CLaSS Lab Publications

*indicates student authorship

30. Harvey, J., Farquharson, K., Schneider-Cline, W., Bush, E.J., & Yeager-Pelatti, C. (2020). Exploring IEP goals and accommodations for children with Traumatic Brain Injury (TBI). Language, Speech, and Hearing Services in Schools.

29. Farquharson, K., Tambyraja, S.R., & Justice, L.M. (2020).  Contributions to gain in speech sound production accuracy for children with speech sound disorders: Exploring child and therapy factors. Language Speech and Hearing Services in Schools, 51(2), 457-468.

28. Yeager-Pellati, C., Bush, E.J., Farquharson, K., Schneider-Cline, W., & Harvey, J. (2019) Classifying SLPs’ who Provide Intervention to Children with Traumatic Brain Injury: Results of a National Survey. American Journal of Speech Language Pathology, 28, 1611-1624.

27. Farquharson, K. (2019). It Might Not Be “Just Artic”: The Case for the Single Sound Error. Perspectives of the ASHA Special Interest Groups4(1), 76-84.

26. Farquharson, K., & Tambyraja, S. R. (2019). Describing how school-based SLPs determine eligibility for children with speech sound disorders. In Seminars in speech and language, 40 (2), 105-112. Thieme Medical Publishers.

25. Farquharson, K., Hogan, T.P., Hoffman, L., Wang, J., Green, K., and Green, J.R. (2018). A longitudinal study of infants’ early speech production and later letter identification.  PLoS ONE 13(10): e0204006.

24. Cabbage, K. L., Farquharson, K., Iuzzini-Seigel, J., Zuk, J., & Hogan, T. P. (2018). Exploring the overlap between dyslexia and speech sound production deficits. Language, speech, and hearing services in schools49(4), 774-786.

23. Swaminathan, D.* & Farquharson, K. (2018).  Using Response to Intervention for Speech Sound Disorders: Exploring caseload, years of experience, and geographical differences. Perspectives in School-Based Issues, 3(2), 53-66.

22. Farquharson, K., & Boldini, L.* (2018). Variability in interpreting “educational performance” for children with speech sound disorders. Language, speech, and hearing services in schools49(4), 938-949.

21. LARRC, Jiang, H., & Farquharson, K. (2018). Are memory and attention equally important for reading and listening comprehension? A developmental comparison.  Reading and Writing, 1-29.

20. Farquharson, K. (2017). Promoting Early Literacy for a Child in Foster Care. Perspectives of the ASHA Special Interest Groups2(1), 117-123.

19.  Farquharson, K., Hogan, T.P., & Bernthal, J.E. (2017). Working Memory in School-Aged Children with and without Speech Sound Disorders.  International Journal of Speech Language Pathology, 1-12.

18. Tambyraja, S. R., Schmitt, M. B., Farquharson, K., & Justice, L. M. (2017). Home literacy environment profiles of children with language impairment: associations with caregiver‐and child‐specific factors. International journal of language & communication disorders52(2), 238-249.

17.  Schmitt, M. B., Logan, J. A., Tambyraja, S. R., Farquharson, K., & Justice, L. M. (2017). Establishing language benchmarks for children with typically developing language and children with language impairment. Journal of speech, language, and hearing research60(2), 364-378.

16. Murphy, K., LARRC, & Farquharson, K. (2016). Investigating Profiles of Lexical Quality in Preschool and their Contribution to First Grade Reading. Reading and Writing, 1-26.

15. Language and Reading Research Consortium (LARRC), Farquharson, K. and Murphy, K.A. (2016) Ten Steps to Conducting a Large, Multi-Site, Longitudinal Investigation of Language and Reading in Young Children. Frontiers in Developmental Psychology, 7:419, 1-16.. doi: 10.3389/fpsyg.2016.00419 

14. Wang, E. and Farquharson, K. (2016). Assessment of speech production skills of bilingual Mandarin-English speaking children: Difference vs. disorder.  EBP Brief, 10, 1-8.

13. Farquharson, K. (2015).  Language or motor: Reviewing the categorical theories regarding the etiology of speech sound disorders in children.  Frontiers in Psychology,6, 1-3; Special Issue: Conceptual Categories and the Structure of Reality: Theoretical and Empirical Approaches

12. Cabbage, K., Farquharson, K., & Hogan, T.P. (2015). Speech perception and working memory in children with persistent speech sound disorders: A case study analysis  Manuscript accepted for publication in Seminars in Speech and Language; Special Issue: Residual speech sound errors: Causes, implications, treatment, 36, 234-246.

11. Farquharson, K., Tambyraja, S.R., Logan, J.A.R., Justice, L.M., & Schmitt, M.B. (2015).  Using hierarchical linear modeling to examine how individual SLPs differentially contribute to children’s language and literacy gains in public schools.  American Journal of Speech Language Pathology.

10. Tambyraja, S.R., Schmitt, M.B., Farquharson, K., & Justice, L.M. (2015).  Stability of Language and Literacy Profiles of Children with Language Impairment in the Public Schools.   Journal of Speech, Language, and Hearing Research, 58, 1167-1181.

9. Farquharson, K. (2015).  After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children with Remediated Speech Sound Disorders.  Perspectives on School-Based Issues, 6, 50-59.

8. Tambyraja, S.R., Schmitt, M.B., Farquharson, K., & Justice, L.M. (2015).  A person-centered approach to understanding emergent literacy risks in children with specific language impairment.  Logopedija, 5, 1-8.

7. Tambyraja, S.R., Farquharson, K., Logan, J.A.R., & Justice, L.M. (2015).  Phonological Processing and the Classroom Environment: Predictors of Decoding Skills in Kindergarten and First Grade Children with Language Impairment.  American Journal of Speech-Language Pathology, 24, 177-188. doi:10.1044/2015_AJSLP-14-0054

6. Farquharson, K., Tambryaja, S.R., Justice, L.M., & Redle, E.E. (2014).  Examining IEP goals for Children with Speech Sound Disorders.  Journal of Communication Disorders, 52, 184-195. doi:10.1016/j.jcomdis.2014.09.005

5. Farquharson, K., Centanni, T.M., Franzluebbers, C.E., & Hogan, T.P. (2014).  Phonological and lexical influences on phonological awareness in children with specific language impairment and dyslexia.  Frontiers: Educational Psychology, 5, 1-10. doi:10.3389/fpsyg.2014.00838

4. Biancone, T.L., Farquharson, K., Justice, L.M., Schmitt, M.B., & Logan, J.A.R (2014).  Quality of langauge intervention provided to primary-grade students with language intervention. Journal of Communication Disorders, 49, 13-24.

3. Farquharson, K., & Franzluebbers, C.E. (2014).  Comparing the effects of memory-based interventions on language and memory for children with language impairments.  EBP Brief, 9, 1-7.

2a.  Geiss, S.A., Farquharson, K., Fitzgerald, M.D., & Means, J.W. (2012).  Preparing school-based SLPs: What university faculty can do.  Perspectives on Issues in Higher Education June 2012 15:1115; doi:10.1044/ihe15.1.11

2b. Supplement to Giess, Farquharson, Fitzgerald, & Means

1. Farquharson, K. (2008).  RTI: My Perspective.  Perspectives on School-Based Issues 2008 9: 111-115.