The CSD lab houses audiology equipment, a sound booth, augmentative communication tools, speech and language tests used in studies of speech and language across the age spectrum.
Faculty Research & Publications
New York: Oxford 91¶ÌÊÓƵ Press. Raymer, A.M., & Rothi, L.J.G. (Eds.) (2017).
Azad, G., Holingue, C., Pfeiffer, D., Dillon, E., Reetzke, R., Kalb, L., Menon, D., Hong., J., & Landa, R. (2021).
Crosson, B., Rodriguez, A.D., Copland, D.A., Fridriksson, J., Krishnamurthy, L.C., Meinzer, M., Raymer, A.M., Krishnamurthy, V., & Leff, A.P. (2019). Neuroplasticity and aphasia treatments: New approaches for an old problem. Journal of Neurology, Neurosurgery, & Psychiatry, 90 (10), 1147-1155.doi: 10.1136/jnnp-2018-319649.
Davis, E., Wolfe, J., Murdock, R., Lopez, M., & Murphy, K.A. (2019). The utilization of internal and external memory strategies in evidence-based practice. Evidence-Based Practice Briefs, 14(1), 1-10.
Gohsman, M. & Johnson, R. (2023). Reported barriers to augmentative and alternative communication service delivery and post-professional learning preferences among speech-language pathologists. American Journal of Speech-Language Pathology. doi:
Holingue, C., Pfeiffer, D., Ludwig, N. N., Reetzke, R., Hong, J. S., Kalb, L. G., & Landa, R. (2023).
Holingue, C., Poku, O., Pfeiffer, D., Murray, S., Fallin, M. D. (2021).
Hong, J. S., Singh, V., Kalb, L., Reetzke, R., Ludwig, N., Pfeiffer, D., Holingue, C., Menon, D., Lu, Q., Ashkar, A., & Landa, R. (2022).
Horn, A.L., Roitsch, J., & Murphy, K. A. (2021). Constant time delay to teach reading to students with intellectual disability and autism: A review. International Journal of Developmental Disabilities, 1-11. doi: 10.1080/20473869.2021.1907138
Johnson, R. & Gohsman, M. (2023). Predictors for AAC clinical service provision: Closing the gap. American Journal of Speech-Language Pathology. doi:
Johnson, R.K., Mathews, J., Diawara, N., & Carroll, R. (2020). Statistical analysis of fNIRS Data: Consideration of spatial varying coefficient model of prefrontal cortex activity changes during speech motor learning in apraxia of speech. Frontiers in Applied Mathematics and Statistics. doi:
Johnson, R. K., Michalek, A., & Richels, C. (2019).
Johnson, R., & Prebor, J. (2019). Update on preservice training in augmentative and alternative communication for speech-language pathologists. American Journal of Speech-Language Pathology. 28(2), 536-549. doi: 10.1044/2018_AJSLP-18-0004
Kalb, L., Holingue, C., Pfeiffer, D., Reetzke, R., Dillon, E., Azad, G., Freedman, B., & Landa, R. (2021).
Kalb, L. G., Singh, V., Hong, J. S., Holingue, C., Ludwig, N. N., Pfeiffer, D., Reetzke, R., Gross, A., & Landa, R. (2022).
Michalek, A. M. P., Raver, S. A., Richels, C., Murphy, K. A., & Alshammari, R. (2021). Using focused recasting and auditory bombardment to teach child-specific morphosyntactical skills to preschoolers who are deaf or hard of hearing. Deafness & Education International, 23(1), 43-63. doi:10.1080/14643154.2019.1627737
Murphy, K.A., & Diehm, E. (2020). Collecting words: A clinical example of a morphology-focused orthographic intervention. Language, Speech, and Hearing Services in Schools, 51(3), 544-560. doi: 10.1044/2020_LSHSS-19-00050 [invited]
Murphy, K.A., & Justice, L.M. (2019). Lexical-level predictors of reading comprehension in third grade: Is spelling a unique contributor? American Journal of Speech-Language Pathology, (28)4, 1597-1610. doi:10.1044/2019_AJSLP-18-0299
Murphy, K.A., Pentimonti, J.M., & Chow, J. (2023). Supporting children's language and literacy through collaborative shared book reading. Intervention in School and Clinic, 58(3), 155-163. doi: 10.1177/10534512221081218 [invited]
Murphy, K.A., Springle, A., Sultani, M., McIlraith, A., & Language and Reading Research Consortium (2022). Predicting language performance from narrative language samples. Journal of Speech, Language, and Hearing Research, 65(2), 775-784. doi: 10.1044/2021_JSLHR-21-00262
Pfeiffer, D., Feuerstein, J., Herman, D., & Landa, R. (2022).
Pfeiffer, D. L., Feuerstein, J., & Landa, R. (2023).
Pfeiffer, D., Holingue, C., Dillon, E., Kalb, L., Reetzke, R., & Landa, R. (2021). Parental concerns of children with ASD by age: A qualitative analysis. Research in Autism Spectrum Disorders, 86(101817), 1-12.
Pfeiffer, D. L., & Landa, R. J. (2022).
Pfeiffer, D. L., & Pavelko, S. L. (2023).
Pfeiffer, D. L., Pavelko, S. L., & Bronaugh, D. (2022).
Pfeiffer, D., Pavelko, S., Allen-Bronaugh, D., Dudding, C., & Timler, G. (2022).
Pfeiffer, D. L., Pavelko, S. L., Hahs-Vaughn, D. L., & Dudding, C. C. (2019).
Pfeiffer, D. L., Pavelko, S. L., & Ingram, S. (2018). Interprofessional education for preprofessional speech-language pathologists and general education teachers. EBP Briefs, 13(1), 1-10.
Dudding, C. C. & Pfeiffer, D. L. (2018).
Puhlman, J., & Johnson, R.K. (2019). Survey of male college students’ perception and knowledge of speech-language pathology. Journal of Communication Disorders.Ìý 82, article 205936. doi:10.1016/j.jcomdis.2019.105936
Raymer, A.M., Roitsch, J., Redman, R., Michalek, A.M.P., & Johnson, R.K. (2018).Ìý Critical appraisal of systematic reviews of executive function treatments in TBI. Brain Injury, 32(13-14), 1601-1611. DOI: 10.1080/02699052.2018.1522671.
Raymer, A.M., Sandberg, H.M., Schwartz, K., Watson, G.S., & Ringleb, S.I. (2019). Treatment of auditory processing in noise in individuals with mild aphasia: Pilot study. Clinical Archives of Communication Disorders, 4(2), 1-7. doi:10.21849/cacd.2019.00087.
Reetzke, R., Singh, V., Hong, J. S., Holingue, C., Kalb, L. G., Ludwig, N. N., Menon, D., Pfeiffer, D. L., & Landa, R. J. (2022).
Reetzke, R., Pfeiffer, D., Kalb, L., Holingue, C., Zetlmeisl, C., Hong. J. S., Landa, R. (2021).
Roitsch, J., Gumpert, M., Springle, A., & Raymer, A.M. (2020, epub). Writing instruction for students with learning disabilities: Quality appraisal of systematic reviews and meta-analyses. Reading and Writing Quarterly.doi:10.1080/10573569.2019.708221.
Roitsch, J.E., Murphy, K.A., & Raymer, A.M. (2020). Executive functions and clinical and academic outcomes in speech-language pathology graduate students. Perspectives of the ASHA Special Interest Groups, 5, 1221-1230. doi: 10.1044/2020_PERSP-19-00143 Roitsch, J.,ÌýMurphy, K.A., & Raymer, A.M. (2020). Executive functions and clinical and academic outcomes in speech-language pathology graduate students.ÌýPerspectives of the ASHA Special Interest Groups, 5(5), 1221-1230. doi: 10.1044/2020_PERSP-19-00143
Roitsch, J., Prebor, J., & Raymer, A.M. (2021).
Roitsch, J., Redman, R., Michalek, A.M.P., Johnson, R.K., & Raymer, A.M. (2019). Quality appraisal of systematic reviews for behavioral treatments of attention disorders in traumatic brain injury. Journal of Head Trauma Rehabilitation, 34(4), E42-E50. doi: 10.1097/HTR.00000000000444.
Roitsch, J., Walker, M.L., & Raymer, A.M. (2021). Executive functions and student academic during physical therapist education: An exploratory study. Journal of Allied Health, 50(4), e107-e114.ÌýÌýÌýÌýÌýÌý 69. Patterson, J.P., & Raymer, A.M. (2022). Applying critical appraisal tools in aphasia systematic reviews. American Journal of Speech-Language Pathology, 31 (5S), 2291-2300. doi: 10.1044/2022_AJSLP-21-00288
Springle, A.P., Breeden, A., & Raymer, A.M. (2020).
Springle, A.P., Pfeiffer, D.L., & Gillis, C. (2023).
New York: Oxford 91¶ÌÊÓƵ Press. Raymer, A.M., & Rothi, L.J.G. (Eds.) (2017).
Azad, G., Holingue, C., Pfeiffer, D., Dillon, E., Reetzke, R., Kalb, L., Menon, D., Hong., J., & Landa, R. (2021).
Crosson, B., Rodriguez, A.D., Copland, D.A., Fridriksson, J., Krishnamurthy, L.C., Meinzer, M., Raymer, A.M., Krishnamurthy, V., & Leff, A.P. (2019). Neuroplasticity and aphasia treatments: New approaches for an old problem. Journal of Neurology, Neurosurgery, & Psychiatry, 90 (10), 1147-1155.doi: 10.1136/jnnp-2018-319649.
Davis, E., Wolfe, J., Murdock, R., Lopez, M., & Murphy, K.A. (2019). The utilization of internal and external memory strategies in evidence-based practice. Evidence-Based Practice Briefs, 14(1), 1-10.
Gohsman, M. & Johnson, R. (2023). Reported barriers to augmentative and alternative communication service delivery and post-professional learning preferences among speech-language pathologists. American Journal of Speech-Language Pathology. doi:
Holingue, C., Pfeiffer, D., Ludwig, N. N., Reetzke, R., Hong, J. S., Kalb, L. G., & Landa, R. (2023).
Holingue, C., Poku, O., Pfeiffer, D., Murray, S., Fallin, M. D. (2021).
Hong, J. S., Singh, V., Kalb, L., Reetzke, R., Ludwig, N., Pfeiffer, D., Holingue, C., Menon, D., Lu, Q., Ashkar, A., & Landa, R. (2022).
Horn, A.L., Roitsch, J., & Murphy, K. A. (2021). Constant time delay to teach reading to students with intellectual disability and autism: A review. International Journal of Developmental Disabilities, 1-11. doi: 10.1080/20473869.2021.1907138
Johnson, R. & Gohsman, M. (2023). Predictors for AAC clinical service provision: Closing the gap. American Journal of Speech-Language Pathology. doi:
Johnson, R.K., Mathews, J., Diawara, N., & Carroll, R. (2020). Statistical analysis of fNIRS Data: Consideration of spatial varying coefficient model of prefrontal cortex activity changes during speech motor learning in apraxia of speech. Frontiers in Applied Mathematics and Statistics. doi:
Johnson, R. K., Michalek, A., & Richels, C. (2019).
Johnson, R., & Prebor, J. (2019). Update on preservice training in augmentative and alternative communication for speech-language pathologists. American Journal of Speech-Language Pathology. 28(2), 536-549. doi: 10.1044/2018_AJSLP-18-0004
Kalb, L., Holingue, C., Pfeiffer, D., Reetzke, R., Dillon, E., Azad, G., Freedman, B., & Landa, R. (2021).
Kalb, L. G., Singh, V., Hong, J. S., Holingue, C., Ludwig, N. N., Pfeiffer, D., Reetzke, R., Gross, A., & Landa, R. (2022).
Michalek, A. M. P., Raver, S. A., Richels, C., Murphy, K. A., & Alshammari, R. (2021). Using focused recasting and auditory bombardment to teach child-specific morphosyntactical skills to preschoolers who are deaf or hard of hearing. Deafness & Education International, 23(1), 43-63. doi:10.1080/14643154.2019.1627737
Murphy, K.A., & Diehm, E. (2020). Collecting words: A clinical example of a morphology-focused orthographic intervention. Language, Speech, and Hearing Services in Schools, 51(3), 544-560. doi: 10.1044/2020_LSHSS-19-00050 [invited]
Murphy, K.A., & Justice, L.M. (2019). Lexical-level predictors of reading comprehension in third grade: Is spelling a unique contributor? American Journal of Speech-Language Pathology, (28)4, 1597-1610. doi:10.1044/2019_AJSLP-18-0299
Murphy, K.A., Pentimonti, J.M., & Chow, J. (2023). Supporting children's language and literacy through collaborative shared book reading. Intervention in School and Clinic, 58(3), 155-163. doi: 10.1177/10534512221081218 [invited]
Murphy, K.A., Springle, A., Sultani, M., McIlraith, A., & Language and Reading Research Consortium (2022). Predicting language performance from narrative language samples. Journal of Speech, Language, and Hearing Research, 65(2), 775-784. doi: 10.1044/2021_JSLHR-21-00262
Pfeiffer, D., Feuerstein, J., Herman, D., & Landa, R. (2022).
Pfeiffer, D. L., Feuerstein, J., & Landa, R. (2023).
Pfeiffer, D., Holingue, C., Dillon, E., Kalb, L., Reetzke, R., & Landa, R. (2021). Parental concerns of children with ASD by age: A qualitative analysis. Research in Autism Spectrum Disorders, 86(101817), 1-12.
Pfeiffer, D. L., & Landa, R. J. (2022).
Pfeiffer, D. L., & Pavelko, S. L. (2023).
Pfeiffer, D. L., Pavelko, S. L., & Bronaugh, D. (2022).
Pfeiffer, D., Pavelko, S., Allen-Bronaugh, D., Dudding, C., & Timler, G. (2022).
Pfeiffer, D. L., Pavelko, S. L., Hahs-Vaughn, D. L., & Dudding, C. C. (2019).
Pfeiffer, D. L., Pavelko, S. L., & Ingram, S. (2018). Interprofessional education for preprofessional speech-language pathologists and general education teachers. EBP Briefs, 13(1), 1-10.
Dudding, C. C. & Pfeiffer, D. L. (2018).
Puhlman, J., & Johnson, R.K. (2019). Survey of male college students’ perception and knowledge of speech-language pathology. Journal of Communication Disorders.Ìý 82, article 205936. doi:10.1016/j.jcomdis.2019.105936
Raymer, A.M., Roitsch, J., Redman, R., Michalek, A.M.P., & Johnson, R.K. (2018).Ìý Critical appraisal of systematic reviews of executive function treatments in TBI. Brain Injury, 32(13-14), 1601-1611. DOI: 10.1080/02699052.2018.1522671.
Raymer, A.M., Sandberg, H.M., Schwartz, K., Watson, G.S., & Ringleb, S.I. (2019). Treatment of auditory processing in noise in individuals with mild aphasia: Pilot study. Clinical Archives of Communication Disorders, 4(2), 1-7. doi:10.21849/cacd.2019.00087.
Reetzke, R., Singh, V., Hong, J. S., Holingue, C., Kalb, L. G., Ludwig, N. N., Menon, D., Pfeiffer, D. L., & Landa, R. J. (2022).
Reetzke, R., Pfeiffer, D., Kalb, L., Holingue, C., Zetlmeisl, C., Hong. J. S., Landa, R. (2021).
Roitsch, J., Gumpert, M., Springle, A., & Raymer, A.M. (2020, epub). Writing instruction for students with learning disabilities: Quality appraisal of systematic reviews and meta-analyses. Reading and Writing Quarterly.doi:10.1080/10573569.2019.708221.
Roitsch, J.E., Murphy, K.A., & Raymer, A.M. (2020). Executive functions and clinical and academic outcomes in speech-language pathology graduate students. Perspectives of the ASHA Special Interest Groups, 5, 1221-1230. doi: 10.1044/2020_PERSP-19-00143 Roitsch, J.,ÌýMurphy, K.A., & Raymer, A.M. (2020). Executive functions and clinical and academic outcomes in speech-language pathology graduate students.ÌýPerspectives of the ASHA Special Interest Groups, 5(5), 1221-1230. doi: 10.1044/2020_PERSP-19-00143
Roitsch, J., Prebor, J., & Raymer, A.M. (2021).
Roitsch, J., Redman, R., Michalek, A.M.P., Johnson, R.K., & Raymer, A.M. (2019). Quality appraisal of systematic reviews for behavioral treatments of attention disorders in traumatic brain injury. Journal of Head Trauma Rehabilitation, 34(4), E42-E50. doi: 10.1097/HTR.00000000000444.
Roitsch, J., Walker, M.L., & Raymer, A.M. (2021). Executive functions and student academic during physical therapist education: An exploratory study. Journal of Allied Health, 50(4), e107-e114.ÌýÌýÌýÌýÌýÌý 69. Patterson, J.P., & Raymer, A.M. (2022). Applying critical appraisal tools in aphasia systematic reviews. American Journal of Speech-Language Pathology, 31 (5S), 2291-2300. doi: 10.1044/2022_AJSLP-21-00288
Springle, A.P., Breeden, A., & Raymer, A.M. (2020).
Springle, A.P., Pfeiffer, D.L., & Gillis, C. (2023).
Accreditation
|
Faculty |
Research Interests |
|---|---|
|
Influence of principles of motor learning and motivation factors on patient outcomes in speech rehabilitation for neurogenic communication disorders; using functional near-infrared spectroscopy (fNIRS) to measure cortical activity following brain injury; augmentative and alternative communication. |
|
| Kimberly Murphy, Ph.D. | Child language disorders; connections between language and literacy; early identification of children at risk for literacy difficulties; intervention for language and literature disorders; evidence-based practice in speech-language pathology. Ìý |
| Danika Pfeiffer, Ph.D. | Enhancing children's early language and literacy skills through collaborative school-based partnerships, includingÌýproviding educators with interprofessional training at the preservice and in-service levels.Ìý |
|
Influence of principles of neuroplasticity to optimize rehabilitation outcomes in neurologic communication disorders; auditory processing in challenging listening conditions; evidence-based practice in speech-language pathology. |
|
| Victoria Reynolds | Voice and voice disorders: assessment practices in pediatric Ìýdysphonia, voice and voice disorders in preterm children and children with asthma and allergy, as well as their impact on wellbeing and educational success, and occupational voice use and vocoergonomics. |
|
Investigation of preschool speech and language development in children who stutter and children who are deaf or hard of hearing. |