2024
![Orange background with title and full citation](/sites/default/files/styles/utexas_image_style_64w_64h/public/2024-05/Group%20Size_0.png?itok=5qyX1R8f)
Group Size: An Active Ingredient in School-based Language Therapy
Hutchins, C. & Schmitt, M.B. (2024) Group Size: An Active Ingredient in School-Based Language Therapy. Journal of Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2024_LSHSS-23-00047
2022
![Blue background with publication title- Story Champs: changing the narrative on oral language intervention](/sites/default/files/styles/utexas_image_style_64w_64h/public/2022-06/Story%20champs%20commentary.png?itok=ZIH18vc_)
Story Champs: changing the narrative on oral language intervention
Mary Beth Schmitt, Sherine Tambyraja & Carrie Hutchins (Commentary authors) (2022) Story Champs: changing the narrative on oral language intervention, Evidence-Based Communication Assessment and Intervention
![Icon for paper, title: Peer Effects in Language Therapy for Children with DLD: A Pilot study. Dark blue background with white and yellow text. Small orange block at bottom of image with full citation and CL3 lab logo.](/sites/default/files/styles/utexas_image_style_64w_64h/public/2022-02/peer-effects-sm-research-dissem-3.png?itok=OvflvnZL)
Peer Effects in Language Therapy for Preschoolers with Developmental Language Disorder: A Pilot Study.
Schmitt, M. B., Tambyraja, S., Siddiqui, S. (2022). Peer Effects in Language Therapy for Preschoolers with Developmental Language Disorder: A Pilot Study. American Journal of Speech Language Pathology.
![Image reading Feasibility of assessing expressive and receptive vocabulary via telepractice for early elementary-age children with language impairment. Paper citation and CL3 lab logo at bottom of image.](/sites/default/files/styles/utexas_image_style_64w_64h/public/2021-11/assessment-via-telepractice-icon.png?itok=iRDMEdEE)
Feasibility of Assessing Expressive and Receptive Vocabulary via Telepractice
Schmitt, M. B., et al., (2022). Feasibility of Assessing Expressive and Receptive Vocabulary via Telepractice for Early Elementary-age Children with Language Impairment. Journal of Language, Speech, and Hearing in Schools, 53(2), 445-453.
2020
![Image reading child engagement during therapy is related to greater gain. Paper citation and CL3 lab logo at bottom of image.](/sites/default/files/styles/utexas_image_style_64w_64h/public/2021-10/Engagement%20SM%20research%20dissem%20%281%29.png?itok=DIyM3dxf)
Children's Active Engagement in Public School Language Therapy Relates to Greater Gains
Schmitt, M. B. (2020). Children’s Active Engagement in Public School Language Therapy Relates to Greater Gains. American Journal of Speech-Language Pathology, 29(3), 1505–1513.
2017
![image reading benchmarks measuring language growth with citation and CL3 logo](/sites/default/files/styles/utexas_image_style_64w_64h/public/2021-10/Benchmarks%202.png?itok=y91iUmYM)
Establishing Language Benchmarks for Children With Typically Developing Language and Children With Language Impairment
Schmitt, M. B., Logan, J. A. R., Tambyraja, S. R., Farquharson, K. & Justice, L. M. (2017). Establishing Language Benchmarks for Children With Typically Developing Language and Children With Language Impairment. Journal of Speech, Language, and Hearing Research, 60(2), 364–378.
![Icon for paper, title: How Much Therapy is Effective for Children with Language Impairment?](/sites/default/files/styles/utexas_image_style_64w_64h/public/2021-10/intensity%20Icon.png?itok=JFk_AcTc)
Intensity of language treatment: contribution to children's language outcomes
Schmitt, M. B., Justice, L. M. & Logan, J. A. R. (2017). Intensity of language treatment: contribution to children’s language outcomes. International Journal of Language & Communication Disorders, 52(2), 155–167.
![Image reading home literacy environment profiles of children with language impairment. Paper citation and CL3 lab logo at bottom of image.](/sites/default/files/styles/utexas_image_style_64w_64h/public/2021-11/home-literacy-profiles.png?itok=fyBl6r4-)
Home literacy environment profiles of children with language impairment
Tambyraja, S. R., Schmitt, M. B., Farquharson, K. & Justice, L. M. (2017). Home literacy environment profiles of children with language impairment: associations with caregiver‐ and child‐specific factors. International Journal of Language & Communication Disorders, 52(2), 238–249.
![Image reading the frequency and nature of communication between school-based SLPs and caregivers of children with language impairment.. Paper citation and CL3 lab logo at bottom of image.](/sites/default/files/styles/utexas_image_style_64w_64h/public/2021-11/slp-caregiver-icon.png?itok=DwUU08wD)
The Frequency and Nature of Communication Between School-Based Speech-Language Pathologists and Caregivers
Tambyraja, S. R., Schmitt, M. B. & Justice, L. M. (2017). The Frequency and Nature of Communication Between School-Based Speech-Language Pathologists and Caregivers of Children With Language Impairment. American Journal of Speech-Language Pathology, 26(4), 1193–1201.
2015
![image reading literacy based targets in speech language therapy and special education classrooms with CL3 icon and paper citation](/sites/default/files/styles/utexas_image_style_64w_64h/public/2021-10/literacy-targets-sm-research-dissem.png?itok=l8YABtGf)
From Research to Reality: Use of literacy-based targets in speech-language therapy and special education classrooms
Schmitt, M.B., & Tambyraja, S. (2015). From Research to Reality: Use of literacy-based targets in speech-language therapy and special education classrooms. SIG 1 Perspectives on Language Learning and Education, 22(3), 103-109.
![Icon for paper, title: Stability of language and literacy profiles in orange and light blue with citation](/sites/default/files/styles/utexas_image_style_64w_64h/public/2021-10/stability-icon.png?itok=mOURmnwc)
Stability of Language and Literacy Profiles of Children With Language Impairment in the Public Schools
Tambyraja, S. R., Schmitt, M. B., Farquharson, K. & Justice, L. M. (2015). Stability of Language and Literacy Profiles of Children With Language Impairment in the Public Schools. Journal of Speech, Language, and Hearing Research, 58(4), 1167–1181.
2014
![Image reading integration of literacy into speech-language therapy: a descriptive analysis of treatment practices.. Paper citation and CL3 lab logo at bottom of image.](/sites/default/files/styles/utexas_image_style_64w_64h/public/2021-11/integration-of-literacy.png?itok=KTD1Brp1)
Integration of literacy into speech-language therapy: A descriptive analysis of treatment practices
Tambyraja, S. R., Schmitt, M. B., Justice, L. M., Logan, J. A. R. & Schwarz, S. (2014). Integration of literacy into speech-language therapy: A descriptive analysis of treatment practices. Journal of Communication Disorders, 47, 34–46.
2012
![Light blue background with Teacher-Child Relationships in dark blue. Full citation in small print and the CL3 logo.](/sites/default/files/styles/utexas_image_style_64w_64h/public/2022-09/TeacherChild%20Icon.png?itok=snt-ZSAz)
Teacher–child relationships, behavior regulation, and language gain among at-risk preschoolers
Schmitt, M. B., Pentimonti, J. M. & Justice, L. M. (2012). Teacher–child relationships, behavior regulation, and language gain among at-risk preschoolers. Journal of School Psychology, 50(5), 681–699.