Our Publications
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Evaluating two different dose frequencies and cumulative intervention intensities to improve past tense production for early school-aged children with developmental language disorder
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
The Efficacy of an Explicit Intervention Approach to Improve Past Tense Marking for Early School-Age Children With Developmental Language Disorder
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
A profile of expressive inflectional morphology in early school-age children with developmental language disorder
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
Explicit grammar intervention in young school-aged children with developmental language disorder: An efficacy study using single-case experimental design
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
Combining implicit and explicit intervention approaches to target grammar in young children with Developmental Language Disorder
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
Evaluating Two Different Dose Frequencies and Cumulative Intervention Intensities to Improve Past Tense Production.
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
Improving practice through clinical research.
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.
A profile of expressive inflectional morphology in early school-age children with developmental language disorder.
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
The efficacy of an explicit intervention approach to improve grammar for early school-aged children with DLD.
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
Explicit grammar intervention in young school-aged children with Developmental Language Disorder.
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
Combining implicit and explicit intervention approaches to target grammar.
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 & Therapy, 34 (2), 171-189. https://doi.org/10.1177/0265659017735392
Language Sample Analysis: a powerful tool in the school setting
Calder, S., Stirling, C., Glisson, L., Goerke, A., Kilpatrick, T., Koch, L., Taylor, A., Wells, R., & Claessen, M. (2017). Language sample analysis: A powerful tool in the school setting. Journal of Clinical Practice in Speech-Language Pathology, 19(2), 66-71. Copyright ©2022 The Speech Pathology Association of Australia Limited.