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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.

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.  

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.

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.

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.  

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.  

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.

Chow, J. C., & Hollo, A. E. (2021). Language skills of students with emotional and behavioral disorders. Intervention in School and Clinic.

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.

Sayers, R., Fisk, R., Shelton, A.,Wexler, J. Reutebuch, C., Payne, B. (2021). Helping your students become self-regulated readers. AIM Coaching.

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. 

 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.  

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.
 

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. 

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. 

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.