CICSD Journal – Volume 43, Spring 2016

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Storybook Reading Approach: Outcomes With Two Children With Language and Phonological Impairments Exhibiting Different Levels of Phonological Consistency
Monica Bellon-Harn, Lamar University, Beaumont, Texas
Maggie Credeur-Pampolina, Evadale Independent School District, Evadale, Texas

Considering Disability Culture for Culturally Competent Interactions With Individuals Who Stutter
Michael P. Boyle, Oklahoma State University, Stillwater
Derek E. Daniels, Wayne State University, Detroit, Michigan
Charles D. Hughes, Eastern Kentucky University, Richmond
Anthony P. Buhr, University of Alabama, Tuscaloosa

The Effectiveness of a Multimodal Vowel-Targeted Intervention in Accent Modification
Kathryn W. Brady, Natalie Duewer, and Amie M. King
Southern Illinois University–Edwardsville

Teaching Information Literacy and Evidence-Based Practice in an Undergraduate Speech-Language Pathology Program: A Student Reflection
Laura Cobus-Kuo and Jana Waller, Ithaca College, Ithaca, New York

Knowledge of Aging and Attitudes Toward Older People by Communication Sciences and Disorders Students
Rieko M. Darling, Western Washington University, Bellingham

A Systematic Review of Emergent Literacy Interventions for Preschool-Age Children With Cochlear Implants
Lavin K. Entwisle, Kyle Brouwer, Elizabeth Hanson, Jessica Messersmith
University of South Dakota, Vermillion

Are We Asking the Right Questions About Pedagogy in Communication Sciences and Disorders?
John Wm. Folkins, Bowling Green State University, Bowling Green, Ohio

Diagnostic Reasoning by Experienced Speech-Language Pathologists and Student Clinicians
Sarah M. Ginsberg, Eastern Michigan University, Ypsilanti
Jennifer C. Friberg, Illinois State University–Normal
Colleen F. Visconti, Baldwin Wallace University, Berea, Ohio

Teaching Observation Skills: A Survey of CSD Program Practices
Nancy Hall, University of Maine, Orono

Predicting Stuttering Severity Ratings by Timing and Tallying Dysfluencies Using Praat Software
Elizabeth S. Hasseltine, Shannon F. Black, Tayler M. Corcoran, Danika L. DiPalma, Susan E. Dixon, Anne T. Gooch, Lauren M. Hurlburt, Ashton B. Murray, Kathryn B. Potts, Anna C. Schnizler, Caitlin Secrist, Roma Marisa Shickel, Filip Loncke
University of Virginia, Charlottesville
Paul Corthals, University College Ghent, Belgium

Young Spanish–English Language Learners' Cognate Facilitation on Picture Naming
Lindsey Leacox, University of Northern Iowa, Cedar Falls
Carla Wood, Gretchen Sunderman, and Christopher Schatschneider, Florida State University, Tallahassee

A Modified Semantic Feature Analysis Approach With Two Individuals With Chronic Aphasia
Sonia V. Mehta and Emi Isaki, Northern Arizona University, Flagstaff

Collaborative Methods for Training Evidence-Based Practice: The Triad Model
Grama Rangamani, St Cloud State University, St Cloud, Minnesota
Patrick Coppens, SUNY Plattsburgh, Pennsylvania
Margaret Greenwald, Wayne State University, Detroit, Michigan
Connie Keintz, Florida Atlantic University, Boca Raton

Training Law Enforcement Officers to Differentiate Traumatic Brain Injury From Alcohol Intoxication
Jo Shackelford and Sarah Nale, Western Kentucky University, Bowling Green

Increasing Knowledge and Skills of Graduate Students in a Fluency Disorders Course
Nicole A. Steyl, Joseph F. Klein, Michael L. Howell, Jennifer C. Dalton
Appalachian State University, Boone, North Carolina

Effectiveness of a Job Search and Interview Skills Workshop for Graduate Students in Communication Sciences and Disorders
Kimberly W. Ward, Melanie Leuty, and Jennifer Corie
The University of Southern Mississippi, Hattiesburg

Effect of a Spanish-Language Training Module on Technical Vocabulary Acquisition
Mary Claire Wofford and K. Leigh Morrow-Odom, Western Carolina University, Cullowhee, North Carolina

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