Publications

Sylvan, L. (2025). Replacing Scarcity With Universal Access in Schools. The ASHA Leader. (link)

Sylvan, L., Adlof, S., Wade-Woolley, L., & Kohel, L. (2025). Taking Steps in the Right Direction: Considerations for Implementing Universal Oral Language Screenings in the Schools. Language, speech, and hearing services in schools, 56(4), 896-911. (link)

Sylvan, L., & McKenna, M. (2025). Understanding Speech-Language Pathologists' Misconceptions About Multi-Tiered System of Supports: Initial Exploration From a Focus Group Analysis. Language, Speech, and Hearing Services in Schools, 56(3), 1-16. (link)

Sylvan, L., Gouck, M., & Kwak, M. (2025). Teletherapy and multi-tiered system of support: synergies and challenges for school-based speech-language pathologists. Language, speech, and hearing services in schools, 56(2), 304-324. (link)

Sylvan, L., Kingsley, H., Bartolett, G., & Gouck, M. (2024). A Balancing Act: How School-Based Speech-Language Pathologists Navigate Their Efforts Related to Individual Education Plans and Multi-Tiered Systems of Support. Language, speech, and hearing services in schools, 55(2), 349-367. (link)

Sylvan, L. (2023). Overcoming the Research–Practice Gap: Key Considerations for Speech-Language Pathologists Related to Multitiered Systems of Support. Perspectives of the ASHA Special Interest Groups, 1-17. (link)

Sylvan, L. (2021). New Facebook Group Focuses on MTSS. Leader Live. (link)

Sylvan, L. (2020). Multi-Tiered Systems of Support: Implementation Tools for Speech-Language Pathologists in Education. United States: Plural Publishing, Incorporated. (link to purchase book)

Sylvan, L. (2018). Tiers to communication success: How can SLPs join in the MTSS framework many schools are adopting to catch students’ special education needs earlier and provide levels of intervention?. The ASHA Leader, 23(8), 44-53. (link)

Sylvan, L., Kwak, M., Gouck, M., & Goldstein, E. (2024). Back to Normal or New Reality? How the COVID-19 Pandemic Continues to Influence School-Based Speech-Language Pathologists at the Start of the 2023–2024 School Year. Language, speech, and hearing services in schools, 55(4), 1125-1150. (link)

Sylvan, L. (2022). Positioning SLP graduate students to meet the needs of vulnerable children virtually: Lessons from a service learning project implemented in the fall of 2020. Teaching and Learning in Communication Sciences & Disorders, 6(1), 9. (link)

Sylvan, L., Goldstein, E., Steinberg, E., & Crandall, M. (2021). Another Moment in Time: A Follow-Up Survey on Speech-Language Pathologists' Experiences With the COVID-19 Pandemic During the Fall of 2020. Perspectives of the ASHA Special Interest Groups, 6(6), 1737-1752. (link)

Sylvan, L., Goldstein, E., & Crandall, M. (2020). Capturing a Moment in Time: A Survey of School-Based Speech-Language Pathologists' Experiences in the Immediate Aftermath of the COVID-19 Public Health Emergency. Perspectives of the ASHA Special Interest Groups, 5(6), 1735-1749. (link)

Sylvan, L., Bond, A., Zimmermann, J., & Kwak, M. (In-Press). From Clinical Hours to Community Impact: How Participation in a National Service Corps During Fieldwork Shapes the Professional Identity of Speech-Language Pathology Students. Perspectives of the ASHA Special Interest Groups.

Sylvan, L., & Becker, R. (2022). Understanding the Experiences of Students Within Doctor of Speech-Language Pathology Programs: Perceptions About Their Educational Experiences. Perspectives of the ASHA Special Interest Groups, 7(4), 1087-1105. (link)

Sylvan, L., & Becker, R. (2022). Implementing Service-Learning Projects for the First Time During the Pandemic: Two Instructors’ Inspiration, Motivation and Goals. Collaborations: A Journal of Community-Based Research and Practice. (link)

Sylvan, L. (2022). Positioning SLP graduate students to meet the needs of vulnerable children virtually: Lessons from a service learning project implemented in the fall of 2020. Teaching and Learning in Communication Sciences & Disorders, 6(1), 9. (link)

Sylvan, L., Brock, K. L., Perkins, A., & Garrett, J. (2020). Building Blocks of Knowledge: A Close Look at Prerequisite Coursework for Graduate Programs in Speech-Language Pathology. Perspectives of the ASHA Special Interest Groups, 5(5), 1262-1271. (link)

Sylvan, L., Perkins, A., & Truglio, C. (2020). Student Experience Applying to Graduate School for Speech-Language Pathology. Perspectives of the ASHA Special Interest Groups, 5(1), 192–205. (link)

Sylvan, L. (2019). How to Teach Concern: Inspiring Speech-Language Pathology Graduate Students to Develop Empathy and Advocacy with the Power of Personal Stories. Teaching and Learning in Communication Sciences & Disorders, 3(2), 9. (link)

Sylvan, L. J. (2018). Bringing Book Club to Class: Engaging College Students in Reading Content-specific Books Written for Popular Audiences. College Teaching, 66(4), 225-234. (link)

Sylvan, L., Goldstein, E., & Hafez, D. (2023). To Buy or Not to Buy: Understanding How Special Educators Make Decisions as Consumers of Intervention Materials for Children with Disabilities. Journal of the American Academy of Special Education Professionals, 106, 130. (link)

Becker, R., & Sylvan, L. (2021). Coupling articulatory placement strategies with phonemic awareness instruction to support emergent literacy skills in preschool children: A collaborative approach. Language, speech, and hearing services in schools, 52(2), 661-674. (link)

Sylvan, L. (2018). Similar populations, differing service levels: Exploring factors that drive variability in the provision of speech-language Services. Educational Policy, 32(4), 598-630. (link)

Sylvan, L. (2016). When It’s Time for Goodbye: When a student is ready to “graduate” from services, how do you handle resistance from parents?. The ASHA Leader, 21(9), 44-48. (link)