Past and Present Publications

Publications:

Barton-Hulsey, A., Sevcik, R., Romski, M. A., & Collins, S. (2022). Home and school literacy experiences of preschool-age children with developmental disabilities. Perspectives of the ASHA Special Interest Groups, Manuscript in press. DOI: 10.1044/2022_PERSP-22-00026

Ogletree, B., Wofford, C., Barton-Hulsey, A. (2022). Practical approaches and socially valid assessment considerations for learners with emergent communication and severe intellectual disability. Advances in Neurodevelopmental Disorders, 6(4), 426-441. DOI:10.1007/s41252-022-00303-4

Sevcik, R., Barton-Hulsey, A., Bruce, S., Goldman, A., Ogletree, B., Paul, D., Romski, M. A. (2022). It’s never too late: Debunking myths about adults with severe disabilities. Intellectual and Developmental Disabilities, 60, 416-425 DOI: 10.1352/1934-9556-60.5.416

Davidson, M. M., Alonzo, C. N., Barton-Hulsey, A., Binger, C., Bridges, M., Caron, J., … & Morris, M. A. (2022). Prologue: Implementation Science in CSD and Starting Where You Are. American Journal of Speech-Language Pathology, 31(3), 1023-1025. DOI: 10.1044/2022_AJSLP-22-00009

 Therrien, M., Biggs, E., Barton-Hulsey, A., Collins, S., Romano, M. (2022). Augmentative and alternative communication services during the COVID-19 pandemic: Impact on children, their families, and service providers. Augmentative and Alternative Communication, 38(4), 197-208. DOI: 10.1080/07434618.2022.2135136

Therrien, M., Barton-Hulsey, A., Wong, S. (2022). A scoping review of the playground experiences of children with AAC needs. Augmentative and Alternative Communication, 38(4), 245-255. DOI: 10.1080/07434618.2022.2155874 

Sevcik, R., Barton-Hulsey, A., Bruce, S., Goldman, A., Ogletree, B., Paul, D., Romski, M. A. (2022). It’s never too late: Debunking myths about adults with severe disabilities. Intellectual and Developmental Disabilities, 60, 416-425. DOI:10.1352/1934-9556-60.5.416

Therrien, M., Biggs, E., Barton-Hulsey, A., Collins, S., Romano, M. (2021). Augmentative and Alternative Communication Services During the COVID-19 Pandemic: Impact on Children, their Families, and Service Providers. Augmentative and Alternative Communication, in press.

Therrien, M., Barton-Hulsey, A., Wong, S. (2021). A Scoping Review of the Playground Experiences of Children with AAC Needs. Augmentative and Alternative Communication, in press.

Barton-Hulsey, A., Phinney, S., Collins, S. (2021). Augmentative and Alternative Communication for Language and Literacy in Preschool: Considerations for Down syndrome and Autism spectrum disorder. Seminars in Speech and Language, 42, 345-362. DOI: 10.1055/s-0041-1730996

Loveall, S., Barton-Hulsey, A. (2021). Reading Skills in Down syndrome: Implications for Clinical Practice. Seminars in Speech and Language, 42, 330-344. DOI: 10.1055/s-0041-1730991 

Barton-Hulsey, A., Lorang, E., Renfus, K., & Sterling, A. (2020). Maternal input during book reading in children with Down syndrome. American Journal of Speech-Language Pathology, 29(3), 1475 – 1488. https://doi.org/10.1044/2020_AJSLP-19-00156

Barton-Hulsey, A., & Sterling, A. (2020). Grammatical judgment and production in boys with idiopathic autism spectrum disorder. Clinical Linguistics and Phonetics, 34(12), 1088 – 1111. https://doi.org/10.1080/02699206.2020.1719208

Farquharson, K., Therrien, M., Barton-Hulsey, A., Brandt, A. F., (2020). How to recruit, support, and retain speech language pathologists in public schools. Journal of School Leadership, https://doi.org/10.1177/1052684620966062

Haebig, E., Sterling, A., Barton-Hulsey, A., & Friedman, L. (2020). Rates and predictors of co-occurring autism spectrum disorder in boys with Fragile X syndrome. Autism and Developmental Language Impairments, 5, 1 – 19. https://doi.org/10.1177/2396941520905328

Fisher, E., Barton-Hulsey, A., Walters, C., Sevcik, R., & Morris, R. (2019). The relationship between executive functioning and narrative language in children with developmental dyslexia. American Journal of Speech Language Pathology, 28, 1127-1138. https://dx.doi.org/10.1044%2F2019_AJSLP-18-0106

Sevcik, R., Barton-Hulsey, A., & Romski, M. A. (2018). Visual-graphic symbol acquisition in school age children with developmental and language delays. Augmentative and Alternative Communication, 34(4), 265 – 275. doi:10.1080/07434618.2018.1522547.

Barton-Hulsey, A., Sevcik, R. A., & Romski, M. A., (2018). The relationship between speech, language, and phonological awareness in preschool age children with developmental disabilities. American Journal of Speech- Language Pathology, 27, 616-632. doi: 10.1044/2017_AJSLP-17-0066

Bornman, J., Romski, M. A., Tönsing, K., Sevcik, R., White, R., Barton-Hulsey, A., & Morwane, R. (2018). Adapting and translating the Mullen Scales of Early Learning for the South African Context. South African Journal of Communication Disorders, 65(1), a571. doi: 10.4102/sajcd.v65i1.571

Friedman, L, Sterling, A., & Barton-Hulsey, A. (2018). Gaze avoidance and perseverative language in fragile X syndrome and autism spectrum disorder: Brief Report. Developmental Neurorehabilitation, 21(2), 137-140. doi: 10.1080/17518423.2018.1424264

Romski, M. A., Bornman, J., Sevcik, R. A., Tonsing, K., Barton-Hulsey, A., Morwane, R., Whitmore, A. S., & White, R. (2018). Language assessment for children with a range of neurodevelopmental disorders across four languages in South Africa. American Journal of Speech- Language Pathology, 27, 602-615. doi: 10.1044/2017_ajslp-17-0035

Barton-Hulsey, A. (2017). Challenges and opportunities in reading instruction for children with limited speech. Seminars in Speech and Language, 38(4), 253 – 262. doi: 10.1055/s-0037-1604273

Barton-Hulsey, A., Sevcik, R. A., & Romski, M. A. (2017). Narrative language and reading comprehension in students with mild intellectual disabilities. American Journal on Intellectual and Developmental Disabilities, 122(5), 392 – 408. https://doi.org/10.1352/1944-7558-122.5.392

Barton-Hulsey, A., Wegner, J., Brady, N., Bunce, B., & Sevcik, R. (2017). Comparing the effects of speech-generating device display organization on symbol comprehension and use by three children with developmental delays. American Journal of Speech-Language Pathology, 26(2), 227 – 240. https://doi.org/10.1044/2016_AJSLP-15-0166

Smith, A. L., Barton-Hulsey, A., & Nwosu, N. (2016). AAC and Families: Dispelling Myths and Empowering Parents. Perspectives of the ASHA Special Interest Groups, 1(12), 10-20. https://doi.org/10.1044/persp1.SIG12.10

Romski, M., Sevcik, R. A., Barton-Hulsey, A., & Whitmore, A. S. (2015). Early Intervention and AAC: What a Difference 30 Years Makes. Augmentative and Alternative Communication, 31(3), 1–22. doi: 10.3109/07434618.2015.1064163

Cheslock, M.A, Barton-Hulsey, A., Romski, M. A., & Sevcik, R. A. (2008). Using a speech generating device to enhance communicative abilities and interactions for an adult with moderate intellectual disability: A case report. Intellectual and Developmental Disabilities, 46(5), 376-386. doi: 10.1352/2008.46:376-386

Sevcik, R.A., Barton-Hulsey, A., & Romski, M. A. (2008). Early intervention, AAC, and transition to school for young children with significant spoken communication disorders and their families. Seminars in Speech and Language, 29, 92-100. doi: 10.1055/s-2008-1079123

Barton, A., Sevcik, R. A. & Romski, M. A. (2006). Visual-Graphic symbol acquisition by pre-school age children with developmental and language delays. Augmentative and Alternative Communication, 22, 10-20. doi: 10.1080/07434618.2018.1522547

Book chapters:

Wood, C., & Barton-Hulsey, A., Chavarro, M. (2022). Students with Speech and Language Disorders. In A. Turnbull, R. Turnbull, M. L. Wehmeyer, K. A. Shogren (Eds.), Exceptional Lives: Practice, Progress, & Dignity in Today’s Schools, 10th edition. San Diego, CA: Plural Publishing. Chapter in press.

Barton-Hulsey, A., King, M., Lyons-Golden, J. (2021). AAC in preschool: Navigating Challenges in Language and Literacy Instruction. In B. Ogletree (Ed.) Augmentative and Alternative Communication: Challenges and Solutions. San Diego, CA: Plural Publishing.

Barton-Hulsey, A. & Sevcik, R. (2021). Supporting Literacy and Access to Technology for Learning. In K. Wilkinson & L. Finestack (Eds.), Multi-modal augmentative and alternative communication for individuals with Down syndrome (pp. 259 – 275). Baltimore, MD: Paul H. Brookes.

Romski, M.A., Sevcik, R.A., Barton-Hulsey, A., Fisher, E.L., King, M., Albert, P., Kaldes, G., Walters, C., & Evans, C. (2021). Integration of AAC into Early Language Intervention with Children with Down Syndrome.  In K. Wilkinson & L. Finestack (Eds.), Multimodal augmentative and alternative communication for individuals with Down syndrome (pp. 93-120). Baltimore, MD:  Paul H. Brookes.

Barton-Hulsey, A. & Sevcik, R. (in prep) Literacy development in individuals with down syndrome. In K. Wilkinson & L. Finestack (Eds.), The role of multi-modal AAC in supporting speech, language, and communication of individuals with Down syndrome across the lifespan. Baltimore, MD: Paul H. Brookes.

Barton-Hulsey, A., Cheslock, M. A., Sevcik, R. A. & Romski, M. A. (2018). Communication development in children with multiple disabilities: The role of augmentative and alternative communication. In C. Capone & B.B. Shulman (Eds.), Language development: Foundations, processes, and clinical applications, 3nd edition. Sudbury, MA: Jones and Bartlett. Chapter in-press.

Romski, M. A., Sevcik, R. A., Cheslock, M., & Barton-Hulsey, A. (2017). Augmented language interventions for children with severe disabilities. In R. McCauley, M. Fey, & R. Gillam (Eds.), Treatment of language disorders in children: Conventional and controversial interventions, 2nd edition (pp. 155 – 186). Baltimore, MD: Paul H. Brookes.

Smith, A. S., Barker, R. M., Barton-Hulsey, A., Romski, M. A., & Sevcik, R. A. (2016). Augmented Language Interventions for children with severe disabilities. In Sevcik, R.A., & Romski, M.A. (Eds.), Communication interventions for individuals with severe disabilities: Exploring research challenges and opportunities (pp. 123 – 146). Baltimore, MD: Paul H. Brookes.

Adamson, L. B., Romski, M. A., & Barton-Hulsey, A. (2014). Early language acquisition in autism spectrum disorders: A developmental view. In V.B. Patel, V.R. Preedy & C. R. Martin (Eds.), The comprehensive guide to autism, SpringerReference.com

Cheslock, M. A., Barton-Hulsey, A., Sevcik, R. A. & Romski, M. A. (2013). Communication development in children with multiple disabilities: The role of augmentative and alternative communication. In C. Capone & B.B. Shulman (Eds.), Language development: Foundations, processes, and clinical applications, 2nd edition (pp. 275 – 293). Sudbury, MA: Jones and Bartlett.

Cheslock, M. A, Barton-Hulsey, A., Sevcik, R. A. & Romski, M. A. (2009). Communication development in children with multiple disabilities: The role of augmentative and alternative communication. In B.B. Shulman & C. Capone (Eds.), Language development: Foundations, processes, and clinical applications (pp. 413 – 45). Sudbury, MA: Jones and Bartlett.

Romski, M. A., Sevcik, R. A., Smith, A, Barker, R. M., Folan, S., & Barton-Hulsey, A. (2009). The system for augmenting language: Implications for young children with autism spectrum disorders. In P. Mirenda & T. Iacono (Eds.), Autism spectrum disorders and AAC, (pp. 219 – 245). Baltimore, MD: Paul H. Brookes.

Romski, M. A., Sevcik, R. A., Cheslock, M., & Barton, A. (2006). Augmented language interventions for children with severe disabilities. In R. McCauley. & M. Fey (Eds.), Treatment of language disorders in children: Conventional and controversial interventions, (pp. 123 – 148). Baltimore, MD: Paul H. Brookes.