selected scholarly activity
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chapters
- Developmental Coordination Disorder. 431-450. 2017
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conferences
- Determining impact following service delivery model transition: Contemporary outcomes practices for school-based speech-language therapy services. Quality of Life Research. S79-S79. 2022
- Self-esteem as partial mediator of mental health outcomes in young people with epilepsy. Quality of Life Research. S80-S81. 2021
- Spoken Word Recognition Development in Children with Residual Hearing Using Cochlear Implants and Hearing Aids in Opposite Ears. Ear and Hearing. 82S-91S. 2005
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journal articles
- Core outcomes for speech-language services in Ontario schools: a group concept mapping study and guiding framework. BMC Health Services Research. 24:347. 2024
- Exploring the valued outcomes of school-based speech-language therapy services: a sequential iterative design. Frontiers in Rehabilitation Sciences. 5:1290800. 2024
- Structural validity and internal consistency of an outcome measure to assess self-reported educator capacity to support children with motor difficulties. Frontiers in Education. 8. 2023
- Establishing and sustaining authentic organizational partnerships in childhood disability research: lessons learned. Research Involvement and Engagement. 9:55. 2023
- Tiered Approaches to Rehabilitation Services in Education Settings: Towards Developing an Explanatory Programme Theory. International Journal of Disability, Development and Education. 70:540-561. 2023
- Supporting rehabilitation stakeholders in making service delivery decisions: a rapid review of multi-criteria decision analysis methods. Disability and Rehabilitation. 45:1933-1946. 2023
- Outcomes management practices in tiered school‐based speech–language therapy: A Canadian example. International Journal of Language and Communication Disorders. 58:786-801. 2023
- Reporting of Classroom-Based Morphological Awareness Instruction and Intervention for Kindergarten to Grade 3 Students in the Literature: A Scoping Review. Language, Speech, and Hearing Services in Schools. 54:648-669. 2023
- Partnering for Change: collaborating to transform occupational therapy services that support inclusive education. Frontiers in Public Health. 11:1275920. 2023
- Perceptions of response‐to‐intervention practices: results from a cross‐sectional survey of school‐board directors and support service professionals. Support for Learning. 37:285-308. 2022
- Perspectives of Children and Youth With Disabilities and Special Needs Regarding Their Experiences in Inclusive Education: A Meta-Aggregative Review. Frontiers in Education. 7. 2022
- The Dance of Family Engagement in School-Based Occupational Therapy: An Interpretive Description. Journal of Occupational Therapy, Schools, and Early Intervention. 15:181-204. 2022
- The concept of family engagement in education: What are the implications for school‐based rehabilitation service providers?. Review of Education. 9. 2021
- Self‐esteem mediates mental health outcomes in young people with epilepsy. Epilepsia. 62:2072-2081. 2021
- Health professional–educator collaboration in the delivery of school‐based tiered support services: A qualitative case study. Child: Care, Health and Development. 47:367-376. 2021
- Implementing Partnering for Change in Québec: Occupational Therapy Activities and Stakeholders’ Perceptions. Canadian Journal of Occupational Therapy. 88:71-82. 2021
- Engaging Clinicians and Graduate Students in the Design and Evaluation of Educational Resources About Universal Design for Learning. Canadian Journal of Speech-Language Pathology and Audiology. 45:59-75. 2021
- Inclusive Physical Education: A Critical Discourse Analysis of the Ontario Secondary School Health and Physical Education Curriculum. Journal of Teaching in Physical Education. 41:1-9. 2021
- Moving Towards a Tiered Model of Speech and Language Services in Ontario Schools: Perspectives of School Board Speech-Language Pathologists. Canadian Journal of Speech-Language Pathology and Audiology. 45:267-282. 2021
- Making connections between school and home: Exploring therapists’ perceptions of their relationships with families in partnering for change. British Journal of Occupational Therapy. 83:98-106. 2020
- Validity of the Early Years Check-In (EYCI) in a Cross-Sectional Sample of Families. Frontiers in Pediatrics. 8:157. 2020
- Conducting participatory photography with children with disabilities: a literature review. Disability and Rehabilitation. 41:1943-1954. 2019
- Recommended practices to organize and deliver school‐based services for children with disabilities: A scoping review. Child: Care, Health and Development. 45:15-27. 2019
- A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings. Child: Care, Health and Development. 44:670-688. 2018
- Building Bridges Between Education and Health Care in Canada: How the ICF and Universal Design for Learning Frameworks Mutually Support Inclusion of Children With Special Needs in School Settings. Frontiers in Education. 3:18. 2018
- Supporting evidence-based practice in speech-language pathology: A review of implementation strategies for promoting health professional behavior change. Evidence-Based Communication Assessment and Intervention. 11:72-81. 2017
- Supporting occupational therapists implementing a capacity-building model in schools. Canadian Journal of Occupational Therapy. 84:242-252. 2017
- Using an innovative model of service delivery to identify children who are struggling in school. British Journal of Occupational Therapy. 80:145-154. 2017
- A Quasi-Experimental Study of a Movement and Preliteracy Program for 3- and 4-Year-Old Children. Frontiers in Pediatrics. 5:94. 2017
- Evaluation of a Direct-Instruction Intervention to Improve Movement and Preliteracy Skills among Young Children: A Within-Subject Repeated-Measures Design. Frontiers in Pediatrics. 5:298. 2017
- Screening Children through Response to Intervention and Dynamic Performance Analysis: The Example of Partnering for Change. Current Developmental Disorders Reports. 3:200-205. 2016
- Reflections on Using a Community-Based and Multisystem Approach to Transforming School-Based Intervention for Children with Developmental Motor Disorders. Current Developmental Disorders Reports. 3:129-137. 2016
- Speech-language pathologists’ role in inclusive education: A survey of clinicians’ perceptions of universal design for learning. Canadian Journal of Speech-Language Pathology and Audiology. 40:121-132. 2016
- Implementation Science: Buzzword or Game Changer?. Journal of Speech, Language and Hearing Research. 58:S1827-S1836. 2015
- Partnering for change: Embedding universal design for learning into schoolbased occupational therapy. Occupational Therapy Now. 17:13-15. 2015
- Psychological Aspects of Developmental Coordination Disorder: Can We Establish Causality?. Current Developmental Disorders Reports. 1:125-131. 2014
- Preschoolers’ Sensitivity to the Maxims of the Cooperative Principle: Scaffolds and Developmental Trends. Discourse Processes. 51:333-356. 2014
- Psychological distress in children with developmental coordination disorder and attention-deficit hyperactivity disorder. Analysis and Intervention In Developmental Disablities. 35:1198-1207. 2014
- A comprehensive description of functioning and disability in children with velopharyngeal insufficiency. Journal of Communication Disorders. 46:388-400. 2013
- Use of the Medical Research Council Framework to develop a complex intervention in pediatric occupational therapy: Assessing feasibility. Analysis and Intervention In Developmental Disablities. 33:1443-1452. 2012
- Peer victimization and depression in children with and without motor coordination difficulties. Psychology in the Schools. 49:328-341. 2012
- Partnering for Change: An Innovative School-Based Occupational Therapy Service Delivery Model for Children with Developmental Coordination Disorder. Canadian Journal of Occupational Therapy. 79:41-50. 2012
- “Support for Everyone”: Experiences of Occupational Therapists Delivering a New Model of School-Based Service. Canadian Journal of Occupational Therapy. 79:51-59. 2012
- The relationship between peer conflict resolution knowledge and peer victimization in school-age children across the language continuum. Journal of Communication Disorders. 44:345-358. 2011
- Innovations in measuring peer conflict resolution knowledge in children with LI: Exploring the accessibility of a visual analogue rating scale. Journal of Communication Disorders. 44:207-217. 2011
- Universal design for learning: A novel perspective on school-based services. Occupational Therapy Now. 11:9-12. 2009
- Identification of Children With Language Impairment: Investigating the Classification Accuracy of the MacArthur–Bates Communicative Development Inventories, Level III. American Journal of Speech-Language Pathology. 18:277-288. 2009
- School-aged children with SLI: The ICF as a framework for collaborative service delivery. Journal of Communication Disorders. 40:513-535. 2007
- A conceptual model for interprofessional education: The international classification of functioning, disability and health (ICF). Journal of Interprofessional Care. 20:235-245. 2006
- The Fusion of Public Health and Speech-Language Therapy in Schools: Has the Time Come?. McMaster University Journal of Public Health. 1.