Andrea L.B. Ford, PHD

Ph.D.: University of Minnesota 2020 (Educational Psychology)

M.S.: University of Wisconsin-Eau Claire 2008 (Speech-Language Pathology)

B.S.: University of Wisconsin-Eau Claire 2006 (Communication Sciences and Disorders)

05-01-2023 -04-30-2025 University Research Council - Faculty Scholars Award Using an Electronic Delphi Method to Identify Core Components of Expressive Language Interventions for Autistic Preschoolers Role:Principal Investigator 25,000 Active Type:Grant

Investigators:Ford, Andrea 09-01-2025 -08-31-2029 National Institute on Deafness and Other Communication Disor Adapting ECHO for Autistic Children's Communication Role:PI 773081.50 Hold Level:Federal

Peer Reviewed Publications

Johnson L.A.D.; Fleury V.; Ford A.; Rudolph B.; Young K.  (2018). Translating Evidence-Based Practices to Usable Interventions for Young Children With Autism. Journal of Early Intervention, 40 (2) , 158-176More Information

Ford A.; Elmquist M.; Merbler A.; Kriese A.; Will K.; McConnell S.  (2020). Toward an ecobehavioral model of early language development. Early Childhood Research Quarterly, 50, 246-258More Information

Ford A.L.B.; Rudolph B.N.; Pennington B.; Byiers B.J.  (2020). An exploration of the interrater agreement of visual analysis with and without context. Journal of Applied Behavior Analysis, 53 (1) , 572-583More Information

Byiers B.J.; Pennington B.; Rudolph B.N.; Ford A.L.B.  (2021). Perspectives on the Use of Quantitative Analysis in Single-Case Experimental Research. Journal of Behavioral Education, 30 (3) , 444-454More Information

Fleury V.P.; Ford A.L.B.  (2021). Shared Reading Extratextual Talk With Children With Autism Who Have Spontaneous Speech. Journal of Special Education, 55 (1) , 23-33More Information

Ford A.L.B.; Johnson L.D.  (2021). The use of generalizability theory to inform sampling of educator language used with preschoolers wi. Journal of Speech, Language, and Hearing Research, 64 (5) , 1748-1757More Information

Johnson L.A.D.; Ford A.L.B.; Dupuis D.; Hugh M.L.  (2021). Exploring Features Within Organizational and Cognitive Factors That Predict Variability in Estimates. Topics in Early Childhood Special Education, 41 (3) , 207-220More Information

Ford A.L.B.; Fleury V.P.  (2021). Sampling Engagement in Shared Reading Activities With Children With Autism Spectrum Disorder: A Gene. Topics in Early Childhood Special Education, 41 (3) , 178-190More Information

Ford A.L.B.; Hugh M.L.; Johnson L.A.D.; Young K.A.  (2022). Specifying Adult Interaction Practices as a Step Toward Enhancing Our Conceptualization of Process Q. Infants and Young Children, 35 (1) , 68-88More Information

Filter K.J.; Ford A.L.B.; Bullard S.J.; Cook C.R.; Sowle C.A.; Johnson L.A.D.; Kloos E.; Dupuis D.  (2022). Distilling Check-in/Check-Out into Its Core Practice Elements Through an Expert Consensus Process. School Mental HealthMore Information

Finestack, Lizbeth H; Elmquist, Marianne; Kuchler, Kirstin; Ford, Andrea Boh; Cakir-Dilek, Betul; Riegelman, Amy; Brown, Sarah Jane; Marsalis, Scott  (2022). Caregiver-Implemented Communication Interventions for Children Identified as Having Language Impairment 0 Through 48 Months of Age: A Scoping Review. Journal of speech, language, and hearing research : JSLHR, 65 (8) , 3004-3055More Information

Girolamo, Teresa; Ghali, Samantha; Campos, Ivan; Ford, Andrea  (2022). Interpretation and Use of Standardized Language Assessments for Diverse School-Age Individuals. Perspectives of the ASHA special interest groups, 7 (4) , 981-994More Information

Ford, Andrea L B; Elmquist, Marianne; Johnson, LeAnne D; Tapp, Jon  (2025). Preliminary Examination of the Stability of Sequential Associations Between the Talk of Educators and Autistic Preschoolers Using Generalizability Theory. Journal of speech, language, and hearing research : JSLHR, 68 (1) , 248-258More Information

Filter, Kevin J; Ford, Andrea L B; Bullard, Samuel J; Cook, Clayton R; Sowle, Courtney A; Johnson, LeAnne D; Kloos, Eric; Dupuis, Danielle  (2022). Distilling Check-in/Check-Out into Its Core Practice Elements Through an Expert Consensus Process. School mental health, 14 (3) , 695-708More Information

Ford, Andrea L B; Kuchler, Kirstin; Cakir-Dilek, Betul; Elmquist, Marianne; Finestack, Lizbeth H  (2024). A Tutorial for Enhancing Clarity and Transparency in Speech-Language-Hearing Sciences Intervention Research With the TIDieR. American journal of speech-language pathology, 33 (4) , 1608-1618More Information

Pfeiffer D.L.; Thompson A.; Ciullo B.; Hirsch M.E.; El Amin M.; Ford A.; Riccardi J.; Kearneyh E.  (2025). “1-800-Help-Me-With-Open-Science-Stuff”:A Qualitative Examination of Open Science Practices in Commu. Journal of Speech Language and Hearing Research, 68 (1) , 105-128More Information

Elmquist M.; Ford A.L.B.; Lorang E.; Sterling A.  (2024). Opportunities to respond during dyadic caregiver–child and naturalistic family interactions among ch. American Journal of Speech Language Pathology, 33 (4) , 2041-2050More Information

Elmquist M.; Ford A.L.B.; Sterling A.  (2024). The complexity of opportunities to respond used by mothers and fathers of children with Down syndrom. Journal of Child LanguageMore Information

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