My scholarly works and resources are most valuable in the hands of those who can put them to good use, including SLPs and educators who may not have journal access through university libraries or professional associations. I am able to post the accepted (not printed) version of some manuscripts online, but you can email me for a copy of any of my manuscripts or presentations.
A mixed-methods analysis of speech-language pathologists' executive function services
Senter, R., & Chow, J. C. (2023). American Journal of Speech-Language Pathology.
https://doi.org/10.1044/2023_AJSLP-22-00238
We surveyed school-based SLPs to identify trends in their services for children with executive function deficits, and we conducted eight follow-up interviews to learn more about their specific practices. Many SLPs provide direct and indirect supports for executive function, but many more do not.
Speech-language pathology interventions for children with executive function deficits: A systematic literature review
Senter, R., Chow, J. C., & Willis, E. C. (2023). Language, Speech, and Hearing Services in Schools.
https://doi.org/10.1044/2022_LSHSS-22-00013
We synthesize a growing body of literature providing guidance for SLPs to provide executive function interventions. Unfortunately, little research examines the efficacy of interventions for children with co-occurring language and executive function deficits.
Intentional collaboration with speech-language pathologists to support language outcomes of students with emotional and behavioral disorders
Chow, J. C., Morse, A., & Senter, R. (2022). Beyond Behavior. Copyright (c) 2021 (SAGE Publications).
Provides school-based educators information about how SLPs can support teachers in improving the language outcomes of students with EBD through the IEP process.
Applying co-teaching models to enhance partnerships between teachers and speech-language pathologists
Zimmerman, K. N., Chow, J. C., Majeika, C., & Senter, R. (2022). Intervention in School and Clinic. Copyright (c) 2022 (SAGE Publications).
Describes various ways for teachers and SLPs to work together in the classroom, and offers examples of these methods in practice.
A systematic review and meta-analysis of the language skills of youth offenders
Chow, J. C., Wallace, E. S., Senter, R., Kumm, S., & Mason, C. (2022). Journal of Speech, Language, and Hearing Research, 65(3), 1166-1182. https://doi.org/10.1044/2021_JSLHR-20-00308
Key finding: More than half of youth offenders present with clinically-significant language impairments.
How to establish a language-rich environment through a collaborative SLP-teacher partnership
Wallace, E. S., Senter, R., Peterson, N., Dunn, K. T., & Chow, J. (2022). TEACHING Exceptional Children, 54(3), 167-176. https://doi.org/10.1177/0040059921990690
Provides strategies for SLPs and educators to engage in productive collaboration to support children's language development.
Speech-language pathologists' experiences with challenging behavior in practice
Chow, J. C., Senter, R., & Morse, A. (2022). Communications Disorders Quarterly. https://doi.org/10.1177/15257401211073456
Key finding: SLPs experience a wide range of challenging student behaviors; off-task behaviors were reported to be the most frequent and problematic.
Tailoring effective behavior management strategies for speech-language pathologists
Chow, J. C., Zimmerman, K., & Senter, R. (2021). Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2020_LSHSS-20-00073
SLPs can learn a few evidence-based behavior management strategies that they can implement into their practice immediately, including behavior-specific praise and visual activitiy schedules.
Guiding Principles of the Neurodiversity-Affirming SLP
Senter, R. (2025, March 21). Guiding Principles of the Neurodiversity-Affirming SLP. Annual Conference of the Speech-Language-Hearing Association of Virginia, Richmond, VA.
Have you heard of the "neurodiversity" concept, but you're still not sure what it means for you and your work as an SLP? Are you skeptical of the scholarship behind this movement? Would you like to learn more about neurodiversity-affirming practices, and bust some myths along the way? This presentation is for you!
Social and Pragmatic Interventions for the Neurodiversity-Affirming SLP
Senter, R., & Foltz Hottle, A. (2025, March 21). Social and Pragmatic Interventions for the Neurodiversity-Affirming SLP. Annual Conference of the Speech-Language-Hearing Association of Virginia, Richmond, VA.
Neurodiversity advocates have spoken out against social skills interventions, but that leaves SLPs in a tough position. Is there a better alternative? Should we address social skills and pragmatics at all? This presentation describes philosophies and methods that SLPs can adopt to modernize their approach to social and pragmatic intervention.
Behavior Management for the Neurodiversity-Affirming SLP
Senter, R. (2025, March 21). Behavior Management for the Neurodiversity-Affirming SLP. Annual Conference of the Speech-Language-Hearing Association of Virginia, Richmond, VA.
What's the deal with applied behavior analysis? Is there a way for SLPs to use the principles of behaviorism in an ethical way? Is it possible to reconcile behavior management with neurodiversity-affirming principles? This presentation answers all of these questions, and more!
Establishing & maintaining collaborative partnerships
Wallace, E. S., & Senter, R. (2022, August). Establishing & Maintaining Collaborative Partnerships. Annual School SLP Conference at Vanderbilt, Nashville, TN.
SLPs can learn a variety of techniques and strategies for collaboration, as well as tips for overcoming the barriers and obstacles they will face.
My student has executive function deficits... Now what?
Senter, R. (2021, September 9). My Student Has Executive Function Deficits... Now What? [Webinar]. Speech-Language-Hearing Association of Virginia. https://shav.org/webinars
SLPs can learn about the role and nature of executive functions, and to explore intervention strategies and resources that they can implement into their practice.