PIP
Phonological
Intervention
Project
PIP
Publications
Articles
Williams, A.L. (2005). Assessment, target selection, and intervention: Dynamic interactions within a systemic perspective. Topics in Language Disorders, 25 (3), 231-242.
Williams, A.L. (2003). On “Minimal pair approaches to phonological remediation,” (Semin Speech Lang 2002; 23: 57-67) [Letter to the editor]. Seminars in Speech and Language, 24(3), 257-258.
Williams, A.L. (2003). Target selection and treatment outcomes. Perspectives
on Language Learning and Education, 10(1), 12-16.
Williams, A.L., &
Elbert, M. (2003). A prospective longitudinal study of phonological development
in late talkers. Language, Speech
and Hearing Services in Schools, 34, 138-153.
Williams, A.L., & Fagelson, M. (2003). Fostering a community of
scholars in a graduate program. The ASHA Leader, 4-5; 14.
Huff, C., King, B.,
& Williams, A.L. (2003). Predictors of treatment outcomes from consistent
versus variable substitution patterns. Perspectives on Administration and
Supervision, 13(2), 8-9.
Williams, A.L. (2002).
Prologue: Perspectives in the
phonological assessment of child speech.
American Journal of Speech-
Language Pathology, 11,
211-212.
Williams, A.L. (2002).
Epilogue: Perspectives in the
phonological assessment of child speech.
American Journal of Speech-
Language Pathology, 11,
259-263.
Williams, A.L. (2001). Phonological assessment of child
speech. In D.M. Ruscello (Ed.), Tests
and measurements in speech-
language pathology (pp.
31-76). Butterworth-Heinemann: Woburn,
MA.
Williams, A.L. (2000).
Multiple oppositions:
Theoretical foundations for an alternative contrastive intervention
approach. American
Journal of Speech-Language
Pathology, 9, 282-288.
Williams, A.L. (2000).
Multiple oppositions: Case
studies of variables in phonological intervention. American Journal of Speech-
Language Pathology, 9, 289-299.
Williams, A.L. (1998).
Phonologic and acoustic analyses of final consonant omission. Journal of Developmental and Physical
Disabilities, 10(2), 185-197.
Williams, A.L. (1997).
Excerpt from "Generalization patterns associated with training
least phonological knowledge." In
N.
Schivetti and D.E. Metz, Evaluating
research in communicative disorders (3rd edition)(pp.256-259). Boston, MA:
Allyn and
Bacon.
Williams, A.L. (1993). The use of single-subject designs in
clinical practice. Clinics in
Communicative Disorders, 3(3), 47-58.
Williams, A.L. (1993). Phonological reorganization: A qualitative
measurement of phonological improvement.
American Journal of
Speech-Language Pathology, 2,
44-51.
Williams, A.L. (1991). Generalization patterns associated with
training least phonological knowledge. Journal
of Speech and
Hearing Research, 34, 722-733.
Williams, A.L., & Banks, S.A. (1991). Phonological reorganization following remediation, The New
Zealand Speech-Language
Therapist's Journal, 46,
22-32.
Book
Williams, A.L. (2003). Speech
Disorders: Resource guide for preschool
children. Clifton Park, NY; Thomson Delmar Learning.
Book
Williams, A.L. (2005). From developmental norms to distance metrics: Target selection factors and criteria. In K.E. Pollock, & A.G. Kamhi (Eds.). Phonological disorders in children: Clinical decision-making in assessment and intervention (pp 101-108). Baltimore, MD; Brookes Publishing Co.
Williams, A.L. (2005). A model and structure for phonological intervention. In K.E. Pollock, & A.G. Kamhi (Eds.). Phonological disorders in children: Clinical decision making in assessment and intervention (pp. 189-199). Baltimore, MD.; Brookes Publishing Co.
Williams, A.L. (2001). Phonological assessment of child speech. In D.M Ruscello (Ed.), Tests and Measurements in Speech- Language Pathology (pp. 31-76). Woburn, MA.; Butterworth-Heinemann.