P. W. Cascella

发表

Ratings of Communication Competence by Siblings of Persons with Down Syndrome.

S. E. Smith, P. W. Cascella, 2007 .

Discharge Practices in the University Clinical Setting

P. W. Cascella, K. McNamara, Jane Hindenlang, 2004 .

A preliminary investigation of the efficacy of oral motor exercises for children with mild articulation disorders

P. W. Cascella, Melissa A Guisti Braislin, 2005, International journal of rehabilitation research. Internationale Zeitschrift fur Rehabilitationsforschung. Revue internationale de recherches de readaptation.

Communication disorders and children with mental retardation.

P. W. Cascella, 1999, Child and adolescent psychiatric clinics of North America.

Communication Profiles of Two Children with Pitt-Hopkins Syndrome

E. Trief, P. W. Cascella, Susan M Bruce, 2014 .

Using Assistive Technology to Foster Speech and Language Skills at Home and in Preschool

P. W. Cascella, L. Skau, 2006 .

A Field Study of a Standardized Tangible Symbol System for Learners who are Visually Impaired and have Multiple Disabilities

E. Trief, P. W. Cascella, Susan M Bruce, 2013 .

The Development of a Universal Tangible Symbol System

E. Trief, Sarah E. Ivy, P. W. Cascella, 2009 .

Communication Supports by Job Coaches of People with Developmental Disabilities

P. W. Cascella, M. D’Agostino, 2008 .

Pediatricians' opinions about otitis media and speech-language-hearing development.

P. W. Cascella, Esther Sonnenschein, 2004, Journal of communication disorders.

Knowledge of Autism Spectrum Disorders Among Connecticut School Speech—Language Pathologists

P. W. Cascella, Catherine S. Colella, 2004 .

TBI knowledge and pragmatic assessment among Connecticut school speech-language pathologists.

P. W. Cascella, S. McGrane, 2000, Brain injury.

Teachers’ and Speech-Language Pathologists’ Perceptions about a Tangible Symbols Intervention: Efficacy, Generalization, and Recommendations

E. Trief, P. W. Cascella, Susan M Bruce, 2011, Augmentative and alternative communication.

The Selection of Tangible Symbols by Educators of Students with Visual Impairments and Additional Disabilities

E. Trief, P. W. Cascella, Susan M Bruce, 2010 .

Tangible Object Symbols: A Case Study with an Adult with Multiple Disabilities

P. W. Cascella, 2014 .

Eliciting a Distal Gesture via Dynamic Assessment Among Students With Moderate to Severe Intellectual Disability

P. W. Cascella, K. McLaughlin, 2008 .

Expressive Communication Strengths of Adults With Severe to Profound Intellectual Disabilities as Reported by Group Home Staff

P. W. Cascella, 2005 .

Parent and Teacher Ratings of Communication Among Children With Severe Disabilities and Visual Impairment/Blindness

E. Trief, P. W. Cascella, Susan M Bruce, 2012 .

Sign Language, Speech, and Communication Repair Abilities by Children with Congenital Deafblindness

E. Trief, P. W. Cascella, Susan M Bruce, 2015 .

Receptive communication abilities among adults with significant intellectual disability

P. W. Cascella, 2004 .

Communication Profiles of Two Children with Pitt-Hopkins Syndrome

E. Trief, P. W. Cascella, Susan M Bruce, 2014, Journal of Developmental and Physical Disabilities.