_PERSP-19-00083Free PDF

*Payesteh, B. & Finestack, L. H. (2020). Influences of Language Input and Production on the Language Skills of Persian-English Bilingual Immersion Preschool Children. Journal of Immersion and Content-Based Language Education, 8 (1), 80-106(DOI: https://doi.org/10.1075/jicb.18032.pay)

*Bangert, K. & Finestack, L. H. (2020). Linguistic Maze Production by Children and Adolescents with ADHD. Journal of Speech, Language, and Hearing Research, 63(1), 274-285. (https://doi.org/10.1044/2019_JSLHR-19-00187) Free PDF

Peter B., Potter N., Davis J., Donenfeld-Peled, I., Finestack, L. H., Stoel-Gammon, C., Lien, K., Vose, C., Eng, L., Yokoyama, H., Olds, D., & VanDam, M. Toward a paradigm shift from deficit-based to proactive speech and language treatment: Randomized pilot trial of the Babble Boot Camp in infants with classic galactosemia [version 2; peer review: 2 approved with reservations]. F1000Research 2019, 8:271 (https://doi.org/10.12688/f1000research.18062.2)

Finestack, L. H., *Engman, J., *Huang, T., *Bangert, K. J., & *Bader, K. (2019). Evaluation of a Combined Explicit-Implicit Approach to Teach Grammatical Forms to Children with Grammatical Weaknesses. American Journal of Speech Language Pathology, 1-17. (https://doi.org/10.1044/2019_AJSLP-19-0056Free PDF

*Julien, H. M., Finestack, L. H.1, 4, & Reichle, J. (2019). Requests for Communication Repair Produced by Typically-Developing Preschool-Age Children. Journal of Speech, Language, and Hearing Research, 1-16. (https://doi.org/10.1044/2019_JSLHR-L-18-0402Free PDF

*Bangert, K. J., *Halverson, D. & Finestack, L. H. (2019). Evaluation of an Explicit Intervention to Teach Grammatical Forms to Children with Low-Symptom Severity Autism Spectrum Disorder. American Journal of Speech Language Pathology, 28(2), 650-663. (https://doi.org/10.1044/2018_AJSLP-18-0016Free PDF

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. (https://doi.org/10.1044/2018_JSLHR-L-17-0339Free 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), 1329-1352. (https://doi.org/10.1044/2018_AJSLP-17-0168Free PDF

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. (https://doi.org/10.1352/1944-7558-122.4.310) Free 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. (https://doi.org/10.1044/2014_JSLHR-L-14-0093)  Free 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. (https://doi.org/10.1044/2013_JSLHR-L-12-0408Free 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. (doi: 10.1017/S0305000912000207Free 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)) Free 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. (https://doi.org/10.1044/1092-4388(2010/09-0125)Free 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. (https://doi.org/10.1044/1092-4388(2009/08-0225)Free 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. (https://doi.org/10.1044/1058-0360(2009/08-0041)Free 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. (10.1097/WNR.0b013e32832e9c97Free 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. (10.1097/tld.0b013e3181a72016Free 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. (https://doi.org/10.1044/1092-4388(2008/033)Free 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. (https://doi.org/10.1016/j.jcomdis.2005.12.003Free 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. (https://doi.org/10.1044/1092-4388(2006/039)Free 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. (https://doi.org/10.1044/1058-0360(2003/048)Free PDF

 

Books 

Wilkinson, K. & Finestack, L. H. (2020). Multimodal AAC for Individuals with Down Syndrome. Brookes Publishing Co.

 

Chapters & Papers

Finestack, L. H. & *Rowher, B. (2020). Language Development of School-Age Children and Adolescents with Down Syndrome and Pertinent Interventions That Integrate AAC. In K. Wilkinson and L. H. Finestack (Eds.), Multimodal AAC for Individuals with Down Syndrome. Brookes Publishing Co.

Finestack., L. H. & Brown, J. A. (2020). Communication Intervention Principles and Procedures. In R. Paul and E. Schoen Simmons (Eds.), Introduction to Clinical Methods in Communication Disorders, 4th Edition. Brookes Publishing Co.

Finestack, L. H. & Betz, K. (2019). Applying evidence to clinical practice. In M. W. Hudson and M. DeRuiter (Eds.), Professional Issues in Speech-Language Pathology and Audiology, 5th Edition. San Diego: Plural.

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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