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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 50 1 Adopting a Conceptual Validity Framework for Testing in Speech-Language Pathology Daub, Olivia; Cunningham, Barbara Jane; Bagatto, Marlene P... In: Communication Sciences and Disorders Publications (2021) BASE Show details 2 Compensation to Altered Auditory Feedback in Children With Developmental Language Disorder and Typical Development Coughler, Caitlin; Hamel, Emily Michaela; Oram Cardy, Janis... In: Communication Sciences and Disorders Publications (2021) BASE Show details 3 Exploring speech and language intervention for preschoolers who are deaf and hard of hearing: A scoping review Ganek, Hillary; Cardy, Janis Oram In: Journal of Early Hearing Detection and Intervention (2021) BASE Show details 4 Developing a Spoken Language Outcome Monitoring Procedure for a Canadian Early Hearing Detection and Intervention Program: Process and Recommendations Daub, Olivia; Cardy, Janis In: Journal of Early Hearing Detection and Intervention (2021) BASE Show details 5 Analysis of the quality of online resources for parents of children who are late to talk ... Coughler, Caitlin; Burke, Shauna M; Cardy, Janis Oram. - : SAGE Journals, 2020 BASE Show details 6 Analysis of the quality of online resources for parents of children who are late to talk ... Coughler, Caitlin; Burke, Shauna M; Cardy, Janis Oram. - : SAGE Journals, 2020 BASE Show details 7 Analysis of the quality of online resources for parents of children who are late to talk ... Coughler, Caitlin; Burke, Shauna M; Cardy, Janis Oram. - : SAGE Journals, 2020 BASE Show details 8 DLI917940 Supplemental Material - Supplemental material for Analysis of the quality of online resources for parents of children who are late to talk ... Coughler, Caitlin; Burke, Shauna M; Cardy, Janis Oram. - : SAGE Journals, 2020 BASE Show details 9 DLI917940 Supplemental Material - Supplemental material for Analysis of the quality of online resources for parents of children who are late to talk ... Coughler, Caitlin; Burke, Shauna M; Cardy, Janis Oram. - : SAGE Journals, 2020 BASE Show details 10 DLI917940 Supplemental Material - Supplemental material for Analysis of the quality of online resources for parents of children who are late to talk ... Coughler, Caitlin; Burke, Shauna M; Cardy, Janis Oram. - : SAGE Journals, 2020 BASE Show details 11 Using implementation science to engage stakeholders and improve outcome measurement in a preschool speech-language service system Cunningham, Barbara Jane; Oram Cardy, Janis In: Communication Sciences and Disorders Publications (2020) BASE Show details 12 Effectiveness of a parent-implemented language intervention for late-to-talk children: a real-world retrospective clinical chart review Kwok, Elaine Y.L.; Jane Cunningham, Barbara; Oram Cardy, Janis In: Communication Sciences and Disorders Publications (2020) BASE Show details 13 Supplemental material for Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review ... Binns, Amanda V; Cardy, Janis Oram. - : SAGE Journals, 2019 BASE Show details 14 Supplemental material for Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review ... Binns, Amanda V; Cardy, Janis Oram. - : SAGE Journals, 2019 BASE Show details 15 Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review ... Binns, Amanda V; Cardy, Janis Oram. - : Figshare, 2019 BASE Show details 16 Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review ... Binns, Amanda V; Cardy, Janis Oram. - : Figshare, 2019 BASE Show details 17 Establishing consensus among community clinicians on how to categorize and define preschoolers’ speech and language impairments at assessment Cunningham, Barbara Jane; Kwok, Elaine; Turkstra, Lyn... In: Communication Sciences and Disorders Publications (2019) BASE Show details 18 Exploring participation and impairment-based outcomes for Target Word™: A parent-implemented intervention for preschoolers identified as late-to-talk Cunningham, Barbara Jane; Kwok, Elaine; Earle, Cindy... In: Communication Sciences and Disorders Publications (2019) BASE Show details 19 The speech-language pathologist's role in supporting the development of self-regulation: A review and tutorial Binns, Amanda V.; Hutchinson, Lynda R.; Oram Cardy, Janis In: Communication Sciences and Disorders Publications (2019) BASE Show details 20 The consistency and cognitive predictors of children's oral language, reading, and math learning profiles Archibald, Lisa M.D.; Cardy, Janis Oram; Ansari, Daniel; Olino, Thomas; Joanisse, Marc F. In: Communication Sciences and Disorders Publications (2019) Abstract: © 2019 Efforts to understand learning disorders in children by focusing on specific domains and within restricted ability ranges have failed to identify consistent and stable learning profiles. Given evidence for dimensional distribution of oral language, reading, and mathematical skills among those identified with and without learning disorders, examining learning across a range of abilities and domains should provide a better estimate of learning profiles. The present study examined the 1-year stability of cross-domain learning profiles and associated cognitive characteristics of 327 children. Results revealed highly stable profiles with 95% of participants remaining in the same learning profiles across data years. Generally similar performance across domains was observed for three profiles (below average, average, above average) comprising 63% of the sample, with relatively specific differences in oral language or reading characterizing the remaining profiles. Cognitive measures and teacher ratings accurately predicted learning profile in about 55% of participants either at the time of testing or in the following year. The most effective models for categorizing learning profiles all included teacher ratings of reading. Cognitive measures of verbal working memory, verbal intelligence, phonological awareness, symbolic comparison, and visuospatial working memory were also important contributors to classification. The findings indicate that examining learning across domains, abilities, and time has the potential to inform our conceptualization of learning disorders and associated cognitive strengths and weaknesses. Keyword: Communication Sciences and Disorders; Developmental language disorder; Dyscalculia; Dyslexia; Learning disability; Learning profiles URL: https://www.sciencedirect.com/science/article/abs/pii/S1041608019300202?via%3Dihub https://ir.lib.uwo.ca/scsdpub/16 BASE Hide details Page: 1 2 3

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