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Editorial
Identifying ‘evidence-based practice’ versus ‘empirically supported treatment’
Ralf W. Schlosser; Jeff Sigafoos
Pages 61 – 62
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Survey
Speech–language pathologists respond to psychosocial aspects of aphasia with varying degrees of clinical attention
James S. Dembowski (Commentary author)
Pages 63 – 66
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Systematic Review-Treatment
This systematic review empirically documents that the effectiveness of Orton-Gillingham and Orton-Gillingham-based reading instruction remains to be determined
Herbert M. Turner, III (Commentary author)
Pages 67 – 69
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Classroom-based interventions may be more effective than pull-out programs for speech–language pathology interventions for young children with specific language impairment
Jennifer Stephenson (Commentary author)
Pages 70 – 72
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Parent-implemented early intervention for young children with autism spectrum disorder is promising, but further research is needed to determine its efficacy
G. Richmond Mancil (Commentary author)
Pages 73 – 75
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Some (but still insufficient) evidence exists for language interventions for school-age children with developmental speech and language impairments
Victoria Joffe (Commentary author)
Pages 76 – 80
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Facilitated communication is contraindicated as a treatment choice; a meta-analysis is still to be done
Ralf W. Schlosser; Oliver Wendt (Commentary authors)
Pages 81 – 83
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Treatment
Computer-based video instruction facilitates AAC-device use in community settings
Dean Sutherland (Commentary author)
Pages 84 – 86
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Self-disclosure of stuttering at the beginning of interactions may improve listeners’ perceptions of people who stutter
Michelle Lincoln; Geraldine Bricker-Katz (Commentry authors)
Pages 87 – 89
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Early intervention in phonological awareness seems to improve phonological working memory in young children with specific language impairment
Lisa A. Pufpaff (Commentary author)
Pages 90 – 91
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Internet-based instructional program is an effective means of teaching young adults who use augmentative and alternative communication to use a social problem-solving strategy to respond to hypothetical scenarios
Sally A. Clendon
Pages 92 – 95
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Fast ForWord® does not significantly improve language skills in children with language disorders
Stephen M. Camarata (Commentary author)
Pages 96 – 98
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Initiating joint-attention treatment facilitates later expressive language development, particularly in initially low-verbal children with autism spectrum disorder
Paul Yoder (Commentary author)
Pages 99 – 102
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Errorless techniques show some advantages over error-correction techniques for teaching photograph–object relationships to children with autism
Krista M. Wilkinson (Commentary author)
Pages 103 – 105
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Ebp Advancement Corner
Expertise in research-informed clinical decision making: Working effectively with families of children with little or no functional speech
Gillian King;  Beata Batorowicz; Tracy A. Shepherd
Pages 106 – 116
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