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2025 Journal Article Influences of bilingual input on English vocabulary size and academic outcomes: a large-scale longitudinal study following children in Australia from five to ten yearsArmstrong, Rebecca M., Angwin, Anthony J., Whitehouse, Andrew J. O. and Escudero, Paola (2025). Influences of bilingual input on English vocabulary size and academic outcomes: a large-scale longitudinal study following children in Australia from five to ten years. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2025.2453185 |
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2024 Journal Article A systematic review of parents’ experiences during their child’s transition to schoolMorawska, Alina, Mitchell, Amy E., Etel, Evren, Armstrong, Rebecca, McAuliffe, Tomomi, Ma, Tianyi, McBryde, Cathy and Johnston, Leanne M. (2024). A systematic review of parents’ experiences during their child’s transition to school. Early Childhood Education Journal, 1-12. doi: 10.1007/s10643-024-01780-z |
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2024 Journal Article The translatability of communication interventions in paediatric autism: a scoping reviewSandham, Victoria, Hill, Anne E., Hinchliffe, Fiona and Armstrong, Rebecca M. (2024). The translatability of communication interventions in paediatric autism: a scoping review. International Journal of Speech-Language Pathology. doi: 10.1080/17549507.2024.2388060 |
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2024 Journal Article Exploring the impact of a co-designed shared book reading environment for families in a community hubDunstan, Kym, Smith, Helen, Melvin, Katelyn, Loh, Cheryl, Scarinci, Nerina, Frazer-Ryan, Skye and Armstrong, Rebecca (2024). Exploring the impact of a co-designed shared book reading environment for families in a community hub. International Journal of Language and Communication Disorders, 59 (4), 1371-1385. doi: 10.1111/1460-6984.13002 |
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2024 Journal Article Parent needs and preferences for support during their very prematurely born child’s transition to schoolMorawska, Alina, Armstrong, Rebecca, McBryde, Cathy, Mitchell, Amy E., Etel, Evren, McAuliffe, Tomomi and Johnston, Leanne M. (2024). Parent needs and preferences for support during their very prematurely born child’s transition to school. International Journal of Early Years Education, 1-17. doi: 10.1080/09669760.2024.2367508 |
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2024 Journal Article Children born very or extremely preterm transitioning to school: a cross-sectional study examining predictors of school readiness, school adjustment, and support needsMitchell, Amy E., Armstrong, Rebecca, McBryde, Cathy, Morawska, Alina, Etel, Evren, Hurrion, Elizabeth M., McAuliffe, Tomomi and Johnston, Leanne (2024). Children born very or extremely preterm transitioning to school: a cross-sectional study examining predictors of school readiness, school adjustment, and support needs. Early Child Development and Care, 194 (7-8), 835-851. doi: 10.1080/03004430.2024.2352722 |
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2023 Conference Publication Improved acoustics puts students on the autism spectrum in a better position to learn, but they still have to learnWilson, Wayne J., Harper-Hill, Keely, Armstrong, Rebecca, Downing, Cerys, Perrykkad, Kelsey, Rafter, Mary and Ashburner, Jill (2023). Improved acoustics puts students on the autism spectrum in a better position to learn, but they still have to learn. Acoustics 2023, Sydney, NSW Australia, 4-8 December 2023. Melville, NY USA: AIP Publishing. doi: 10.1121/10.0022980 |
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2023 Journal Article Interprofessional practice between speech-language pathologists and classroom teachers: a mixed-methods systematic reviewArmstrong, 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), 1358-1376. doi: 10.1044/2023_lshss-22-00168 |
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2023 Conference Publication Understanding the experiences of adolescents with post-stroke aphasiaLo, D., Waite, M., Rose, T., Armstrong, R. and Hilton, N. (2023). Understanding the experiences of adolescents with post-stroke aphasia. 15th World Stroke Congress, Toronto, ON Canada, 10-12 October 2023. London, United Kingdom: Sage Publications. |
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2023 Journal Article Evaluating the quality of research co-production: Research Quality Plus for Co-Production (RQ+4 Co-Pro)McLean, Robert K. D., Carden, Fred, Aiken, Alice B., Armstrong, Rebecca, Bray, Judy, Cassidy, Christine E., Daub, Olivia, Di Ruggiero, Erica, Fierro, Leslie A., Gagnon, Michelle, Hutchinson, Alison M., Kislov, Roman, Kothari, Anita, Kreindler, Sara, McCutcheon, Chris, Reszel, Jessica, Scarrow, Gayle and Graham, Ian D. (2023). Evaluating the quality of research co-production: Research Quality Plus for Co-Production (RQ+4 Co-Pro). Health Research Policy and Systems, 21 (1) 51, 1-16. doi: 10.1186/s12961-023-00990-y |
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2023 Journal Article Early childhood educators' mental state language and children's theory of mind in the preschool settingMulvihill, 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 |
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2023 Journal Article Co-designing a shared book reading environment at a community hubSmith, 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 |
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2023 Conference Publication Soundfield amplification for primary school students on the autism spectrum: Research findings and classroom applicationsWilson, 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. 184th Meeting of the Acoustical Society of America, Chicago, IL United States, 8-12 May 2023. Melville, NY United States: AIP Publishing. doi: 10.1121/10.0018399 |
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2022 Conference Publication Children born very preterm transitioning to school: Predictors of school readiness and adjustmentMitchell, A. E., McBryde, C., Morawska, A., Etel, E., McAuliffe, T., Johnston, L. and Armstrong, R. (2022). Children born very preterm transitioning to school: Predictors of school readiness and adjustment. 42nd National Conference of the Australian Association for Cognitive and Behaviour Therapy, Melbourne, VIC Australia, 13-15 October 2022. |
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2022 Conference Publication Preferences of parents of children born very pre-term for parenting support at the transition to schoolMorawska, A., McBryde, C., Mitchell, A. E., Etel, E., McAuliffe, T., Armstrong, R. and Johnston, L. (2022). Preferences of parents of children born very pre-term for parenting support at the transition to school. 42nd National Conference of the Australian Association for Cognitive and Behaviour Therapy, Melbourne, VIC Australia, 13-14 October 2022. |
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2022 Conference Publication A systematic review of barriers and facilitators experienced by parents of typically developing and preterm children during the transition to schoolMorawska, A., Mitchell, A., Etel, E., Ma, T., McAuliffe, T., Armstrong, R., McBryde, C. and Johnston, L. (2022). A systematic review of barriers and facilitators experienced by parents of typically developing and preterm children during the transition to school. 76th Annual Meeting of the American Academy for Cerebral Palsy and Developmental Medicine, Las Vegas, NV United States, 21-24 September 2022. |
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2022 Book Chapter Patterns of language development from childhood to adulthood and the associated long-term psychosocial outcomesArmstrong, 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 |
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2022 Journal Article Expository discourse skills of students with reading comprehension difficultiesWesterveld, 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 |
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2021 Journal Article A preliminary investigation of sound-field amplification as an inclusive classroom adjustment for children with and without Autism Spectrum DisorderWilson, 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 |
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2021 Book Chapter Sound amplification in school contexts: implications for inclusive practiceHarper-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 |
