Peer-Reviewed Manuscripts
Mattie, L. J., Loveall, S. J., & Channell, M. M. (accepted). Perspectives on adaptive functioning and intellectual functioning measures for intellectual disabilities behavioral research. Frontiers in Psychology.
Channell, M.M., Loveall, S. J., & Burke, M. (accepted). Exploring caregiver perceptions of post-high school employment experiences among young adults with Down syndrome. Intellectual and Developmental Disabilities.
Loveall, S. J., Channell, M. M., Mattie, L. J., & Barkhimer, A. E. (2022). Inclusion of individuals with neurodevelopmental disorders in norm-referenced language assessments. Frontiers in Psychology, 13. 1929433.
Loveall, S. J., Pitt, A., Gibson, K., & Mann, J. (2022). SLP's education, knowledge, and scope of practice in literacy. Language, Speech, and Hearing Services in Schools, 53, 837-859.
Rodgers, D. & Loveall, S. J. (2022). Writing interventions for students with IDD: A meta-analysis. Remedial and Special Education. 07419325221108896.
Loveall, S. J., Channell, M. M., Burke, M., & Rodgers, D. B. (2022) Post-high school transition outcomes in Down syndrome. American Journal of Intellectual and Developmental Disabilities, 127(2), 135-148.
Loveall, S. J. & Barton-Hulsey, A. (2021). Reading skills in Down syndrome: Implications for clinical practice. Seminars in Speech and Language, 42(4), 330-344.
Loveall, S. J., Gaines, M. & Hawthorne, K. (2021). A meta-analysis of prosody in autism, Williams syndrome, and Down syndrome. Journal of Communication Disorders, 89.
Hawthorne, K. E. & Loveall, S. J.M (2021). Interpretation of ambiguous pronouns by adults with intellectual disabilities. Journal of Intellectual Disability Research, 65, 125-132.
Thome, E., Loveall, S. J., & Henderson, D. (2020). A survey of speech-language pathologists’ use and understanding of evidence-based practice. Perspectives of the ASHA Special Interest Groups, 5(4), 984-999.
Loveall, S. J., Channell, M. M., Conners, F. A., & Abbeduto, L., (2019). Verb production by individuals with Down syndrome during narrative storytelling. Research in Developmental Disabilities, 85, 82-91.
Channell, M. M. & Loveall, S. J. (2018). Post-high school transition for individuals with Down syndrome. International Review of Research in Developmental Disabilities, 54, 105-135.
Hahn, L., Loveall, S. J., Savoy, M. T., Neumann, A. M., & Ikuta, T. (2018). Joint attention in Down syndrome: A meta-analysis. Research in Developmental Disabilities, 78, 89-102.
Channell, M. M., Loveall, S. J., Abbeduto, L., & Conners, F. A. (2018). Narrative language sampling in typical development: Implications for intellectual and developmental disabilities. American Journal of Speech-Language Pathology, 27, 123-135.
Loveall, S. J., Conners, F. A., Tungate, A. S., Hahn, L. J., & Osso, T. D. (2017). A cross-sectional analysis of executive function in Down syndrome from 2 to 35 years. Journal of Intellectual Disability Research, 61, 877-887.
Loveall, S. J., Channell, M. M., Phillips, A. B., Abbeduto, L., & Conners, F. A. (2016). Receptive vocabulary analysis in Down syndrome. Research in Developmental Disabilities, 55, 161-172.
Loveall, S. J., & Conners, F. A. (2016). Reading skills in Down syndrome: An examination of orthographic knowledge. American Journal of Intellectual and Developmental Disabilities, 121, 95-110.
Channell, M. M., Phillips, A. B., Loveall, S. J., Conners, F. A., Bussanich, P. M., & Klinger, L. G. (2015). Patterns of autism symptomatology in individuals with Down syndrome without comorbid autism spectrum disorder. Journal of Neurodevelopmental Disorders, 7, 1866-1955.
Phillips, A. B., Loveall, S. J., Channell, M. M., & Conners, F. A. (2014). Matching variables for research involving youth with Down syndrome: Leiter-R versus PPVT-4. Research in Developmental Disabilities, 35, 429-438.
Loveall, S. J., Moore, M. S., Phillips, A. B. & Conners, F. A. (2013). Phonological recoding, rapid automatized naming, and orthographic knowledge. Journal of Experimental Child Psychology, 116, 738-746.
Loveall, S. J. & Conners, F. A. (2013). Individuals with intellectual disability can self-teach in reading. American Journal of Intellectual and Developmental Disabilities, 118, 108-123.
Channell, M. M., Loveall, S. J., & Conners, F. A. (2013). Strengths and weaknesses in reading skills of students with intellectual disabilities. Research in Developmental Disabilities, 34, 776-787.
Conners, F. A., Loveall, S. J., Moore, M. S., Hume, L. E., & Maddox, C. D. (2011). An individual difference analysis of the self-teaching hypothesis. Journal of Experimental Child Psychology, 108, 402-410.
Conners, F.A., Moore, M.S., Loveall, S.J., & Merrill, E.C. (2011). Memory profiles of Down, Williams, and fragile x syndromes: Implications for reading development. Journal of Behavioral and Developmental Pediatrics, 32, 405-417.
Chapters
Channell, M. M. & Loveall, S. J. (2021). Assessment and intervention of cognitive and social functioning in adolescents, young adults, and older individuals with Down syndrome.In K. Wilkinson & L. H. Finestack (Eds.). Multi-modal AAC for individuals with Down syndrome.<.em> Baltimore, MD: Brookes Publishing.