CLaSS Lab Publications
*indicates student authorship
35. *Goodwin, K., Farquharson, K., Yeager Pelatti, C., Schneider-Cline, W., Harvey, J., & Bush, E. (2020) Examining the Quality of Individualized Education Plan (IEP) Goals for Children With Traumatic Brain Injury (TBI). Communication Disorders Quarterly, 1525740120976113. https://doi.org/10.1177/1525740120976113 [FREE POST PRINT]
34. Farquharson, K., Therrien, M., Barton-Hulsey, A., & Brandt A.F. (2020). How to recruit, support, and retain speech-language pathologists in public schools. Journal of School Leadership. https://doi.org/10.1177/1052684620966062 [FREE POST PRINT]
33. Tambyraja, S.R., Farquharson, K., & Justice, L.M. (2020). Reading risk in children with speech sound disorder: Prevalence, Persistence, and Predictors. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2020_JSLHR-20-00108
32. Ireland, M., McLeod, S., Farquharson, K., & Crowe, K. (In Press, July 2020). Evaluating Children with Speech Sound Disorders in US Public Schools: Considering Federal and State Laws, Guidance, and Research. Invited manuscript in press with Topics in Language Disorders. [FREE POST PRINT]
31. Farquharson, K. & *Babeu, C. (2020). Examining Caregiver Knowledge of Shared-Book Reading Practices for Infants and Toddlers who are Deaf or Hard of Hearing: A Pilot Study. Perspectives in Hearing and Hearing Disorders in Childhood. https://doi.org/10.1044/2020_PERSP-19-00071 [Supplemental materials include the powerpoints used in trainings]
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. https://doi.org/10.1044/2020_LSHSS-19-00074
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. https://doi.org/10.1044/2019_LSHSS-19-00079
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. https://doi.org/10.1044/2019_AJSLP-19-0029 [FREE VERSION]
27. Farquharson, K. (2019). It Might Not Be “Just Artic”: The Case for the Single Sound Error. Perspectives of the ASHA Special Interest Groups, 4(1), 76-84. https://doi.org/10.1044/2018_PERS-SIG1-2018-0019
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 schools, 49(4), 774-786. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0008 [FREE VERSION]
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. https://doi.org/10.1044/persp3.SIG16.53 [FREE VERSION]
22. Farquharson, K., & Boldini, L.* (2018). Variability in interpreting “educational performance” for children with speech sound disorders. Language, speech, and hearing services in schools, 49(4), 938-949. https://doi.org/10.1044/2018_LSHSS-17-0159 [FREE VERSION]
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. [FREE VERSION]
20. Farquharson, K. (2017). Promoting Early Literacy for a Child in Foster Care. Perspectives of the ASHA Special Interest Groups, 2(1), 117-123. [FREE VERSION]
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. [FREE VERSION]
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 disorders, 52(2), 238-249. [FREE VERSION]
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 research, 60(2), 364-378. [FREE VERSION]
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. [FREE VERSION]
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. [FREE VERSION]
2b. Supplement to Giess, Farquharson, Fitzgerald, & Means
1. Farquharson, K. (2008). RTI: My Perspective. Perspectives on School-Based Issues 2008 9: 111-115.