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Editorial
Developing a culture to facilitate evidence-based practice
Jeff Sigafoos; Ralf W. Schlosser
Pages 99 – 101
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How to cite evidence-based communication assessment and intervention structured appraisal abstracts review-treatment
Direct speech and language therapy for children with cerebral palsy, focusing on communication and expressive language, appears effective but methodological flaws advocate for more high quality research
Parimala Raghavendra (Commentary author)
Pages 103 – 104
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Treatment
School-based social-skills interventions demonstrate minimally effective results for children with Autism Spectrum Disorder
Chad Nye; Jamie B. Schwartz (Commentary authors)
Pages 105 – 106
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Intensive dynamic temporal and tactile cueing appears effective for treating some children with severe childhood apraxia of speech
Miranda L. Rose (Commentary author)
Pages 107 – 108
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Left versus right: The site of deep brain stimulation of the subthalamic nucleus makes a difference for specific speech measures in patients with Parkinson's disease
Tara Whitehill (Commentary author)
Pages 109 – 110
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Children with autism spectrum disorders can learn to label actions without requiring verbal prompting
Billy T. Ogletree (Commentary author)
Pages 111 – 112
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Teacher training and consultation on PECS curriculum has short-term effects on children's initiations and PECS use and follow-up social reciprocity
Paul Yoder (Commentary author)
Pages 113 – 114
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Focused intervention may enhance phoneme-awareness skills in pre-literate children with a speech disorder
Jan Bedrosian (Commentary author)
Pages 115 – 116
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Alphabet cues can be degraded in speech supplementation without significant change in speech intelligibility improvement
Kathryn M. Yorkston (Commentary author)
Pages 117 – 118
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Infants can be taught to use manual signs to communicate requests and doing so may replace crying
Nancy C. Brady (Commentary author)
Pages 119 – 120
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PECS and responsive prelinguistic milieu teaching in children with autism produce similar gains in requesting
Howard Goldstein (Commentary author)
Pages 121 – 123
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Whether SentenceShaper®, a computerized communication system, supports verbal production in individuals with aphasia remains to be seen
Ann Beck (Commentary author)
Pages 124 – 126
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Dysarthria interventions that address self-monitoring of respiratory and phonatory physiology seem to facilitate use of speech-recognition software
Rupal Patel (Commentary author)
Pages 127 – 130
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‘Normal’ toddlers’ comprehension of the word UNDER in Polish seems facilitated when training about understanding its meaning takes place in situations with familiar toys, and might be enhanced for transfer of meaning to situations with novel toys when training includes contrasts with the earlier developing prepositions of IN or UNDER
Vicki A. Reed (Commentary author)
Pages 131 – 133
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Using enhanced milieu teaching and a voice-output communication aid to increase independent requesting by three children with autism
Erik Drasgow (Commentary author)
Pages 134 – 135
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Assessment/Diagnosis
Parent-reported language screening at 18 months does not predict severe language delay at age 3.
Chris Dollaghan (Commentary author)
Pages 136 – 137
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EBP Advancement Corner
Not all systematic reviews are created equal: Considerations for appraisal
Ralf W. Schlosser;  Oliver Wendt; Jeff Sigafoos
Pages 138 – 150
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