The University of Queensland

Patterns of language development from childhood to adulthood and the associated long-term psychosocial outcomes

Armstrong, Rebecca M. and Scott, James G. (2022). Patterns of language development from childhood to adulthood and the associated long-term psychosocial outcomes. Language development: Individual Differences in a Social Context. (pp. 281-301) edited by James Law, Sheena Reilly and Cristina McKean. Cambridge, United Kingdom: Cambridge University Press. doi: 10.1017/9781108643719.015

Sound amplification in school contexts: implications for inclusive practice

Harper-Hill, Keely, Wilson, Wayne, Armstrong, Rebecca, Perrykkad, Kelsey, Downing, Cerys and Ashburner, Jill (2021). Sound amplification in school contexts: implications for inclusive practice. Supporting students on the autism spectrum in inclusive schools: a practical guide to implementing evidence-based approaches. (pp. 88-103) edited by Suzanne Carrington, Beth Saggers, Keely Harper-Hill and Michael Whelan. London, United Kingdom: Routledge. doi: 10.4324/9781003049036-10

Reading Success

Westerveld, Marleen F., Armstrong, Rebecca M. and Barton, Georgina M. (2020). Reading Success. Reading Success in the Primary Years. (pp. 1-17) Singapore: Springer Singapore. doi: 10.1007/978-981-15-3492-8_1

Interprofessional Practice Between Speech-Language Pathologists and Classroom Teachers: A Mixed-Methods Systematic Review

Armstrong, Rebecca, Schimke, Emma, Mathew, Akhila and Scarinci, Nerina (2023). Interprofessional Practice Between Speech-Language Pathologists and Classroom Teachers: A Mixed-Methods Systematic Review. Language, Speech, and Hearing Services in Schools, 54 (4), 1-19. doi: 10.1044/2023_lshss-22-00168

Early childhood educators' mental state language and children's theory of mind in the preschool setting

Mulvihill, Aisling, Armstrong, Rebecca, Casey, Charlotte, Redshaw, Jonathan, Scarinci, Nerina and Slaughter, Virginia (2023). Early childhood educators' mental state language and children's theory of mind in the preschool setting. British Journal of Developmental Psychology, 41 (3), 227-245. doi: 10.1111/bjdp.12449

Co-designing a shared book reading environment at a community hub

Smith, Helen, Dunstan, Kym, Melvin, Katelyn, Armstrong, Rebecca, Frazer-Ryan, Skye and Scarinci, Nerina (2023). Co-designing a shared book reading environment at a community hub. International Journal of Speech-Language Pathology, 25 (3), 376-387. doi: 10.1080/17549507.2023.2182742

Soundfield amplification for primary school students on the autism spectrum: Research findings and classroom applications

Wilson, Wayne J., Harper-Hill, Keely, Downing, Cerys, Armstrong, Rebecca, Perrykkad, Kelsey, Rafter, Mary and Ashburner, Jill (2023). Soundfield amplification for primary school students on the autism spectrum: Research findings and classroom applications. The Journal of the Acoustical Society of America, 153 (3_supplement), A129-A129. doi: 10.1121/10.0018399

Expository discourse skills of students with reading comprehension difficulties

Westerveld, Marleen F. and Armstrong, Rebecca M. (2022). Expository discourse skills of students with reading comprehension difficulties. International Journal of Speech-Language Pathology, 24 (6), 1-10. doi: 10.1080/17549507.2022.2047784

A preliminary investigation of sound-field amplification as an inclusive classroom adjustment for children with and without Autism Spectrum Disorder

Wilson, Wayne J, Harper-Hill, Keely, Armstrong, Rebecca, Downing, Cerys, Perrykkad, Kelsey, Rafter, Mary and Ashburner, Jill (2021). A preliminary investigation of sound-field amplification as an inclusive classroom adjustment for children with and without Autism Spectrum Disorder. Journal of Communication Disorders, 93 106142, 106142. doi: 10.1016/j.jcomdis.2021.106142

The ‘acoustic health’ of primary school classrooms in Brisbane, Australia

Wilson, Wayne J., Downing, Cerys, Perrykkad, Kelsey, Armstrong, Rebecca, Arnott, Wendy L., Ashburner, Jill and Harper-Hill, Keely (2019). The ‘acoustic health’ of primary school classrooms in Brisbane, Australia. Speech, Language and Hearing, 23 (3), 1-8. doi: 10.1080/2050571x.2019.1637042

Fiction or non-fiction: parent-reported book preferences of their preschoolers with autism spectrum disorder

Armstrong, Rebecca M., Paynter, Jessica and Westerveld, Marleen F. (2019). Fiction or non-fiction: parent-reported book preferences of their preschoolers with autism spectrum disorder. Autism and Developmental Language Impairments, 4, 239694151989673. doi: 10.1177/2396941519896736

Predicting language difficulties in middle childhood from early developmental milestones: a comparison of traditional regression and machine learning techniques

Armstrong, Rebecca, Symons, Martyn, Scott, James G., Arnott, Wendy L., Copland, David A., McMahon, Katie L. and Whitehouse, Andrew J. O. (2018). Predicting language difficulties in middle childhood from early developmental milestones: a comparison of traditional regression and machine learning techniques. Journal of Speech, Language, and Hearing Research, 61 (8), 1926-1944. doi: 10.1044/2018_JSLHR-L-17-0210

Change in receptive vocabulary from childhood to adulthood: associated mental health, education and employment outcomes

Armstrong, Rebecca, Arnott, Wendy, Copland, David A., McMahon, Katie, Khan, Asaduzzaman, Najman, Jake M. and Scott, James G. (2017). Change in receptive vocabulary from childhood to adulthood: associated mental health, education and employment outcomes. International Journal of Language and Communication Disorders, 52 (5), 561-572. doi: 10.1111/1460-6984.12301

A relationship between early language skills and adult autistic-like traits: evidence from a longitudinal population-based study

Armstrong, Rebecca, Whitehouse, Andrew J. O., Scott, James G., Copland, David A., McMahon, Katie L., Fleming, Sophie and Arnott, Wendy (2017). A relationship between early language skills and adult autistic-like traits: evidence from a longitudinal population-based study. Journal of Autism and Developmental Disorders, 47 (5), 1-12. doi: 10.1007/s10803-016-3014-z

Predicting receptive vocabulary change from childhood to adulthood: a birth cohort study

Armstrong, Rebecca, Scott, James, Copland, David, McMahon, Katie, Khan, Asaduzzaman, Najman, Jake M., Alati, Rosa and Arnott, Wendy (2016). Predicting receptive vocabulary change from childhood to adulthood: a birth cohort study. Journal of Communication Disorders, 64, 78-90. doi: 10.1016/j.jcomdis.2016.10.002

The Autism Diagnostic Observation Schedule and narrative assessment: evidence for specific narrative impairments in autism spectrum disorders

Banney, Rebeca M., Harper-Hill, Keely and Arnott, Wendy L. (2015). The Autism Diagnostic Observation Schedule and narrative assessment: evidence for specific narrative impairments in autism spectrum disorders. International Journal of Speech-Language Pathology, 17 (2), 159-171. doi: 10.3109/17549507.2014.977348

Late talkers and later language outcomes: Predicting the different language trajectories

Armstrong, Rebecca, Scott, James G., Whitehouse, Andrew J. O., Copland, David A., Mcmahon, Katie L. and Arnott, Wendy (2017). Late talkers and later language outcomes: Predicting the different language trajectories. Speech-Pathology-Australia National Conference, Perth Australia, 2016. Oxfordshire, United Kingdom: TAYLOR & FRANCIS. doi: 10.1080/17549507.2017.1296191

Language disorder from infancy to adulthood: predictors and outcomes

Armstrong, Rebecca Mary (2017). Language disorder from infancy to adulthood: predictors and outcomes. PhD Thesis, School of Health and Rehabilitation Sciences, The University of Queensland. doi: 10.14264/uql.2017.785