What do we do?
Check out some of these recent publications by Our Lab Members:
** Names in Bold are persons who are current members of Tri-Lab or were members for the 2021-2022 academic year.
Publications are listed in no particular order within the broad categories of accepted, 2022, 2021
Chow, J. C., Morse, A., & Senter, R. (accepted). Intentional collaboration with speech-language pathologists to support language outcomes of students with emotional and behavioral disorders. Beyond Behavior.
Hirsch, S. E., Griffith, C., Chow, J.C., Walters, S. & Walker, A. C. (accepted). Professional learning and development for special educators serving students with emotional and behavioral disorders in self-contained settings. Behavioral Disorders.
Chow, J. C., Hampton, L. H., & Comer, S. K. (in principle acceptance). Improving pre-service speech-language pathologists’ behavior management knowledge via an adaptive intervention design. Exceptional Children.
Hensley, L., Brady, A. C., Kim, Y., & Sayers, R. (Accepted). Preventing “I never learned how to study”: Preparing teachers to support college readiness. In Volger, J. S. & Buehl, M. (Eds.), Teaching learning for effective instruction. Charlotte, NC: Information Age Publishing. Revisions Submitted
Kraatz, E., von Spiegel, J., Sayers, R., & Brady, A. C. (Accepted). Should we “just stick to the facts”? The benefit of controversial conversations in classrooms. Theory into Practice.
Shelton, A., Hogan, E., Chow, J. C., & Wexler, J. (accepted). A synthesis of professional development targeting literacy instruction and intervention for English learners. Review of Educational Research.
Cipriano, C., Naples, L. H., Zieher, A., Durlak, J. A., Strambler, M J., Eveleigh, A., Ponnock, A., McCarthy, M., Funaro, M., & Chow, J. C. (in principle acceptance). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development.
Cunningham, J. E., Chow, J. C., Meeker, K. A., Taylor, A., Hemmeter, M. L., & Kaiser, A. P. (in press). A conceptual model for a blended intervention approach to support early language and prosocial development. Infants and Young Children.
Washington-Nortey P. M., Granger, K. L., Broda, M. D., Chow, J. C., & Sutherland, K. S. (in press). School-based relationships among children with or at risk for emotional and behavioral disorders. Perspectives in Early Childhood Psychology and Education.
Chow, J. C., & Lindström, E. R. (2022). Leveraging moderation and mediation to examine individual differences in special education research. In E. Talbot, K. McMaster, D. Lee, T. Farmer, & T. Aceves, Handbook of Special Education Research: Volume I. Routledge.
Singletary, B., Schmeer, K., Purtell, K., Sayers, R., Justice, L., Lin, T., Jiang, H. (2022) Understanding Family Life During the COVID-19 Shutdown. Family Relations 71, 475-493. DOI: 10.1111/fare.12655
Chow, J. C., & Hampton, L. H. (2022). A systematic review of sequential multiple-assignment randomized trials in educational research. Educational Psychology Review.
Chow, J. C., Senter, R., & Morse, A. (2022). Speech-language pathologists’ experiences with challenging behavior in practice. Communication Disorders Quarterly. https://doi.org/10.1177/15257401211073456
Chow, J. C. (2022). Collaboration to Support Language and Learning Outcomes for Students with Disabilities. Intervention in School and Clinic.
Chow, J. C., & Wallace, E. S. (2022). Speech-language pathologists’ behavior management training and reported experiences with challenging behavior. Communication Disorders Quarterly, 42(2), 67-72.
Hampton L. H., & Chow, J. C. (2022). Deeply tailoring adaptive interventions: Enhancing knowledge generation of SMARTs in special education. Remedial and Special Education.
Zimmerman, K. N., Torelli, J., & Chow, J. C. (2022). Planning positive reinforcement cycles in behavior intervention plans. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-021-00663-8
Chow, J. C., Wallace, E. S., Senter, R., Kumm, S., & Mason, C. (2022). A systematic review and meta-analysis of the language skills of youth offenders. Journal of Speech, Language, and Hearing Research, 65(3), 1166-1182. https://doi.org/10.1044/2021_JSLHR-20-00308
Kaiser, A. P., Chow, J. C., & Cunningham, J. E. (2022). A case for early language and behavior screening: Implications for policy and child development. Policy Insights for the Brain and Behavioral Sciences, 9(1), 120-128.
Murphy, K. A., Pentimonti, J. M., & Chow, J. C. (2022). Supporting children's language and literacy through collaborative shared book reading. Intervention in School and Clinic.
Zimmerman, K. N., Chow, J. C., Majeika, C., & Senter, R. (2022). Applying co-teaching models to enhance partnerships between teachers and speech-language pathologists. Intervention in School and Clinic. https://doi.org/0.1177/10534512221081255
Wallace, E. S., Senter, R., Peterson, N., Dunn, K. T., & Chow, J. (2022). How to establish a language-rich environment through a collaborative SLP-teacher partnership. TEACHING Exceptional Children, 54(3), 166-176. https://doi.org/10.1177/0040059921990690
Chow, J., Zhao, H., Sandbank, M., Bottema-Beutel, K., & Woynaroski, T. (2022). Empirically-Derived Effect Size Distributions of Interventions for Young Children on the Autism Spectrum. Journal of Clinical Child & Adolescent Psychology, 1-13
Lindström, E. R., Chow, J. C., Zimmerman, K. N., Zhao, H., Settanni, E., & Ellison, A. (2021). A Systematic Review and Meta-Analysis of the Relation Between Engagement and Achievement in Early Childhood Research. Topics in Early Childhood Special Education, 41(3), 221-235.
Sayers, R., von Spiegel, J., & Hensley, L. (2021) “She was always willing to help”: Instructor caring and support in online and face-to-face settings. Journal of Excellence in College Teaching, 32(4).
Chow, J. C., Sjogren, A. L., & Zhao, H. (2021). Reporting and Reproducibility of Meta-Analysis in Speech, Language, and Hearing Research. Journal of Speech, Language, and Hearing Research, 64(7), 2786-2793.
Chow, J. C., Broda, M. B., Granger, K. L., Deering, B. T., & Dunn, K. T. (2021). Language skills and friendships in kindergarten classrooms: A social network analysis. School Psychology.
Chow, J. C., Majeika, C. M., & Sheaffer, A. (2021). Language skills of children with and without mathematics difficulty. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2021_JSLHR-20-00378
Granger, K. L., Broda, M. D., Chow, J. C., McCormick, N., & Sutherland, K. D. (2021). A preliminary investigation of classroom adversity and teachers’ interactions with students with and at risk for emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 29(4), 238-251. https://doi.org/10.1177/10634266211020260
Chow, J. C., & Hollo, A. E. (2021). Language skills of students with emotional and behavioral disorders. Intervention in School and Clinic. https://doi.org/10.1177/10534512211047584
Sandbank, M., Chow, J. C., Bottema-Beutel, K., & Woynaroski, T. (2021). Evaluating evidence-based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change. Autism Research, 14, 1536-1542.
Hensley, L., Brady, A. C., Kim, Y., & Sayers, R. (2021). Understanding the practical, malleable, and contextual nature of motivation—and why it matters. In D.K. Meyer & A. Emery (Eds.), Teaching motivation for student engagement. Charlotte, NC: Information Age Publishing.
Gesel, S., LeJeune, L., Chow, J. C., Sinclair, A., & Lemons, C. J. (2021). A meta-Analysis of the impact of professional development on teachers’ knowledge, skill, and self-efficacy in data-based decision-making. Journal of Learning Disabilities, 54(4), 269-283.
Chow, J. C., Ekholm, E., & Bae, C. L. (2021). Verbal working memory and attention in early elementary language performance. Assessment for Effective Intervention, 47(1), 3-13.
Chow, J. C., Frey, J. R., & Naples, L. (2021) Associations between teacher ratings and direct assessments of elementary students’ speech and language skills. Assessment for Effective Intervention, 46(4), 310-215.
Chow, J. C., Granger, K. L., Broda. M. D., & Peterson, N. (2021). Predictive role of classroom management in literacy development for preschool children at risk for EBD. Behavioral Disorders, 47(1), 53-63.
Sayers, R., Fisk, R., Shelton, A., Wexler, J., Reutebuch, C., Payne, B. (2021). Helping your child become a self-regulated reader. AIM Coaching. https://aimcoaching.org/wp-content/uploads/2021/12/Parent_Flyer_SRR.pdf
Sayers, R., Fisk, R., Shelton, A.,Wexler, J. Reutebuch, C., Payne, B. (2021). Helping your students become self-regulated readers. AIM Coaching. https://aimcoaching.org/wp-content/uploads/2021/12/Teacher_Flyer_SRR.pdf
Sayers, R., Piasta, S.B., Logan, J.A.R., Zettler-Greeley, C.M., Bailet, L., Lewis, K. (2021) Identifying and helping preschools in Columbus who may benefit from extra literacy support [White Paper]. Crane Center for Early Childhood Research and Policy. https://crane.osu.edu/our-work/identifying-and-helping-preschoolers-in-columbus-who-may-benefit-from-extra-literacy-support/
Inamdar, K., Molinini, R. M., Panibatla, S., Chow, J. C., & Dusing, S. C. (2021). Early sitting postural control interventions for children with or at risk for cerebral palsy: A systematic review and meta-analysis. Developmental Medicine and Child Neurology, 63(4), 396-406.
Broda, M. D., Granger, K. L., Chow, J. C., & Ross, E. (2021). Using social network analysis in applied psychological research: A tutorial. Psychological Methods. https://doi.org/10.1037/met0000451
Chow, J. C., Zimmerman, K., & Senter, R. (2021). Tailoring effective behavior management strategies for speech-language pathologists. Language, Speech, and Hearing Services in Schools, 52(1), 260-272. https://doi.org/10.1044/2020_LSHSS-20-00073
Seminars and Oral Presentations by Lab Members
Senter, R., & Chow, J. C. (2022, April 28-29). School SLPs’ Services for Executive Function Deficits. Implementation Science IS For All: A CSD Practice-Research Exchange. Online. https://info.mghihp.edu/isforall
Willis, E., Senter, R., & Chow, J. C. (2022, March). SLP Interventions for Children with Executive Function Deficits. Annual Conference of the Speech-Language-Hearing Association of Virginia, Norfolk, VA.
Wallace, E. S., Senter, R., & Chow, J. C. (2022, March 25-26). Teachers’ Use of Language Supportive Strategies During Instructional Time in the Kindergarten Classroom. Speech, Language, and Learning Intervention Virtual Research Symposium. Online. https://chs.asu.edu/sllivrs
Senter, R. (2022, March 16-19). Making the Most of School-Based Collaboration. Annual Conference of the Speech-Language-Hearing Association of Virginia, Norfolk, VA.
Senter, R., Handon, A., Barnett, A., Boone, A., Mowfy, B., & Floyd, S. (2022, March 16-19). Hot Topics 2022: Time for Action. Annual Conference of the Speech-Language-Hearing Association of Virginia, Norfolk, VA.
Zhao, H., Nicolai, K., Koenka, A., & Chow, J. C. (2022, April). Assessing the state of reporting, quality, and reproducibility of meta-analyses in educational psychology research. [Paper presentation accepted]. National Consortium for Instruction & Cognition, San Diego, CA USA.
Zhao, H., & Alexander, P. A. (2022, April). Contributions of word knowledge and reasoning ability to students’ performance on Relational Reasoning with Words. [Poster presentation accepted]. American Educational Research Association Annual Conference, San Diego, CA USA.
Sayers, R., Chow, J.C., Morse, A.*, Singh, A.*, Burrows-Doerr, M.*, (2022, Aug 3-6). Drawings of Teacher-Child Relationships for Children at Risk for Language and Behavior Disorders. [Poster]. The American Psychological Association, Minneapolis, MN, United States. (Authors with * equally contributed)
Sayers, R., Anderman, L.H., Justice, L., Anderman, E., (2022, April 21-26). Do children feel cared for at the start of kindergarten: An exploration of individual differences in teacher caring. [Paper Presentation]. The American Educational Research Association, San Diego, CA, United States.
Zhao, H., & Alexander, P. A. (2021, August 2-4). Development of a novel measure of quality of word knowledge. [Paper presentation]. Society for Text and Discourse Annual Conference, online, USA.
Morse, A., Senter, R., & Chow, J. C. (2021, November). Intentional Collaboration with Speech-Language Pathologists to Support Language Outcomes of Students with Emotional and Behavioral Disorders. Annual Teacher Educators for Children with Behavioral Disorders Conference, Tempe, AZ.
Senter, R., & Chow, J. C. (2021, November). Supporting Language in Children at Risk for Delinquency. Annual Teacher Educators for Children with Behavioral Disorders Conference, Tempe, AZ.