Calder, S. D., Claessen, M., Leitão, S., & Ebbels, S. (2021). Evaluating two different dose frequencies and cumulative intervention intensities to improve past tense production for early school‐aged children with developmental language disorder. International Journal of Language & Communication Disorders, 56(6), 1278-1295. https://doi.org/10.1111/1460-6984.12667

Calder, S. D., Claessen, M., Ebbels, S., & Leitao, S. (2021). The efficacy of an explicit intervention approach to improve past tense marking for early school-age children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 64(1), 91-104. https://doi.org/10.1044/2020_JSLHR-20-00132

Calder, S. D., Claessen, M., Leitão, S., & Ebbels, S. (2022). A profile of expressive inflectional morphology in early school-age children with developmental language disorder. Clinical Linguistics & Phonetics, 36(4-5), 341-358. https://doi.org/10.1080/02699206.2021.1931454

Calder, S. D., Claessen, M., Ebbels, S., & Leitão, S. (2020). Explicit grammar intervention in young school-aged children with developmental language disorder: An efficacy study using single-case experimental design. Language, Speech, and Hearing Services in Schools, 51(2), 298-316. https://doi.org/10.23641/asha.11958771

Calder, S. D., Claessen, M., & Leitão, S. (2018). Combining implicit and explicit intervention approaches to target grammar in young children with developmental language disorder. Child Language Teaching and Therapy, 34(2), 171-189. https://doi.org/10.1177/0265659017735392

Calder, S.D., Claessen, M., Leitão, S., & Ebbels, S. (2021). Evaluating Two Different Dose Frequencies and Cumulative Intervention Intensities to Improve Past Tense Production for Early School-Aged Children with Developmental Language Disorder. International Journal of Language and Communication Disorders. https://doi.org/10.1111/1460-6984.12667

Calder, S. D., Claessen, M., & Leitão, S. (2021). Improving practice through clinical research: Using single case experimental design to answer a clinical question. Journal of Clinical Practice in Speech-Language Pathology.

Calder, S. D., Claessen, M., Leitão, S., & Ebbels, S. (2021). A profile of expressive inflectional morphology in early school-age children with developmental language disorder. Clinical Linguistics & Phonetics, 1-18. https://doi.org/10.1080/02699206.2021.1931454

Jackson, E., Leitão, S., Claessen, M. & Boyes, M. E. (2021) Word learning and verbal working memory in children with developmental language disorder, Autism and Developmental Language Impairments, Early on-line. https://doi.org/10.1177/23969415211004109

Calder, S. D., Claessen, M., Ebbels, S., & Leitão, S. (2021). The efficacy of an explicit intervention approach to improve grammar for early school-aged children with DLD. Journal of Speech, Language, and Hearing Research, 64(1), 91-104. https://doi.org/10.1044/2020_JSLHR-20-00132

Boyes, M. E., Leitão, S., Claessen, M., Dzidic, P., Badcock, N. A., & Nayton, M. (2021). Piloting ‘Clever Kids’: A randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia. British Journal of Educational Psychology, 91(3), 950-971.

Jackson, E., Leitão, S., Claessen, M., & Boyes, M. (2020). Working, Declarative, and Procedural Memory in Children with Developmental Language Disorder. Journal of Speech, Language, and Hearing Research, 63(12), 4162-4178. https://doi.org/10.1044/2020_JSLHR-20-00135

Boyes, M. E., Leitão, S., Claessen, M., Badcock, N., & Nayton, M. (2020) Correlates of externalising and internalising problems in children with dyslexia: An analysis of data from clinical casefiles, Australian Psychologist, 55(1) 62-72, https://doi.org/10.1111/ap.12409

Claessen, M., Tucker, M., Dawes, E. & Leitão, S. (2020) The Information Score as a Measure of Oral Discourse Comprehension in the Early School Years, International Journal of Speech-Language Pathology. 22(3), 338-346. https://doi.org/10.1080/17549507.2020.1745888

Calder, S., D., Claessen, M., Ebbels, S., & Leitão, S. (2020). Explicit grammar intervention in young school-aged children with Developmental Language Disorder: An efficacy study using single-case experimental design. Language, Speech, and Hearing Services in Schools, 51(2), 298-316. https://doi.org/10.1044/2019_LSHSS-19-00060

Claessen, M., Dzidic, P., Leitão, S., Nayton, M., & Boyes, M. E. (2020). Exploring the impact of living with dyslexia: The perspectives of educators, Australian Journal of Learning Difficulties, 25 (1) 51-64. https://doi.org/10.1080/19404158.2020.1734952

Hill, E., Claessen, M., Whitworth, A., & Boyes, M. (2020). Profiling variability and development of spoken discourse in mainstream adolescents. Clinical Linguistics & Phonetics, 1-21. https://doi.org/10.1080/02699206.2020.1731607

Jackson, E., Leitão, S., Claessen, M. & Boyes, M. E. (2019) The evaluation of word learning abilities in people with developmental language disorder: A scoping review, impairment International Journal of Language and Communication Disorders, 54 (5), 742-755. https://doi.org/10.1111/1460-6984.12490

Dawes, E. Leitão, S., Claessen, M. (2019) Oral literal and inferential narrative comprehension in young typically developing children and children with developmental language disorder, International Journal of Speech-Language Pathology. 21 (3), 275-285. https://doi.org/10.1080/17549507.2019.1604803

Glisson, L., Claessen, M., & Leitão, S. (2019) The efficacy of a small-group oral narrative intervention for mainstream school-aged children with narrative difficulty, Australian Journal of Learning Difficulties, 24 (1), 1-20. https://doi.org/10.1080/19404158.2019.1596138