Peer-Reviewed Publications

  1. Spencer, T. D., Thompson, M. S., Petersen, D. B., Liu, Y., & Restrepo, M. A. (2023). Reliability and validity evidence for the English and Spanish preschool Narrative Language Measures Listening. Early Childhood Research Quarterly, 64, .148-161.
  2. Spencer, T. D., Tonsing, K. & Dada, S. (2022). Augmentative and alternative communication (AAC) interventions that promote labeling, commenting, and telling: A systematic review protocol. International Platform of Registered Systematic Reviews and Meta- analysis Protocols.
  3. Seven, Y., Dedrick, R., Madsen, K., Spencer, T.D., Kelley, E., & Goldstein, H. (2022). Psychometric properties of the preschool language, literacy, and behavior screener (PLLB-S). Journal of Psychoeducational Assessment.
    4.
  4. Spencer, T. D., & Pierce, C. (2022). Reading, writing and social benefits. The Reading Teacher. 76(5), 525-534.
    5.
  5. Foster, M. E., Smith, S. A., & Spencer, T. D. (2022).Sources of individual differences in early elementary school science achievement among multilingual and English monolingual children. Cognitive Development 63, 101223.
    6.
  6. Spencer, T. D. (2022). Clinical impact of research: Introduction to special issue. Perspectives of the ASHA Special Interest Groups 7(3), 647-650.
    7.
  7. Utianski, R. L., Spencer, T. D., & Wallace, S. E. (2022). Clinical impact requires clinical practice research. Perspectives of the ASHA Special Interest Groups 7(3) 651-662.
    8.
  8. Kirby, M. S., Spencer, T. D., & Spiker, S. (2022). Humble behaviorism redux. Behavioral and Social Issues, 31, 133-158.
    9.
  9. Petersen, D. B., Staskowski, M., Spencer, T. D., Brough, M. P., & Foster, M. E. (2022). The effects of a multi-tiered system of language support on kindergarten oral and written language: A large-scale cluster randomized trial. Language, Speech, and Hearing Services in Schools 53(1), 44-68.
    10.  INFOGRAPHIC OF STUDY
  10. O'Reilly, J., Angel, J., Samuel-Lopez, P., Kirby, M, & Spencer, T. D. (2021). Relationship between gender, race, and picture stimulus selection in first graders. Thrive: The Undergraduate Research Journal at USF, 1(1), 15-21.
    11.
  11. Spencer, T. D. (2021). Ten critical instructional design efforts: Application of Direct Instruction to the promotion of diverse learners' narrative language. Accepted for Publication in Behavior Analysis in Practice, 14(3), 816-830.
    12.
  12. Kirby, M. S., Spencer, T. D., & Ferron, J. (2021). How to be RAD: Repeated acquisition features that enhance internal and external validity. Accepted for publication in Perspectives on Behavior Science, 44, 389-416.
    13.
  13. Wackerle-Hollman, A., Spencer, T. D., Artman-Meeker, K., Kelley, E., Durán, L., & Foster, M. E. (2021). Multi-tiered system of support in early childhood: Identifying gaps, considerations for application and solutions. Early Childhood Research Quarterly, 56, 201-212.
  14. Raymond, S. M, & Spencer, T. D. (2021). The effect of narrative language intervention on the language skills of children with hearing loss. Perspectives of the ASHA Special Interest Groups, 6(2), 384-396.
    15.  INFOGRAPHIC OF STUDY
  15. Kirby, S. M., Spencer, T. D., & Chen, Y. I. (2021). Oral narrative instruction improves kindergarten writing. Reading & Writing Quarterly, 1-18.
    16.  INFOGRAPHIC OF STUDY
  16. Kelley, E. S., & Spencer, T. D. (2021). Feasible and effective language intervention strategies that accelerate students’ academic achievement. Seminars for Speech-Language Pathologists, 42(02), 101-116.
    17.
  17. Petersen, D. B., Mesquita, M. W., Spencer, T. D., & Waldron, J. (2020). Examining the effects of multi-tiered oral narrative language instruction on reading comprehension and writing: An early efficacy study. Topics in Language Disorders, 40 (4), pp. E25-E39.
    18. INFOGRAPHIC OF STUDY
  18. Gutierrez Arvizu, M. N. & Spencer, T. D. (2020). Comprensión auditiva en inglés con cuentos en primaria en México. Lenguas en Context, 11, 30-37.
    19.  INFOGRAPHIC OF STUDY
  19. Petersen, D. B., Spencer, T. D., Konishi, A., Sellars, T. P., Robertson, D., & Foster, M. E. (2020). Using parallel, narrative-based general measures to examine the relationship between listening and reading comprehension. Language, Speech, and Hearing Services in Schools, 51(4), 1097-1111.
    20.  INFOGRAPHIC OF STUDY
  20. Spencer, T. D., & Petersen, D. B. (2020). Narrative intervention: Principles to practice. Language Speech Hearing Services in Schools, 51(4), 1081-1096.
    21.  INFOGRAPHIC OF STUDY
  21. Spencer, T. D., Moran, M. K., Thompson, M. S., Petersen, D. B., & Restrepo, M. A. (2019). Early efficacy of multi-tiered dual language instruction: Promoting preschoolers’ Spanish and English oral language. AERA Open, 6(1), 1-16.
    22. INFOGRAPHIC OF STUDY
  22. Petersen, D. B., Tonn, P., Spencer, T. D., & Foster, M. E. (2019). The classification accuracy of a dynamic assessment of inferential word learning for bilingual English/Spanish-speaking students. Language, Speech, and Hearing Services in Schools, 51(1), 144-164.
    23.  INFOGRAPHIC OF STUDY
  23. Spencer, T. D., Petersen, D. B., Restrepo, M. A., Thompson, & M. Gutierrez-Arvizu, M. N. (2019). The effect of a Spanish and English narrative intervention on the language skills of young dual language learners. Topics in Early Childhood Special Education, 38(4), 204-219.
    24. INFOGRAPHIC OF STUDY
  24. Petersen, D. B., Gragg, S. L., & Spencer, T. D. (2018). Predicting reading problems six years into the future: Dynamic assessment reduces bias and increases classification accuracy. Language, Speech, and Hearing Services in Schools, 49, 875-888.
    25. INFOGRAPHIC OF STUDY
  25. Spencer, T. D., & Petersen, D. B. (2018). Bridging oral and written language: An oral narrative language intervention study with writing outcomes. Language, Speech, and Hearing Services in Schools, 49, 569-581.
    26. INFOGRAPHIC OF STUDY
  26. Spencer, T. D., Weddle, S. A., Petersen, D. B., & Adams, J. A. (2018). Research-to-Practice Summary: Implementing a multi-tiered model of narrative language intervention in Head Start preschool classrooms. NHSA Dialog, 20(1), 96-100.
    27.
  27. Spencer, T. D., Weddle, S. A., Petersen, D. B., & Adams, J. A. (2018). Multi-tiered narrative intervention for preschoolers: A Head Start implementation study. NHSA Dialog, 20(1), 1-28.
    28. INFOGRAPHIC OF STUDY
  28. Hungate, M., Gardner, A. W., Tackett, S., & Spencer, T. D. (2019). A convergent review of interventions for school-age children with autism spectrum disorder. Behavior Analysis: Research and practice, 19(1), 81-93.
  29. Petersen, D. B., Chanthongthip, H., Ukrainetz, T. A., Spencer, T. D., & Steeve, R. W. (2017). Dynamic assessment of narratives: Efficient, accurate identification of language impairment in bilingual students. Journal of Speech-Language Hearing Research, 60(4), 983-998.
    30. INFOGRAPHIC OF STUDY
  30. Spencer, T. D., Goldstein, H., Kelley, E. S., Sherman, A., & McCune, L. (2017). A curriculum-based measure of language comprehension for preschoolers: Reliability and validity of the Assessment of Story Comprehension. Assessment for Effective Intervention, 42(4), 209-223.
    31. INFOGRAPHIC OF STUDY
  31. Goldstein, H. Kelley, E., Greenwood, C., McCune, L., Carta, J., Atwater, J., Guerrero, G. McCarthey, T., Schneider, N., & Spencer, T. D. (2016). Embedded instruction improves vocabulary learning during automated storybook reading among high-risk preschoolers. Journal of Speech-Language, Hearing Research, 59(2), 1-17.
    32.
  32. Weddle, S. A., Spencer, T. D., Kajian, M., & Petersen, D. B. (2016). An examination of a multi-tiered system of language support for culturally and linguistically diverse preschoolers: Implications for early and accurate identification. School Psychology Review, 45(1), 109-131.
    33.  INFOGRAPHIC OF STUDY
  33. Petersen, D. B., & Spencer, T. D. (2016). Using narrative intervention to accelerate canonical story grammar and complex language growth in culturally diverse preschoolers. Topics in Language Disorders, 36, 6-19.
    34.
  34. Mason, L. L., Rivera, C. J., Spencer, T. D., O’Keefe, B., Petersen, D. B., & Slocum, T. A. (2016). A preliminary investigation of visual goal markers to prompt fluent oral reading. Psychology in the Schools, 53(1), 58-72.
    35.
  35. Petersen, D. B., Allen, M. M., & Spencer, T. D. (2016). Predicting reading difficulty in first grade using dynamic assessment of decoding in early kindergarten: A large-scale longitudinal study. Journal of learning disabilities, 49(2), 200-215.
    36.  INFOGRAPHIC OF STUDY
  36. Petersen, D. B., Thompson, B. E., Guiberson, M., & Spencer, T. D. (2016). Cross-linguistic interactions from L2 to L1 as the result of individualized narrative language intervention with children with and without language impairment. Applied Psycholinguistics, 37(3), 703-724.
    37.  INFOGRAPHIC OF STUDY
  37. Spencer, T. D., Petersen, D. B., & Adams, J. L. (2015). Tier 2 language intervention for diverse preschoolers: An early stage randomized control group study following an analysis of response to intervention. American Journal of Speech-Language Pathology, 24, 619-636.
    38.  INFOGRAPHIC OF STUDY
  38. Kelley, E. S., Goldstein, H., Spencer, T. D., & Sherman, A. (2015). Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning of preschool children with limited oral language skills. Early Childhood Research Quarterly, 31, 47-61.
    39.
  39. Kruse, L., Spencer, T. D., Olszewski, A., & Goldstein, H. (2015). Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers with early literacy deficits. American Journal of Speech-Language Pathology, 24(2), 189-205.
    40.
  40. Castilla, A., Petersen, D. B., Spencer, T. D., Hammer, K. (2015). Narrative development in monolingual preschool Spanish-speaking children. Early Education and Development, 26(8), 1166-1186.
    41.
  41. Spencer, T. D., Petersen, D. B., Slocum, T. A., & Allen, M. M. (2015). Large group narrative intervention in Head Start classrooms: Implications for response to intervention. Journal of Early Childhood Research, 13(2), 196-217.
    42.  INFOGRAPHIC OF STUDY
  42. Slocum, T. A., Detrich, R., Wilcynzski, S., Spencer, T. D., Lewis, T., Snyder, K. (2014). Evidence-based practice of applied behavior analysis. The Behavior Analyst, 37, 41-56.
    43.
  43. Petersen, D. B., & Spencer, T. D. (2014). Narrative assessment and intervention: A clinical tutorial on extending explicit language instruction and progress monitoring to all students. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 21, 5-21.
    44.
  44. Petersen, D. B., Brown, C. L., Ukrainetz, T. A., DeGeorge, C., Spencer, T. D., & Zebre, J. (2014). Systematic individualized narrative intervention on the personal narratives of children with autism. Language, Speech, Hearing Services in Schools, 45, 67-86.
    45.  INFOGRAPHIC OF STUDY
  45. Noe, S., Spencer, T. D., Kruse, L., & Goldstein, H. (2014). Effects of a tier 3 phonological intervention on preschoolers’ emergent literacy. Topics in Early Childhood Special Education, 34(1), 27-39.
    46.
  46. Spencer, T. D., Kajian, M., Petersen, D. B., & Bilyk, N. (2014). Effects of an individualized narrative intervention on children’s storytelling and comprehension skills. Journal of Early Intervention, 35(3), 243-269.
    47.  INFOGRAPHIC OF STUDY
  47. Spencer, T. D., & Higbee, T. S. (2012). Using script training and transfer of stimulus control procedures to promote generalization and spontaneity of language. FOCUS on Autism and Developmental Disabilities, 27(4), 225-236.
    48.
  48. Petersen, D. B., & Spencer, T. D. (2012). The Narrative Language Measures: Tools for language screening, progress monitoring, and intervention planning. Perspectives on Language Learning and Education, 19(4), 119-129.
    49.
  49. Gardner, A. W., Spencer, T. D., Boelter, E. W., DuBard, M., & Jennett, H. K. (2012). A systematic review of brief functional analysis methodology with typically developing children. (Special Issue) Education and Treatment of Children, 35(2), 313-332.
    50.
  50. Spencer, T. D., Detrich, R., & Slocum, T. A. (2012). Evidence-based practice: A framework for effective decisions. (Special Issue) Education and Treatment of Children, 35(2), 127-151.
    51.
  51. Slocum, T. A., Detrich, R., & Spencer, T. D. (2012). Evaluating the validity of evidence based practice review systems. (Special Issue) Education and Treatment of Children, 35(2), 201-233.
    52.
  52. Slocum, T. A., Spencer, T. D., & Detrich, R. (2012). Best available evidence: Three complementary approaches. (Special Issue) Education and Treatment of Children, 35(2), 153-181.
    53.
  53. Spencer, T. D., & Slocum, T. A. (2011). Maximizing conversational independence using script training: Generalizing outside the research base. EBP Briefs, 6(1), 1-8.
    54.
  54. Spencer, T. D. (2011). Christopher Kliewer: Seeing all kids as readers: A new vision for literacy in the inclusive early childhood classroom. Journal of Autism and Developmental Disorders, 41, 530-531.
    55.
  55. Spencer, T. D. (Commentary Author) (2010). This review of the efficacy of communication-based treatments for children with autism spectrum disorders is limited. Evidence-Based Communication Assessment and Intervention, 4(4), 173-177.
    56.
  56. Spencer, T. D., & Slocum, T. A. (2010). The effect of a narrative intervention on story retelling and personal story generation skills of preschoolers with risk factors and narrative language delays. Journal of Early Intervention, 32(3), 178-199.
    57.  INFOGRAPHIC OF STUDY
  57. Petersen, D. B., Gillam, S. L., Spencer, T. D., & Gillam, R. B. (2010). The effects of literate narrative intervention on children with neurologically based language impairments: An early stage study. Journal of Speech, Language, and Hearing Research, 53, 961-981.
    58.
  58. Spencer, T. D., Petersen, D. B., & Gillam, S. L. (2008). Picture exchange communication system (PECS) or sign language: An evidence-based decision-making example. Teaching Exceptional Children, 41, 40-47.
    59.
  59. Spencer, T.D., Reyes, C., Scheel, L., & McFarland, T. (2001). Why Don’t All Eligible Psychology Students Join Psi Chi? Psi Chi Journal, 6, 11-15.
    60.
  60. Gonzales, C.M., Spencer, T. D., Pendley, S.S., & Welker, D. L. (1998). Dgp1 and Dfp1 are Closely Related Plasmids in the Dictyostelium Ddp2 Plasmid Family. Plasmid, 41, 89-96.
    61.