2. Physical Therapy
Neural plasticity related to intervention outcomes; Evidence-based practice & Practice-based evidence; Family-centered intervention; Training self-regulation in high-risk preschoolers; Intervention/Program Evaluation
Fanning, J.L., Klein, S., Neville, H.J. (in preparation). Enhancing neurocognitive function in Head Start preschoolers: Investigating the efficacy of child-directed attention-training for preschoolers.
Fanning, J.L., Yamada, Y., M.M., & Neville, H.J. (in preparation). Language skills and underlying cognitive performance are strengthened with parent training: Early evidence from typically-developing, economically-disadvantaged preschoolers, and their families.
Stevens, C., Fanning, J.L., Coch, D., Sanders, L., & Neville, H.J. (2008). Neural mechanisms of selective auditory attention are enhanced by computerized training: Electrophysiological evidence from language-impaired and typically developing children. Brain Research 1205, pp. 55-69.
Neville, H., Fanning, J.L., Bell, T., Stevens, C., & Yamada, Y. (2007). Effects of music training on brain and cognitive development in under-privileged 3- to 5-year-old children: Preliminary results. Dana Foundation Arts and Education Monographs.
Nippold, M.A., Ward-Lonergan, J., Fanning, J.L. (2004). Persuasive Writing in School-Age Children, Adolescents, and Adults: Syntactic, Semantic, & Pragmatic Attainments. Language, Speech and Hearing Services in the Schools, 36(2), 125-138.
Training Young Brains to Behave. New York Times (2008, September 15). [Abstract pdf]
Training improves brain functions: A study found that parenting training helps cognitive functions for parents and children. Oregon Daily Emerald (2008, March 7). [Abstract pdf]
Tracking and Tackling Deprivation's Toll. Science, vol. 319, pp. 1028-1029 (2008, February). [Abstract pdf]
Fanning, J.L., Currin, J., Klein, S., & Neville, H. (2009, April). Enhancing Neurocognitive Function in Head Start Preschoolers: Comparing the Efficacy of Two Attention-Training Programs. Poster presented at Society for Research in Child Development (SRCD) annual meeting, Denver, CO.
Currin, J., Fanning, J.L., Klein, S., & Neville, H. (2009, March). Enhanced selective auditory attention in young children: Electrophysiological evidence supports parent-training intervention. Poster presented at Cognitive Neuroscience Society (CNS) annual meeting, San Francisco, CA.
Andersson, A., Fanning, J.L., & Neville, H. (2009, April). Semantic (N400) Responses in 6-8 Year old Bilingual Children are Predicted by Language Proficiency Rather Than Age of Acquisition. Poster presented at Society for Research in Child Development (SRCD) annual meeting, Denver, CO.
Lemoncello, R. & Fanning, J.L. (2008, October). Practice-Based Evidence: Strategies for Generating your own Evidence. Seminar presented at Oregon Speech-Language & Hearing Association (OSHA) annual meeting, Salem, OR.
Fanning, J.L., Klein, S., Darves-Stevens, C., & Neville, H. (2008, August). Enhancing Children's Neurocognitive Function & Self-Regulation: The effectiveness of parent- and children-directed training programs that target language, attention, and behavior. Research presented at University of British Columbia, Human Early Learning Partnership, British Columbia, Canada.
Stevens, C., Fanning, J.L., & Neville, H. (2008, March). Changes in children's selective auditory attention following computerized language training: Electrophysiological evidence. Poster presented at Society for Research in Child Development (SRCD) annual meeting, Boston, MA.
Stevens, C., Neville, H., & Fanning, J.L. (2008, February). Experience shapes human brain development and function: A framework for planning interventions for children at-risk for school failure. Research presented at American Association for the Advancement of Science (AAAS) annual meeting, Boston, MA.
Fanning, J.L. (2008, February). Evaluating evidence-based interventions with high-risk populations: The effectiveness of parent- and children-directed training programs that target language, attention, and behavior. Research presented at Portland State University, Speech & Hearing Sciences, Portland, OR.
Fanning, J.L., Sohlberg, M.M., & Neville, H.J. (2007, November). Parent training for caregivers of typically-developing, economically-disadvantaged preschoolers: An initial study to enhance language development, prevent behavior problems, and regulate family stress. Dissertation seminar presented at American Speech-Language-Hearing Association (ASHA) annual meeting, Boston, MA.
Fanning, J.L. & Lemoncello, R. (2007, October). How to be an Evidence-based Practitioner: Practical strategies for clinicians. Seminar presented at Oregon Speech-Language & Hearing Association (OSHA) annual meeting, Eugene, OR.
Fanning, J.L., Paulsen, D., & Neville, H. (2007, May). Parent training enhances children's neurocognitive function. Poster presented at Cognitive Neuroscience Society (CNS) annual meeting, New York, NY.
Stevens, C., Fanning, J.L., Neville, H. (2007, April). Changes in children's selective auditory attention following computerized language training: Electrophysiological evidence. Poster session presented at the Society for Research in Child Development (SRCD) annual meeting, Boston, MA.
Fanning, J.L. (2006, October). Advocating for evidence-based research in the public schools: A multidisciplinary approach to speech-language services. Symposium conducted at University of Oregon, College of Education, Department of Communication Disorders and Sciences, Eugene, OR.
Fanning, J.L. & Paulsen, D. (2006, May). Brain-based science informs educational practices: Developing interdisciplinary assessment tools for elementary education (Early Development of Numeracy Assessment-EDAN). Research presented for the Technology Entrepreneurship Program, Eugene, OR.
Andersson, A., Sanders, L., Fanning, J.L., & Neville, H. (2005, April). A developmental ERP study of nonword rhyming in young children. Poster presented at the Cognitive Neuroscience Society (CNS) annual meeting, New York, NY.
Fanning, J.L. (2005, December). The development of persuasive writing in typically developing school-aged children: Implications for evidence-based instruction. Unpublished manuscript (M. Nippold advisor).
Fanning, J.L. (2005, May). Behavior management for clinicians: theory & practice. Workshop series conducted at University of Oregon, College of Education, Department of Communication Disorders and Sciences, Eugene, OR.
Fanning, J.L. (2005, January). Advocating for empirical research in the public schools: A multidisciplinary approach to speech-language services. Symposium conducted at University of Oregon, College of Education, Department of Communication Disorders and Sciences, Eugene, OR.
Nippold, M.A., Ward-Lonergan, J., & Fanning, J.L. (2004, November). Persuasive writing abilities in school-age children, adolescents, and adults. Seminar presented at the American Speech-Language and Hearing Association (ASHA) annual meeting, Philadelphia, PA.
Fanning, J.L. (2004, December). Effectively using brain imaging technology to investigate stuttering: A synthesis of brain imaging and classic models of stuttering. Unpublished manuscript (M. Sohlberg advisor).
Nippold, M.A. & Fanning, J.L. (2003, July). Innovative instruction techniques for teaching persuasive writing: Evidence-based practice for public school clinicians. Poster presented at the American Speech-Language and Hearing Association Schools annual meeting, Anaheim, CA.
Fanning, J.L. (2003, March). Dyslexia research and neuroimaging technology: Implications for clinical research and intervention. Unpublished manuscript (D. Chard advisor).
Fanning, J.L. (2003, March). Stuttering intervention techniques for public school clinicians. Symposium conducted at University of Oregon, College of Education, Department of Communication Disorders and Sciences, Eugene, OR.
Fanning, J.L. (2002, October). SLPs are the Best Leaders of IEPs. Symposium conducted at University of Oregon, College of Education, Department of Communication Disorders and Sciences, Eugene, OR.
Fanning, J.L. (2002, April). Interpreting Standardized Assessments for Parents, Teachers, & IEPs. Symposium conducted at University of Oregon, College of Education, Department of Communication Disorders and Sciences, Eugene, OR.