Our Publications
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Language, literacy, and mental health: Current progress
Leitão, S., Wilmot, A., Vanluydt, E., McArthur, G., Hill, L., Jackson, E., & Boyes, M. (2024). Language, literacy, and mental health: Current progress. LDA Bulletin, 56(2), 6-8.
Effective intervention for expressive grammar in children with specific language impairment
Smith‐Lock, K. M., Leitao, S., Lambert, L., & Nickels, L. (2013). Effective intervention for expressive grammar in children with specific language impairment. International Journal of Language & Communication Disorders, 48(3), 265-282. https://doi.org/10.1111/1460-6984.12003
Daily or weekly? The role of treatment frequency in the effectiveness of grammar treatment for children with specific language impairment
Smith-Lock, K., Leitão, S., Lambert, L., Prior, P., Dunn, A., Cronje, J., ... & Nickels, L. (2013). Daily or weekly? The role of treatment frequency in the effectiveness of grammar treatment for children with specific language impairment. International Journal of Speech-Language Pathology, 15(3), 255-267. https://doi.org/10.3109/17549507.2013.777851
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 Effectiveness of Two Grammar Treatment Procedures for Children With SLI: A Randomized Clinical Trial
Smith-Lock, K. M., Leitão, S., Prior, P., & Nickels, L. (2015). The effectiveness of two grammar treatment procedures for children with SLI: A randomized clinical trial. Language, speech, and hearing services in schools, 46(4), 312-324. https://doi.org/10.1044/2015_LSHSS-14-0041
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
A Novel Vocabulary Intervention for Poor Comprehenders: A single case study.
Kelso, K., Whitworth, A., & Leitão, S. (2022b). A Novel Vocabulary Intervention for Poor Comprehenders: A single case study. Journal of Clinical Practice in Speech-Language Pathology. 24(1), 36-43. Copyright ©2022 The Speech Pathology Association of Australia Limited.
Higher-level language strategy-based intervention for poor comprehenders.
Kelso, K., Whitworth A., & Leitão, S. (2022). Higher-level language strategy-based intervention for poor comprehenders: A pilot single case experimental design. Child Language, Teaching and Therapy. pp.1-15. https://doi.org/10.1177/02656590211071003
Profiles of Oral and Reading Comprehension in Poor Comprehenders.
Kelso, K., Whitworth, A. & Leitão, S. (2021). Profiles of Oral and Reading Comprehension in Poor Comprehenders. Reading & Writing Quarterly. Epub ahead of print 29 Oct 2021: Copyright © 2022 Taylor & Francis Group 1-18. https://doi.org/10.1080/10573569.2021.1982432
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
Oral and written communication skills of adolescents with PAE.
Kippin, N. R., Leitão, S., Watkins, R., & Finlay-Jones, A. (2021). Oral and written communication skills of adolescents with prenatal alcohol exposure (PAE) compared with those with no/low PAE: A systematic review. International Journal of Language & Communication Disorders.
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
Assessing poor comprehenders.
Kelso, K., Whitworth, A, & Leitão, S. (2021) Assessing poor comprehenders: A guide for teachers, Learning Disabilities Australia Bulletin 53, 22-25.
Word learning and verbal working memory in children with developmental language disorder.
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
Book Chapter: Language and Literacy in the context of early life adversity.
Snow, P., Leitão, S. & Kippin, N. (2020). Language and Literacy in the context of early life adversity. In J. S. Damico, N. Müller , & M. J. Ball (Eds.), The handbook of language and speech disorders. 2nd Ed (pp. 266-285). Wiley-Blackwell. https://doi.org/10.1002/9781119606987.ch13
The oral and written narrative language skills of adolescent students in youth detention and the impact of language disorder.
Kippin, N. R., Leitão, S., Finlay-Jones, A., Baker, J., & Watkins, R. (2021). The oral and written narrative language skills of adolescent students in youth detention and the impact of language disorder. Journal of Communication Disorders, 90, 106088. https://doi.org/10.1016/j.jcomdis.2021.106088