13 research outputs found
Reliability, Validity, and Clinical Utility of the Dominic Interactive for Adolescents–Revised
Full text linkPublishing Single-Case Research Design Studies That Do Not Demonstrate Experimental Control
Full text linkMeasurement-based Care as a Practice Improvement Tool: Clinical and Organizational Applications in Youth Mental Health
Full text linkIntensifying English Vocabulary Instruction for English Language Learners
Full text linkEnglish vocabulary development is a key component of language and literacy development for English language learners (ELLs) living in the United States. With the increase in the number of speech-language pathologists (SLPs) with ELLs on their caseloads, it has become increasingly important for SLPs to be able to facilitate vocabulary growth in ELLs. To assist SLPs working with ELLs in schools, the present paper provides an overview of strategies to enhance English vocabulary instruction for ELLs, drawing on evidence from research with both monolingual and bilingual students. Strategies included are: leveraging the native language, teaching comprehension monitoring, embedding instruction in reading, building morphological awareness, and collaborating with classroom teachers. Specific, effective vocabulary instruction protocols are also briefly overviewed
Key Elements of a Successful Multi-System Collaboration for School-Based Mental Health: In-Depth Interviews with District and Agency Administrators
Full text linkBuilding and Sustaining School-University Partnerships in Rural Settings: One Approach for Improving Special Education Service Delivery
Full text linkPractitioner characteristics and organizational contexts as essential elements in the evidence-based practice versus cultural competence debate
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Practice-Based Evidence for Children and Adolescents: Advancing the Research Agenda in Schools
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