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Faught, G. G., Himmelberger, Z. M., Tungate, A. S., & Conners, F. A. (2021). Sustained attention to response task performance trajectories in Down syndrome. Journal of Intellectual Disability Research, 65, 230-235. https://doi.org/10.1111/jir.12805
Himmelberger, Z. M., Merrill, E. C., Conners, F. A., Roskos, B., Yang, Y., & Robinson, T. (2020). The acquisition of survey knowledge by individuals with Down syndrome. Frontiers in Human Neuroscience, 14 , 256. https://doi.org/10.3389/fnhum.2020.00256
Reardanz, J., Conners, F. A., McDonald, K. L., & Singh, N. (2020). Peer victimization and communication skills in adolescents with Down syndrome: Preliminary findings. Journal of Autism and Developmental Disabilities, 50, 349-355. https://doi.org/10.1007/s10803-019-04238-z
Faught, G. G., & Conners, F. A. (2019). Modeling the relationships among sustained attention, short-term memory, and language in Down syndrome. American Journal on Intellectual and Developmental Disabilities, 124, 293-308. https://doi.org/10.1352/1944-7558-124.4.293
Loveall, S. J., Channell, M. M., Abbeduto, L., & Conners, F. A. (2019). Verb production by individuals with Down syndrome during narration. Research in Developmental Disabilities, 85, 82-91. https://doi.org/10.1016/j.ridd.2018.11.007
Conners, F. A., Tungate, A. S., Abbeduto, L., Merrill, E. C., & Faught, G. G. (2018). Growth and decline in language and phonological memory over two years in adolescents with Down syndrome. American Journal on Intellectual and Developmental Disabilities, 123, 103-118. https://doi.org/10.1352/1944-7558-123.2.103
Channell, M. M., Loveall, S. J., Conners, F. A., Harvey, D., & Abbeduto, L. (2018). Narrative language sampling in typical development: Implications for intellectual and developmental disabilities. American Journal of Speech-Language Pathology, 27, 123-135. https://pubs.asha.org/doi/10.1044/2017_AJSLP-17-0046
Loveall, S. J., Conners, F. A., Tungate, A., Hahn, L., & Osso, T. (2017). A cross-sectional analysis of executive function in Down syndrome from 2 – 35 years. Journal of Intellectual Disability Research, 61, 877-887. http://onlinelibrary.wiley.com/doi/10.1111/jir.12396/abstract
Phillips, B. A., Conners, F. A., & Curtner-Smith, M.-E. (2017). Parenting children with Down syndrome: An analysis of parenting styles, partenting dimensions, and parental stress. Research in Developmental Disabilities, 68, 9-19. http://dx.doi.org/10.1016/j.ridd.2017.06.010
Esbensen, A. J., Hooper, S. R., Fidler, D. J., Hartley, S., Edgin, J., d’Ardhuy, X….Urv, T. (2017). Outcome measures for clinical trials in Down syndrome. American Journal on Intellectual and Developmental Disabilities, 122, 247-281. http://dx.doi.org/10.1352/1944-7558-122.3.247
Faught, G.G., Conners, F. A., Barber, A., & Price, H. R. (2016). Addressing phonological memory in language therapy with clients who have Down syndrome: Perspectives of Speech-Language Pathologists. International Journal of Language and Communication Disorders, 51, 703-714. http://doi: 10.1111/1460-6984.12241
Loveall, S. J., Phillips, B. A., Channell, M. M., Abbeduto, L., & Conners, F. A. (2016). Receptive vocabulary analysis in Down syndrome. Research in Developmental Disabilities, 55. 161-172. http://dx.doi.org/10.1016/j.ridd.2016.03.018
Faught, G. G., Conners, F. A., & Himmelberger, Z. (2016). Auditory and visual sustained attention in Down syndrome. Research in Developmental Disabilities. 53-54, 135-146. http://dx.doi.org/10.1016/j.ridd.2016.01.021
Loveall, S. J., & Conners, F. A. (2016). Reading skills in Down syndrome: An examination of orthographic knowledge. American Journal on Intellectual and Developmental Disabilities, 121, 95-110. http://dx.doi.org/10.1352/1944-7558-121.2.95
Channell, M. M., Loveall, S. J., Phillips, B. A., Conners, F. A., Bussanich, P. M., & Klinger, L. G. (2015). Patterns of autism symptomology in youth with Down syndrome without comorbid autism spectrum disorder. Journal of Neurodevelopmental Disorders, 7(5), 1-6. www.jneurodevdisorders.com/content/7/1/5
Davis, M., Merrill, E. C., Conners, F. A., & Roskos, B. (2014). Differences in route-learning performance and correlations among abilities between persons with and without Down syndrome. Frontiers in Psychology: Developmental Psychology, 5, 1446, 1-12. http://doi.org/10.3389/fpsyg.2014.01446
Channell, M. M., Conners, F. A., & Barth, J. M. (2014). Emotion knowledge in children and adolescence with Down syndrome: A new methodological approach. American Journal on Intellectual and Developmental Disabilities, 119, 405-421. http://doi.org/10.1352/1944-7558-119.5.405
Merrill, E. C., Conners, F. A., Yang, Y., & Weathington, D. (2014). Contextual cuing in young adults with intellectual disability. Research in Developmental Disabilities, 35, 2341- 2351. http://doi.org/10.1016/j.ridd.2014.05.026
Yang, Y., Conners, F. A., & Merrill, E. C. (2014). Spatial ability in Down syndrome: A relative strength? Research in Developmental Disabilities, 35, 1473-1500.http://dx.doi.org/10.1016/j.ridd.2014.04.002
Phillips, B. A., Conners, F. A., Merrill, E. C., & Klinger, M. R. (2014). Rule-based category learning in Down syndrome. American Journal on Intellectual and Developmental Disabilities, 119, 220-234. http://doi.org/10.1352/1944-7558-119.3.220
Conners, F. A., Phillips, B. A., Rhodes, J. R., & Hamilton, J.C. (2014). Family experience in a regional participant contact registry for research on intellectual disability. Intellectual and Developmental Disabilities, 52, 112-123. http://doi.org/10.1352/1934-9556-52.2.112
Phillips, B. A., Loveall, S. J., Channell, M. M., & Conners, F. A. (2014). Matching variables in Down syndrome research: Leiter vs. PPVT. Research in Developmental Disabilities, 35, 429-438. http://doi.org/10.1016/j.ridd.2013.11.016
Loveall, S. J., Channell, M. M., Phillips, B. A., & Conners, F. A. (2013). Phonological recoding, rapid automatized naming, and orthographic knowledge. Journal of Experimental Child Psychology. http://dx.doi.org/10.1016/j.jecp.2013.05.009
Merrill, E. C., & Conners, F. A. (2013). Age-related interference from irrelevant distracters in visual feature search among heterogeneous distracters. Journal of Experimental Child Psychology, 115, 640-654. http://doi.org/10.1016/j.jecp.2013.03.013
Loveall, S. J., & Conners, F. A. (2013). Individuals with intellectual disability can self-teach in reading. American Journal on Intellectual and Developmental Disabilities, 118, 108-123. http://doi.org/10.1352/1944-7558-118.2.108
Merrill, E. C., Conners, F. A., Roskos-Ewoldsen, B., Klinger, M. R., & Klinger, L. G. (2013). Contextual cuing effects across the lifespan. Journal of Genetic Psychology: Research and Theory on Human Development, 174, 387-402. http://doi.org/10.1080/00221325.2012.694919
Channell, M. M., Loveall, S., & Conners, F. A. (2013). Strengths and weaknesses in reading skills of students with intellectual disabilities. Research in Developmental Disabilities, 34, 776-787. http://doi.org/10.1016/j.ridd.2012.10.010