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Naomi J. Bell Schneider, PhD - Publications

Affiliations: 
Ohio State University, Columbus, Columbus, OH 
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8 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2017 Goldstein H, Ziolkowski RA, Bojczyk KE, Marty A, Schneider N, Harpring J, Haring CD. Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction. Journal of Speech, Language, and Hearing Research : Jslhr. 60: 3237-3258. PMID 29114763 DOI: 10.1044/2017_Jslhr-L-17-0100  0.509
2017 Goldstein H, Olszewski A, Haring C, Greenwood CR, McCune L, Carta J, Atwater J, Guerrero G, Schneider N, McCarthy T, Kelley ES. Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers With Delays in Early Literacy Development. Journal of Speech, Language, and Hearing Research : Jslhr. 1-15. PMID 28056468 DOI: 10.1044/2016_Jslhr-L-15-0451  0.653
2016 Goldstein H, Kelley E, Greenwood C, McCune L, Carta J, Atwater J, Guerrero G, McCarthy T, Schneider N, Spencer T. Embedded Instruction Improves Vocabulary Learning During Automated Storybook Reading Among High-Risk Preschoolers. Journal of Speech, Language, and Hearing Research : Jslhr. 1-17. PMID 27123881 DOI: 10.1044/2015_Jslhr-L-15-0227  0.692
2010 Schneider N, Goldstein H. Using social stories and visual schedules to improve socially appropriate behaviors in children with autism Journal of Positive Behavior Interventions. 12: 149-160. DOI: 10.1177/1098300709334198  0.551
2009 Schneider N, Goldstein H. Social stories™ improve the on-task behavior of children with language impairment Journal of Early Intervention. 31: 250-264. DOI: 10.1177/1053815109339564  0.579
2009 Roehrig AD, Turner JE, Grove CM, Schneider N, Liu Z. DEGREE OF ALIGNMENT BETWEEN BEGINNING TEACHERS' PRACTICES AND BELIEFS ABOUT EFFECTIVE CLASSROOM PRACTICES The Teacher Educator. 44: 164-187. DOI: 10.1080/08878730902951445  0.314
2008 Schneider N, Goldstein H, Parker R. Social skills interventions for children with autism: A meta-analytic application of percentage of all non-overlapping data (PAND) Evidence-Based Communication Assessment and Intervention. 2: 152-162. DOI: 10.1080/17489530802505396  0.573
2007 Goldstein H, Schneider N, Thiemann K. Peer-mediated social communication intervention: When clinical expertise informs treatment development and evaluation Topics in Language Disorders. 27: 182-199. DOI: 10.1097/01.Tld.0000269932.26504.A8  0.616
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