top of page
Publications
References and Links to Papers
Publications: Publications
Brock, K., & Hung, P.F., (2020). The effects of digital media on naming, identifying, &
sentence production for persons with aphasia. Aphasiology.
https://doi.org/10.1080/02687038.2020.1734528
Sylvan, L., Brock, K. L., Perkins, A., & Garrett, J. (2020). Building Blocks of Knowledge: A Close Look at Prerequisite Coursework for Graduate Programs in Speech-Language Pathology. Perspectives of the ASHA Special Interest Groups, 5(5), 1262-1271. https://doi.org/10.1044/2020_PERSP-20-00042
Brock, K., Koul, R., Corwin, M., & Schlosser, R. (under review). The attitudes toward and
perceived communicative competence of individuals with aphasia using speech-generating devices. Submission to Augmentative and Alternative Communication.
Brock, K., & Scharp, V., (2020). Preparing student clinicians to reveal communication
competence in people with aphasia: Are there more effective and efficient modalities for training clinical skills? Evidence-Based Communication Assessment and Intervention, 14(3), 160-166. https://doi.org/10.1080/17489539.2020.1765485
Brock, K. L., Koul, R., Corwin, M., & Schlosser, R. W. (2019). The psychometric properties of
the communicative competence scale for individuals with aphasia using speech-generating devices. Aphasiology, 33(5), 520-543. https://doi.org/10.1080/02687038.2018.1561639
Brock, K., & Cummings, A. (2019). EEG and behavioral data confirm the iconicity principle and cognitive load theory in AAC, but major threats to internal validity call these results into question. Evidence-Based Communication Assessment and Intervention, 13(3), 1-7.
https://doi.org/10.1080/17489539.2019.1640967
Schlosser, R., Brock, K., Koul, R., & Shane, H., (2019). Do animations facilitate understanding of graphic symbols in children with autism? Journal of Speech, Language, and Hearing Research, 62(4), 965-978. https://doi.org/10.1044/2018_JSLHR-L-18-0243
Stark, B. C., Dutta, M., Murray, L., Bryant, L., Fromm, D., MacWhinney, B., … Sharma, S.
(2019). Standardizing assessment of spoken discourse in aphasia: A working group with
deliverables. https://doi.org/10.31234/osf.io/e6r3x
Brock, K., Koul, R., Corwin, M., & Schlosser, R. (2017). A comparison of visual scene and grid
displays for people with chronic aphasia: a pilot study to improve communication using
AAC. Aphasiology, 31(11), 1282-1306. https://doi.org/10.1080/02687038.2016.1274874
Brock, K. L., & Allen, A. A. (2017). Augmented input interventions for children with developmental disabilities: Clinical recommendations await conclusive data with respect to dosage, frequency, duration, and specific populations. Evidence-Based Communication Assessment and Intervention, 11(1-2), 47-53. https://doi.org/10.1080/17489539.2017.1337344
Allen, A. A., Schlosser, R. W., Brock, K. L., & Shane, H. C. (2017). The effectiveness of aided
augmented input techniques for persons with developmental disabilities: A systematic
review. Augmentative and Alternative Communication, 33(3), 149-159.
https://doi.org/10.1080/07434618.2017.1338752
Brock, K. (2016). Which AAC Interface Design Facilitates Communicative Interactions for
Persons With Nonfluent Aphasia? Evidence-Based Practice Briefs 11(1), 1-15.
Schlosser, R., Koul, R., Shane, H., Sorce, J., Brock, K., et al. (2014). Effects of animation: A comparison of two graphic symbol sets. Journal of Speech, Language, and Hearing Research, 57(5), 1779-1791. https://doi.org/10.1044/2014_JSLHR-L-13-0193
bottom of page