• Cascella, P.W., Simpson, L.A., & Hagie, C. (2020). Case 13: Prioritizing communication supports for an adolescent with intellectual disability. In R.C. Branski & S. Molfentor (Eds.), Speech-Language Pathology Casebook. Thieme Publishing.
• Neave-DiToro, D., Vogel, D.A., Wortsman, S.E., & Cascella, P.W. (2018). Risk management practices at university clinics in communication sciences and disorders.  Teaching and Learning in Communication Sciences & Disorders, 2(2), 1-18.
• Cascella, P.W., Bruce, S.M., & Trief, E. (2015). Sign language, speech, and communication repair abilities by children with congenital deafblindness.  Journal of Visual Impairment & Blindness, 109(2), 141-146. 
• Cascella, P.W., Bruce, S.M., & Trief, E. (2014).  Communication profiles of two children with Pitt-Hopkins syndrome.  Journal of Developmental and Physical Disabilities, 26, 473-378.     
• Cascella, P.W., & Aliotta, F. (2014).  Strategies to enhance the informed consent process for communication disorders researchers.  Communication Disorders Quarterly, 35(4), 258-251.
• Cascella, P.W., (2014).  Tangible object symbols: A case study with an adult with multiple disabilities.  Journal of Visual Impairment & Blindness, 108(3), 249-255. 
• Trief, E., Cascella, P.W., & Bruce, S.M.  (2013).  A Field study of a universal tangible symbol system for learners who are visually impaired and have multiple disabilities.  Journal of Visual Impairment & Blindness, 107(3), 180-191.  
• Cascella, P.W., Trief, E., & Bruce, S.M. (2012).  Parent and teacher ratings of communication among children with severe disabilities and visual impairment/blindness.  Communication Disorders Quarterly, 33(4), 249-251. 
• Bruce, S.M., Trief, E., & Cascella, P.W. (2011).  Teachers’ and speech-language pathologists’ perceptions about tangible symbols intervention:  Efficacy, generalization, and recommendations.  Augmentative and Alternative Communication, 27(3), 172-182.
• Trief, E., Bruce, S.M., & Cascella, P.W. (2010).  The Selection of tangible symbols by educators of students with multiple disabilities and visual impairment.   Journal of Visual Impairment & Blindness, 104(8), 499-504.
• Trief, E., Bruce, S.M., Cascella, P.W., & Ivy, S. (2009).  The Development of a universal tangible symbol system.  Journal of Visual Impairment & Blindness, 103(7), 425-430. 
• Cascella, P.W., & Vogel, D.J. (2008).  Student self-directed professional development as a formative assessment skill.  Perspectives on Issues in Higher Education, 11(June), 4-8.
• D’Agostino, M.E., & Cascella, P.W. (2008).  Communication supports by job caches of people with developmental disabilities.  Journal of Physical & Developmental Disabilities, 20, 551-560.
• McLaughlin, K., & Cascella, P.W. (2008).  Eliciting a distal gesture via dynamic assessment among students with moderate to severe intellectual disability.  Communication Disorders Quarterly, 29(2), 75-81.

• Cuellar & Prodoehl. (submitted). Spatiotemporal dynamics of mu rhythm activity during orofacial palpation in neurotypical adults.
• del Toro, C., & Cuellar, M. (2019). Action Observation Treatment for Verb Naming in Aphasia: Picture hvs. Video Stimuli. Archives of Physical Medicine and Rehabilitation, 100(10), e39.
• Cuellar, M., & Harvey, J. (2018). Predictive value of laryngeal adductor reflex testing in patients with dysphagia due to a cerebral vascular accident. International Journal of Speech-Language Pathology. doi:10.1080/17549507.2018. 15126522
• Cuellar, M. (2017). P316 Time-frequency analysis of the mu rhythm during the perception of swallowing physiology. Clinical Neurophysiology, 128(9), e280.
• Cuellar M., del Toro C.M. (2017). Time frequency analysis of mu rhythm activity during picture and video action naming tasks. Brain Sciences. 7(9), 114. doi:10.3390/brainsci7090114.
• Harvey, Wilson, Cuellar, M., & Anaya (2017). The effects of stimulus complexity and timing during dual task across neurologically healthy older and younger adults: A pilot study. Communication Disorders, Deaf Studies & Hearing Aids, 5(2).
• del Toro, C., Cuellar, M., Duke, G. (2016). Treatment of Residual Speech Impairments Five Years Post- Stroke: A Case Study. Archives of Physical Medicine and Rehabilitation, 97(10), e84.
• Cuellar, M., Saltuklaroglu, T., Harkrider, A.W., Jenson, D., Thornton, D., Bowers, A. (2016). Temporal dynamics of sensorimotor integration during the performance of swallowing: Independent component analysis of EEG data. Clinical Neurophysiology, 127(7):2625-35. doi:10.1016/j.clinph.2016.04. 027.
• Jenson, J., Bowers, A., Harkider, AW., Thornton, D., Cuellar, M., Saltuklaroglu, T. (2014). Temporal dynamics of sensorimotor integration in speech perception and production: Independent component analysis of EEG data. Frontiers in Psychology, 5.
• Bowers, A., Saltuklaroglu, T., Harkrider, A.W., Cuellar, M. (2013). Suppression of the μ rhythm during speech and non-speech discrimination revealed by independent component analysis: implications for sensorimotor integration in speech processing. PLOS One, doi: 10.1371/journal.pone.0072024.
• Cuellar, M., Bowers, A., Harkrider, A.W., Wilson, M., Saltuklaroglu, T. (2012). Mu suppression as an index of sensorimotor contributions to speech processing: evidence from continuous EEG signals. International Journal of Psychophysiology, 85, 242-248.

• Lustigman, L. (2020). The emergence and development of complex predicates in early child Hebrew. First Language. DOI: 10.1177/0142723719899240.
• Berman, R. A. & Lustigman, L. (2020). Acquisition and development of verb/predicate chaining in Hebrew. Frontiers in Psychology. DOI:10.3389/fpsyg.2019.02958.
• Lustigman, L. & Clark, E.V. (2019). Exposure and feedback in language acquisition: adult construals of children’s early verb-form use in Hebrew. Journal of Child Language, 46: 241–264.
• Savaldi-Harrusi, G., Lustigman, L. & Soto, G. (2019). Emergence of clause constructions in children who use speech generating devices. Augmentative and Alternative Communication, 35: 109-119.
• Lustigman, L. (2016). From opacity to transparency: Transitional categories in early Hebrew grammar. In Ruth A. Berman (ed.), Acquisition and development of Hebrew: From infancy to adolescence (Trends in Language Acquisition Research [TILAR]). (pp. 225–258). John Benjamins Publishing Company.
• Lustigman, L. (2016). Interfaces between linguistic systems: Evidence from child language. Linguistics, 54: 273-303.
  Lustigman L. & Berman, R. A. (2016). Form and function in early clause-combining. Journal of Child Language, 43: 157-185.
• Lustigman, L. (2016). What do children use complements for? Representing speaker perspectives in recounting conversations. Proceedings of The 42nd Annual Meeting of The Berkeley Linguistic Society, 187-195.
• Lustigman, L. (2015). Optional opacity: A syntactically-based analysis of early Hebrew verb morphology. First Language, 35: 466-488.
• Berman, R. A., & Lustigman, L. (2014). Emergent clause-combining in adult-child interactional contexts. In I. Arnon, M. Casillas C. Kurumada, & B. Estigarribia (Eds.), Language in interaction (Trends in Language Acquisition series [TILAR]). (pp. 281-300) Amsterdam: John Benjamins.
• Lustigman, L. (2013). Developing structural specification: Productivity in early Hebrew verb usage. First Language, 33: 47–67.
• Lustigman, L. (2012). Non-finiteness in early Hebrew verbs. Brill’s Annual of Afroasiatic Languages and Linguistics (BAALL), 4: 213-231.
• Berman, R. A., & Lustigman, L. (2012). HARSP: A developmental language profile for Hebrew. In M. J. Ball, D. Crystal, & P. Fletcher (Eds.), Assessing grammar: The languages of LARSP [Communication disorders across languages series] (pp. 43-76). Bristol, UK: Bristol Language series.
• Berman, R. A., Lustigman, L., and Nir-Sagiv, B. (2008). Discourse analysis as a window to later language development. Israel Studies in Language and Society, 1: 10-47. [in Hebrew]

• CSHA (2007)  Guidelines for Assessment and Treatment of (Central) Auditory  Processing Disorders. Hamaguchi, McCullough, Novak, and Swain, Task Force Members.
• McCullough, JA, Mormer, E. (2002). Matching Hearing Technology to the Needs, Goals, and Preferences of Individual Listeners.  Contemp Issues in CS&D, 29, 101-110.
• McCullough, JA, Wilson RH (2001). Performance on a Spanish Picture-Identification Task using a Multimedia Format. J Amer Acad Audiol, 12, 254-260.
• Hamaguchi, P. & McCullough, JA (2000). San Jose Unified School District: CAPD Referral, Identification, and Treatment Guidelines. Monograph, SJUSD, San Jose, CA.
• Aleksandrovsky, IV, McCullough, JK, Wilson, RH (1998). Development of Suprathreshold Word-Recognition Test for Russian‑Speaking Patients. J Amer Acad Audiol, 9, 417‑425

• Mahendra, N., Tadokoro, A. (2020, in press). Nonfluent primary progressive aphasia: Implications of palliative care principles for informing service delivery. Topics in Language Disorders,40, 1-18.

• Mahendra, N. (2019). Integrating lesbian, gay, bisexual, transgender, and queer issues into the multicultural curriculum in speech-language pathology: Instructional strategies and learner perceptions. Perspectives on Cultural and Linguistic Diversity, 4(2), 384-394.

• Bell, C.B., Lopez, R. P., Mahendra, N., Tamai, A., Davis, J., Amella, E., Masaki, K. (2016). Person-centered feeding care: A reassessment protocol to re-introduce oral feeding for nursing home residents on tube feeding. Journal of Nutrition, Health, and Aging, 20, 1-7.

Book Chapters

• Mendez, K., Levy, K., Nelms, M., Hoff, D., Novak, J., & Levy, M. (2011). Cross cultural variation in the Neurodevelopmental Assessment of Children – The cultural and neurological to 2^nd language acquisition in children with autism (Chapter 8). A comprehensive book on autism spectrum disorders.  InTech Open Europe, Croatia, 147-166.
• In press: Novak, J. Building Awareness of Diversity in the Treatment of Autism.
• In press: Novak, J. Sports in the US for Individuals with Disabilities: A Therapeutic Perspective.
• In progress: Novak, J., Chu, H, Cascella, P. Efficacy of Music Therapy on Communication Skills Development: A Restrospective Parent Study.

• McKelvey, M.L., Weissling, K., Lund, S.K., Quach, W., Dietz, A. (submitted). Assessment of adults with acquired communication disorders who need augmentative and alternative communication:
  Clinical decisions of AAC specialists. American Journal of Speech-Language Pathology.
• Ames, A., Archer, B, Inkster, M., Quach, W., Pollock, K. (submitted). Outcomes of an immersive augmentative and alternative communication (AAC) camp experience for pre-professional student counsellors: A pilot. Canadian Journal of Speech-Language Pathology and Audiology Speech-Language and Audiology Canada.
• Quach, W. & Tsai, P.T. 2017). Preparing future SLPs for the clinical world of cultural-linguistic diversity. Perspect ASHA SIGs, 2(SIG 14), 82–102. doi: 10.1044/persp2.SIG14.82
• Lund, S. K., Quach, W., Wiessling, K., McKelvey, M., & Dietz, A. (2017). Assessment with children who need augmentative and alternative communication (AAC): Clinical decisions of AAC specialists. Language, Speech, and Hearing Services in Schools. Advanced online publication. doi:10.1044/2016_LSHSS-15-0086
• Jabagchourian, J., Sorkhabi, N., Quach, W., Strage, A. (2014). Parenting styles and practices of Latino parents and Latino fifth graders' academic, cognitive, social, and behavioral outcomes. Hispanic Journal of Behavioral Sciences, 36, 175-194 doi: 10.1177/0739986314523289.
• Dietz, A., Quach, W., Lund, S., & McKelvey, M. (2012) AAC assessment and clinical decision making: The impact of experience. Augmentative and Alternative Communication, 28, 148-159.
• Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., McKelvey, M., & Quach, W. (2012). Personnel roles in the AAC assessment process. Augmentative & Alternative Communication. 28, 278 – 288.
• Kimbarow, M.L., Quach, W., & Meyerson, M. (2010). The universality of facial expression and recognition in normal and disordered communication: A review of the literature. Asia Pacific Journal of Speech, Language, and Hearing, 13, 1 – 12.

Book Chapter

Quach, W. & Roman, A. (2014). Mary: Implementation of AAC systems in a person with spinal (limb) onset ALS. In J. McCarthy & A. Dietz (Eds.). Augmentative and Alternative Communication: An interactive clinical casebook, a multimedia product. San Diego, CA: Plural Publishing, Inc.

• Quach, W. & Tsai, P.T. (2017). Preparing future SLPs for the clinical world of cultural-linguistic diversity. Perspect ASHA SIGs, 2(SIG 14), 82–102. doi: 10.1044/persp2.SIG14.82
• Tsai, P.-T., & Bernstein Ratner, N. (2016). Involvement of central cognitive mechanism in word production in adults who stutter. Journal of Speech, Language, & Hearing Research, 59, 1269-1282.
• Langdon, H., Tsai, P.-T., & Węsierska, K. (2015). Evidence-based practice in stuttering: Views from American and Polish clinical perspectives. Forum Logopedyczne, 23, 8-16.
• Tsai, P.-T. (2015). [Review of the book Stuttering: foundations and clinical applications (2nd ed.) by Ehud Yairi and Carol Seery (Eds.)]. Journal of Fluency Disorders, 46, 58-60.
• Tsai, P.-T., Lim, V. P. C., Brundage, S., & Bernstein Ratner, N. (2011). Linguistic analysis and stuttering in bilingual speakers: Methodological challenges and solutions. In P. Howell & J. Van Borsel (Eds). Multilingual aspects of fluency disorders. New York, NY: Psychology Press, Taylor and Francis Group.