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Currently, I am investigating school- and home-based interventions to improve language and literacy outcomes in children with developmental delays in high poverty communities. My collaborators and I continue to work on developing a model for identifying at-risk children early so we can provide a multi-tiered approach to preschool instruction that targets language, emergent literacy, and socio-emotional skills that are critical to school success. Through iterative intervention development, our small-scale studies inform revisions and refinements in our treatments, our measurement schemes, and our implementation tactics. Our larger experiments seek to scale up interventions within existing systems to evaluate effects in authentic settings and to engineer sustainable interventions.
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American journal of speech-language pathologypp.1-17, (2024)
Howard Goldstein,Lindsey A Peters-Sanders,Keri M Madsen,Jeffrey M Williams,Jack Drobisz,Elizabeth A Broome, Susan Freda, Lauren A McKeever,Trina D Spencer
American journal of speech-language pathologyno. 1 (2023): 1-17
Evidence-Based Communication Assessment and Interventionno. 4 (2022): 123-127
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Journal of speech, language, and hearing research : JSLHRno. 12 (2022): 4821-4836
JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT (2022)
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