The power of negative findings

Language, Speech, and Hearing Services in Schools

Volumn 43, Issue 3, 2012, Pages 251-252

  Nippold, Marilyn A ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

COGNITION; EDITORIAL; HUMAN; LANGUAGE DISABILITY; METHODOLOGY; SPEECH THERAPY;

COGNITION; HUMANS; LANGUAGE DEVELOPMENT DISORDERS; LANGUAGE THERAPY;

EID: 84863832536     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2012/ed-03)     Document Type: Editorial

References (7)

1. American Speech-Language-Hearing Association. (2010). Roles and responsibilities of speech-language pathologists in schools [Position Statement]. Available from www.asha.org/policy.
2. Bishop, D. V. M. (2003). The Test for Reception of Grammar, Version 2. London, England: The Psychological Corporation.
3. Bishop, D. V. M., Adams, C. V., & Rosen, S. (2006). Resistance of grammatical impairment to computerized comprehension training in children with specific and non-specific language impairments. International Journal of Language and Communication Disorders, 41(1), 19-40.
4. Cirrin, F. M., & Gillam, R. B. (2008). Language intervention practices for school-age children with spoken language disorders. Language, Speech, and Hearing Services in Schools, 39, S110-S137.
5. Rosenthal, R. (1979). The "file drawer problem" and tolerance for null results. Psychological Bulletin, 86(3), 638-641.
6. Schiavetti, N., Metz, D. E., & Orlikoff, R. F. (2011). Evaluating research in communicative disorders (6th ed.). Upper Saddle River, NJ: Pearson.
7. Tomblin, J. B., & Nippold, M. A. (Eds.). (2012). Understanding individual differences in language development across the school years. Manuscript in preparation.