Submissions from 2025
Developing a profile of Canadian children with cerebral palsy who require augmentative & alternative communication, Juno Coan-Brill, Frances Aileen Costigan, Jessica Kay, Kristine Stadskleiv, Beata Batorowica, Tom Chau, Johanna Geytenbeek, Danijela Grahovac, Sarah Hopmans, and BJ Cunningham
“My child is completely underestimated”: Canadian parents’ perspectives on implementing an accessible language comprehension assessment for non-speaking children with cerebral palsy, Juno Coan-Brill, Jodi Friesen, Jessica Kay, Frances Aileen Costigan, Tom Chau, Johanna Geytenbeek, Kristine Stadskleiv, Beata Batorowicz, Dayle McCauley, Sarah Hopmans, Danijela Grahovac, and Barbara Jane Cunningham
Exploring augmentative & alternative communication assessment practices for children with limited functional speech & motor skills: a scoping review utilizing the Participation Model of AAC, Juno Coan-Brill, Gail Teachman, Aileen Costigan, Theresa Pham, and B J. Cunningham
Submissions from 2024
Working Towards Recommended Terminology in the Canadian Preschool Speech-Language Pathology Context, Alison Csercsics, Lisa MD Archibald, and Barbara Jane Cunningham
Thoughts from the Frontlines: Canadian Perspectives in Adopting and Implementing Recommended Clinical Labels in Preschool Speech-Language Pathology, Alison Lynn Csercsics, Lauren Denusik, and Barbara Jane Cunningham
We were the best people to do the job”: Caregivers’ reported outcomes of a virtual caregiver-delivered program for autistic preschoolers, Lauren Denusik, Danielle Glista, Michelle Servais, Jodi Friesen, Janis Oram, and BJ Cunningham
Incorporating Client Perspectives: Moving Towards Digital Outcome Measurement in Pediatric Speech-Language Pathology, Sachin Lynn Kharbanda, Janis Oram, Danielle Jane Glista, Sheila Moodie, Boshra Bahrami, and Barbara Jane Cunningham
Submissions from 2023
Interrater Reliability of the FOCUS-34: Parent-to-Parent and Parent-to-Clinician, Barbara Jane Cunningham, Peter Rosenbaum, Anastasia Nepotiuk, and Nancy Thomas-Stonell
Families' Experiences in the Virtual Hanen More Than Words Program During the COVID-19 Pandemic, Lauren Denusik, Michelle Servais, Danielle Glista, Kathryn Hatherly, Sheila Moodie, Janis Oram Cardy, Elaine Weitzman, and BJ Cunningham
Submissions from 2022
Current practices, supports, and challenges in speech-language pathology service provision for autistic preschoolers, Amanda V. Binns, Barbara Jane Cunningham, Allison Andres, and Janis Oram Cardy
Clinical feasibility, utility, and usability of the Profile of Preschool Communication: A pilot test in community settings, Barbara Jane Cunningham, Carly Cermak, Julianna Head, and Janis Oram Cardy
What do Speech-Language Pathologists want to know when assessing vocal development in children who are deaf/Hard-of-Hearing?, Olivia Daub, Marlene P. Bagatto, and Janis Oram Cardy
Usability and Feasibility of a Spoken Language Outcome Monitoring Procedure in a Canadian Early Hearing Detection & Intervention Program: Results of a 1-Year Pilot, Olivia Daub University of Western Ontario, BJ Cunningham, Marlene P. Bagatto, and Janis Oram Cardy
Intervention goals for preschoolers with language difficulties and disorders A scoping review using the ICF framework, Elaine Kwok, Carly A. Cermak, Kathryn Hatherly, and Barbara Jane Cunningham
Factors influencing the success of telepractice during the COVID-19 pandemic and preferences for post-pandemic services: An interview study with clinicians and parents, Elaine YL Kwok R.N.
The process of telepractice implementation during the COVID-19 pandemic: a narrative inquiry of preschool speech-language pathologists and assistants from one center in Canada, Elaine YL Kwok, Jessica Chiu, Peter Rosenbaum, and Barbara Jane Cunningham
Speech-language pathologists’ treatment goals for preschool language disorders: an ICF analysis, Elaine YL Kwok, Peter Rosenbaum, and Barbara Jane Cunningham
Engaging Clinical End Users in the Development of an Outcome Measurement Protocol for Pediatric Communicative Health Systems, Victoria Sherman, Danielle Glista, and Barbara Jane Cunningham
Exploring Practice-Based Clinical–Research Partnerships in Speech-Language Pathology: A Scoping Review, Meghan Vollebregt, Lisa Archibald, Julie Theurer, and Janis Oram Cardy
Submissions from 2021
Looking back and moving forward: A scoping review of research on preschool autism interventions in the field of speech-language pathology, Amanda Binns, Rachael Smyth, Allison Andres, Joyce Lam, and Janis Oram Cardy
Implementing Evidence-Based Assessment Practices for the Monitoring of Spoken Language Outcomes in Children who are Deaf or Hard of Hearing in a Large Community Program, Barbara Jane Cunningham, Janis Oram Cardy, and Olivia Daub University of Western Ontario
Assessing communicative participation in preschool children with the Focus on the Outcomes of Communication Under Six: a scoping review, Barbara Jane Cunningham, Nancy Thomas-Stonell, and Peter Rosenbaum
Reliability of speech-language pathologists’ categorizations of preschoolers’ communication impairments in practice, BJ Cunningham and Janis Oram Cardy
Adopting a Conceptual Validity Framework for Testing in Speech-Language Pathology, Olivia Daub, Barbara Jane Cunningham, Marlene P. Bagatto, Andrew M. Johnson, Elaine Y. Kwok, Rachael E. Smyth, and Janis Oram Cardy
Strengths and challenges of the COSMIN tools in the appraisal of outcome measures: A case example for speech-language therapy, Elaine Kwok, Peter Rosenbaum, Nancy Thomas-Stonell, and Barbara Jane Cunningham
Developing a Spoken Language Outcome Monitoring Procedure for a Canadian Early Hearing Detection and Intervention Program: Process and Recommendations, Janis Oram Cardy and Olivia Daub University of Western Ontario
Exploring Speech and Language Intervention for Preschoolers who are Deaf and Hard of Hearing: A Scoping Review, Janis Oram Cardy and Hillary Ganek
Submissions from 2020
Effectiveness of a parent-implemented language intervention for late-to-talk children: a real-world retrospective clinical chart review, Elaine Y.L. Kwok, Barbara Jane Cunningham, and Janis Oram Cardy
Selecting and tailoring implementation interventions: A concept mapping approach, Elaine Yuen Ling Kwok, Sheila T.F. Moodie, Barbara Jane Cunningham, and Janis E. Oram Cardy
Lessons learned in practice-based research: Studying preschool language interventions in the real world, Rachael E. Smyth, Julie Theurer, Lisa MD Archibald, and Janis Oram Cardy
Submissions from 2019
The speech-language pathologist's role in supporting the development of self-regulation: A review and tutorial, Amanda Binns and Janis Oram Cardy
Barriers to implementing evidence-based assessment procedures: Perspectives from the front lines in pediatric speech-language pathology, Barbara Jane Cunningham, Olivia May Daub, and Janis Oram Cardy
Exploring participation and impairment-based outcomes for Target Word™: A parent-implemented intervention for preschoolers identified as late-to-talk, Barbara Jane Cunningham, Elaine Kwok, Cindy Earle, and Janis Oram Cardy
Establishing consensus among community clinicians on how to categorize and define preschoolers’ speech and language impairments at assessment, Barbara Jane Cunningham, Elaine Kwok, Lyn Turkstra, and Janis Oram Cardy
Using implementation science to engage stakeholders and improve outcome measurement in a preschool speech-language service system, Barbara Jane Cunningham and Janis Oram Cardy
Validity evidence for the littlEARS early speech production questionnaire: An english-speaking, canadian sample, Olivia Daub, Janis Oram Cardy, Andrew M. Johnson, and Marlene P. Bagatto
A comment on test validation: The importance of the clinical perspective, Olivia Daub, Elizabeth Skarakis-Doyle, Marlene P. Bagatto, Andrew M. Johnson, and Janis Oram Cardy
Submissions from 2018
Factors Contributing to Preschoolers' Communicative Participation Outcomes: Findings From a Population-Based Longitudinal Cohort Study in Ontario, Canada, Barbara Jane Cunningham, Steven E. Hanna, Peter Rosenbaum, Nancy Thomas-Stonell, and Bruce Oddson
Submissions from 2017
Validity of the Communication Function Classification System for use with preschool children with communication disorders, Mary Jo Cooley Hidecker, Barbara Jane Cunningham, Nancy Thomas-Stonell, Bruce Oddson, and Peter Rosenbaum
A population-based study of communicative participation in preschool children with speech-language impairments, Barbara Jane Cunningham, Steven E. Hanna, Bruce Oddson, Nancy Thomas-Stonell, and Peter Rosenbaum
Current methods of evaluating speech-language outcomes for preschoolers with communication disorders: A scoping review using the ICF-CY, Barbara Jane Cunningham, Karla N. Washington, Amanda Binns, Katelyn Rolfe, Bernadette Robertson, and Peter Rosenbaum
Language outcomes in children who are deaf and hard of hearing: The role of language ability before hearing aid intervention, Olivia Daub, Marlene P. Bagatto, Andrew M. Johnson, and Janis Oram Cardy
Submissions from 2016
Promoting consistent use of the communication function classification system (CFCS), Barbara Jane Cunningham, Mary Jo Hidecker, Nancy Thomas-Stonell, and Peter Rosenbaum