Crowe-Hall, B. (1991). Attitudes of fourth and sixth graders toward peers with mild articulation disorders. Language, Speech, and Hearing Services in Schools, 22, 334—340.
2.
Gierut, J.A. (2001). Complexity in phonological treatment: Clinical factors. Language, Speech, and Hearing Services in Schools , 32, 229—241.
3.
Jacoby, G., Lee, L., Kummer, A.W., Levin, L., & Creaghead, N. (2002). The number of individual treatment units necessary to facilitate functional communication improvements in the speech and language of young children. American Journal of Speech—LanguagePathology, 11, 370—380.
4.
Shriberg, L.D., Gruber, F.A., & Kwiatkowski, J. (1994). Developmental phonological disorders III: Long-term speech-sound normalization. Journal of Speech and Hearing Research, 37, 1151—1177.
5.
Skelton, S. (2004a). Concurrent task sequencing in single-phoneme phono-logic treatment and generalization. Journal of Communication Disorders, 37, 131—155.
6.
Skelton, S. (2004b). Motor-skill learning approach to the treatment of speech-sound disorders. CSHA Magazine, Summer, 8—9.
7.
Staskowski, M., & Rivera, E. (2005). Speech—language pathologists' involvement in responsiveness to intervention activities: A complement to curriculum-relevant practice. Topics in Language Disorders, 25(2), 132—147.