Home

Achenbach, T. M. (1991). Child behavior checklist: four to eighteen year olds. Burlington, VT: University of Vermont Department of Psychiatry.

Adams, C., & Bishop, D. (1989). Conversational characteristics of children with semantic-pragmatic disorder. I: Exchange structure, turn taking, repairs and cohesion. British Journal of Disorders of Communication, 24, 211-9.

Avedson, J., McNeil, M., & West, T. (1985). Prediction of Revised Token Test overall subtest and linguistic unit scores by two shortened versions. Clinical Aphasiology, 15, 57-63.

Barkley, R.A. (2000). Taking charge of ADHD: The complete, authoritative guide for parents (Revised Edition). New York: The Guilford Press.

Bedrosian, J.L. (1985). An approach to developing conversational competence. In D.N. Ripich & F.M. Spinelli (Eds.) School discourse problems. San Diego: College-Hill Press.

Bishop, D. (1998). Development of the children's communication checklist (CCC): a method for assessing qualitative aspects of communicative impairment in children. Journal of Child Psychology and Psychiatry, 39, 879-891.

Bishop, D., Chan, J., Adams, C., Hartley, J., & Weir, F. (2000). Conversational responsiveness in specific language impairment: evidence of disproportionate pragmatic difficulties in a subset of children. Development and Psychopathology, 12, 177-199.

Brinton, B., & Fujiki, M. (1993). Language, social skills, and socioemotional behavior. Clinical Forum: Language and social skills in the school age population. Language Speech, and Hearing Services in Schools, 24, 194-198.

Brinton, B., Fujiki, M., & Higbee, L.M. (1998a). Participation in cooperative learning activities by children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 1193-1206.

Brinton, B., Fujiki, M., & McKee, L. (1998). Negotiation skills of children with specific language impairment. Journal of Speech, Language and Hearing Research, 41 (4), 927-940.

Brinton, B., Fujiki, M., Spencer, J. C., & Robinson, L. A. (1997). The ability of children with specific language impairment to access and participate in ongoing interaction. Journal of Speech, Language, and Hearing Research, 40 (5) 1011-1025.

Bogdan, R., & Biklen, S. (1992). Qualitative research for education. Boston, MA: Allyn and Bacon.

Campbell, P., & Siperstein, G. (1994). Improving social competence: a resource for elementary school teachers. Needham heights, MA: Allyn & Bacon, Simon & Schuster Education Group.

Campbell, T., Dollaghan, C., Needleman H,. & Janosky, J. (1997). Reducing bias in language assessment: Processing-dependent measures. Journal of Speech, Language and Hearing Research, 40, 519-525.

Chapman, R. (1992). Child talk: assumptions of a development process model for early language learning. In R. Chapman (Ed.), Processes in language acquisition and disorders (pp. 3-17). St. Louis, MO: C. V. Mosby.

Chung, T., & Asher, S. (1996). Children's goals and strategies in peer conflict situations. Merrill-Palmer Quarterly, 42, 125-147.

Coggins, T., Friet, T., & Morgan, T. (1998). Analyzing narrative productions in older school age children and adolescents with fetal alcohol syndrome: an experimental tool for clinical applications. Clinical Linguistics and Phonetics, 12, 221-236.

Cowan, N. (1998). Short-term memory, working memory and their importance in language processing. In R. Gillam (Ed.), Memory and language impairment in children and adults. Gaithersburg, MD: Aspen Publishers, Inc.

Crick, N., & Dodge, K. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 75-104.

Damico, J. (1985). The effectiveness of direct observation as a language assessment technique. Unpublished doctoral dissertation. University of New Mexico, Albuquerque, NM.

Damico, J. (1992). Systematic observation of communicative interaction: a valid and practical descriptive assessment technique. Best Practices in School Speech Language Pathology, 2, 133-144.

Damico, J., Oller, J., & Tetnowski, J. (1999). Investigating the interobserver reliability of a direct observational language assessment technique. Advances in Speech-Language Pathology, 1, 77-94.

Denckla, M. (1996). A theory and model of executive function: A neuropsychological perspective. In G. Lyon & N. Krasnegor (Eds.), Attention, memory and executive function. Baltimore, MD.: Paul Brookes. pp. 263-278.

Denckla, M. (1998). Understanding the role of executive function in language, academics, and daily life. Paper presented at American International College, Springfield, MA.

Denckla, M., & Reader, M. (1993). Education and psycho-social interventions: Executive function and its consequences. In R. Kurlan (Ed.), Handbook of Tourette's Syndrome and related tick and behavioral disorders (pp. 431-451). New York: Marcel Dekker.

Dodge, K., McClaskey, C., & Feldman, E. (1985). A situational approach to the assessment of social competence in children. Journal of Consulting and Clinical Psychology, 53, 344-353.

Filipek, P., Accardo, P., Baranek, G., Cook, E., Dawson, G., Gordon, B., Gravel, J., Johnson, C., Kallen, R., Levy, S., Minshew, N., Prizant, B., Rapin, I., Rogers, S., Stone, W., Teplin, S., Tuchman, R., & Volkmar, F. (1999). The Screening and diagnosis of Autistic Spectrum Disorders, Journal of Autism and Developmental Disorders, 29 (6), 439-484.

Fujiki, M., Brinton, B., Isaacson, T., & Summers, C. (2001). Social behaviors of children with language impairment on the playground: a pilot study. Language, Speech, and Hearing Services in Schools, 32 (2), 101-113.

Fujiki, M., Brinton, B., Robinson, L., & Watson, V. (1997). The ability of children with specific language impairment to participate in a group decision task. Journal of Childhood Communication Development, 18, 1-10.

Gaulin, C., & Campbell, T. (1994). Procedure for assessing verbal working memory in normal school age children: Some preliminary evidence. Perceptual and Motor Skill, 79-55-64.

Gresham, F. (1998). Social skills training with children. In T. S. Watson & F. Gresham (Eds.), Handbook of child behavior therapy (pp. 475-497). New York, NY: Plenum Press.

Gresham, F., & Elliott, S. (1990). Social Skills Rating System. Circle Pines, MN: American Guidance Service, Inc.

Grice, H. (1975). Logic and conversation. In P. Cole, & J. Morgan (Eds.), Studies in syntax and semantics: speech acts (Vol. 3). New York: Academic Press.

Guralnick, M. J. (1999). Family and child influences on the peer-related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Reviews, 5 (1), 21-29.

Hammill, D., & Newcomer, P. (1997). Test of language development-intermediate, third edition. Austin, TX: PRO-ED.

Hughes, D., HcGillvrary, L., & Schmidek, M. (1997). Sourcebook for narrative language: procedures for assessment. Eau Claire, WI: Thinking Publications.

Korkman, M., Kirk, U., & Kemp, S. (1998). A Developmental neuropsychological assessment. New York: The Psychological Corporation.

Korkman, M., Autti-Raemoe, I., Koivulheto, H., & Grantstrom, M. L. (1998). Neuropsychological effects at early school age of fetal alcohol exposure of varying duration. Child Neuropsychology, 4 (3), 199-212.

Lakoff, R. (1973). The logic of politeness; or minding your p's and q's. In C. Corum, T. Smith-Clark, & A. Weiser (Eds.), Ninth Regional Meeting of the Chicago Linguistic Society. Chicago: University of Chicago, Department of Linguistics.

Lensch, C.R. (2000). making sense of Attention Deficit/Hyperactivity Disorder. Westport, CT: Bergin & Garvey
(See Appendix G: Social Skills Resource List)

Mayer, M. (1969). Frog, Where are You? New York, NY: Dial Book for Young Readers

Miller, J., & Chapman, R. (1984, 1993). Systematic analysis of language transcripts. Madison, WI: University of Wisconsin.

Nippold, M. (1998). Later language development: ages 9 through 19. Boston: Little, Brown.

Patton, M., & Westby, C. (1992). Ethnography and research. Topics in Language Disorders, 12(3), 1-13.

Phelps-Terasaki, D., & Phelps-Gunn, T. (1992). Test of pragmatic language. Austin, TX: PRO-ED.

Prutting, C., & Kirchner, D. M. (1987). A clinical appraisal of the pragmatic aspects of language. Journal of Speech and Hearing Disorders, 51, 105-119.

Redmond, S., & Rice, M. (2002). Stability of behavioral ratings of children with SLI. Journal of Speech, Language, Hearing Research, 45, 190-201.

Redmond, S., & Rice, M. (1998). The socioemotional behaviors of children with SLI: social adaptation or social deviance? Journal of Speech, Language, Hearing Research, 41, 688-700.

Renshaw, P., & Asher, S. (1983). Children's goals and strategies for social interaction. Merrill-Palmer Quarterly, 29 (3), 353-374.

Ripich, D. N., & Spinelli F. M. (1985). An ethnographic approach to assessment and intervention. In D.N. Ripich & FM Spinelli (Eds.) School discourse problems. San Diego: College-Hill Press.

Rose, A., & Asher, S. (1999). Children's goals and strategies in response to conflicts within a friendship. Developmental Psychology, 35 (1), 69-79.

Roth, F.P. & Spekman, N.J. (1984a) Assessing the pragmatic abilities of children: Part 1. Organizational framework and assessment parameters. Journal of Speech and Hearing Disorders, 49, 1-11.

Roth, FP, & Spekman, NJ (1984b) Assessing the pragmatic abilities of children: Part 2. Guidelines, considerations, and specific evaluation procedures. Journal of Speech and Hearing Disorders, 49, 12-17.

Semel, E., Wiig, E. H., & Secord, W. A. (1995). Clinical Evaluation of Language Fundamentals- 3rd Edition. San Antonio, TX: The Psychological Corporation.

Secord, W., Wiig, E., Damico, J., & Goodwin, G. (1994). Classroom communication assessment: evaluating performance in context. Chicago, IL: Riverside Publishing Co.

Singer, B., & Bashir, A (1999). What are executive functions and self-regulation and what do they have to do with language-learning disorders? Language, Speech and Hearing Services in Schools, 30, 265-273.

Stevens, L., & Bliss, L. (1995). Conflict resolution abilities of children with specific language impairment and children with normal language. Journal of speech and Hearing Research, 39, 599-611.

Tannock, R., & Schachar, R. (1996). Executive dysfunction as an underlying mechanism of behavior and language problems in attention deficit hyperactivity disorder. In J. Beitchman, N.Cohen, M. Konstantareas, & R. Tannock (Eds.), Language, Learning and Behavior Disorders. Cambridge: Cambridge University Press. pp. 128-155.

Timler, G. (2000). Investigation of social communication skills during peer conflict tasks in school age children with alcohol-related disabilities. Unpublished doctoral dissertation. University of Washington, Seattle.

Timler, G., & Olswang, L. (1999). Treatment of false beliefs: Improving social communication deficits in children with prenatal alcohol exposure. Symposium on Research in Child Language Disorders, Madison, WI.

Timler, G., & Olswang, L. (2001). Variable structure/variable performance: caregiver and teacher perspectives of a child with Fetal Alcohol Syndrome. Journal of Positive Behavioral Interventions. 3, 48-56.

Westby, C., Stevens-Dominguez, M., & Oetter, P. (1996). A performance/competence model of observational assessment. Language, Speech and Hearing Services in Schools, 27, 144-156.

Wiig, E., & Secord, W. (1989). Test of language competence. San Antonio, TX: The Psychological Corporation.

Home

University of Washington, Dept. of Speech & Hearing Sciences, Tele-Collaboration Project. © 1999-2001, UW-SPHSC, including all photographs and images unless otherwise noted. Comments: tcollab@u.washington.edu