Kelly Farquharson

ASSISTANT PROFESSOR

DEPARTMENT OF COMMUNICATION SCIENCES & DISORDERS


B.A. University of Pittsburgh
M.S. Pennsylvania State University
Ph.D. University of Nebraska, Lincoln

Dr. Farquharson is a speech-language pathologist, assistant professor, and director of the Children's Literacy and Speech Sound (CLaSS) lab. She studies the cognitive, linguistic, orthographic, and environmental factors that influence how children with speech and language disorders acquire literacy skills. One line of work has examined how working memory, language, and orthography may influence children's abilities to learn new words, read, and achieve age-appropriate speech production. A related line of work has examined how speech therapy-level variables, such as SLPs' stress, therapy quality, and IEP goals, may affect the outcomes seen in children with speech and language impairments. As a former school-based SLP, she is interested in determining how these lines of work can be used to create better assessments and treatments for SLPs to use in serving this population of children. Her research is published in the American Journal of Speech Language Pathology, Journal of Speech, Language, and Hearing Research, Journal of Communication Disorders, Frontiers in Educational Psychology, Seminars in Speech and Language, Evidence-Based Practice Briefs, and Perspectives in School-Based Issues.

She has been an active member of the American Speech Language Hearing Association (ASHA) since she was an undergraduate student and has served many leadership roles at the state and national level. Currently, she is a member of the ASHA Convention Planning Committee in the area of Speech Sound Disorders, a member of the Professional Development committee for ASHA's SIG 16 (School-Based Issues), the Vice President of Education and Planning for the Massachusetts Speech, Language, and Hearing Association, and is an ad hoc reviewer for several journals.

Dr. Farquharson offers graduate courses on preschool language disorders, speech sound disorders, and literacy disorders. Her research activities are open to Emerson students who want to become engaged in clinical research exploring the literacy trajectories for children who have speech and language disorders.

PUBLICATIONS

  • 2004
  •  Farquharson, K. (2004). Introduction to the Professions: What is Speech-Language Pathology? In NSSLHA Communication Sciences Student Survival Guide (pp. 4-6). New York: Delmar Publications.

    Farquharson, K. (2004). Specialty Interests i

  • 2005
  •  Farquharson, K. (2005). Idiom Lexicalization, Comprehension, and Familiarity in School-Age
    Children: A review of the literature. Unpublished Master’s research, Pennsylvania State University, State College, Pennsylvania.

  • 2008
  •  Farquharson Schussler, K. (2008). RTI: My Perspective. Perspectives on School-Based Issues
    2008 9: 111-115. Available at http://div16perspectives.asha.org/current.dtl

  • 2012
  •  Farquharson (2012). Working memory processes in children with and without speech sound disorders (Unpublished dissertation). University of Nebraska-Lincoln, Lincoln, NE.

  • 2012
  •  Geiss, S.A., Farquharson Schussler, K., Fitzgerald, M.D., & Means, J.W. (2012). Preparing school-based SLPs: What university faculty can do. Perspectives on Issues in Higher Education June 2012 15:11-15; doi:10.1044/ihe15.1.11

  • 2013
  •  Farquharson, K. (2013). Articulation and Phonological Disorders Instructor’s Resource Manual and Test Bank. Companion to Articulation and Phonological Disorders in Children by Bernthal, Bankson, & Flipsen. Boston: Pearson Publication

  • 2014
  •  Farquharson, K., & Franzluebbers, C.E. (2014). Comparing the effects of memory-based interventions on language and memory for children with language impairments. EBP Brief, 9, 1-7.

  • 2014
  •  Farquharson, K., Tambryaja, S.R., Justice, L.M., & Redle, E.E. (2014). Examining IEP goals for Children with Speech Sound Disorders. Journal of Communication Disorders, 52, 184-195. doi:10.1016/j.jcomdis.2014.09.005

  • 2014
  •  Biancone, T.L., Farquharson, K., Justice, L.M., Schmitt, M.B., & Logan, J.A.R (2014). Quality of langauge intervention provided to primary-grade students with language intervention. Journal of Communication Disorders, 49, 13-24.

  • 2014
  •  Farquharson, K. (2014). A bittersweet dream. The ASHA Leader, 19, 72. doi:10.1044/leader.FPLP.19122014.72

  • 2015
  •  Farquharson, K. (2015). After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children with Remediated Speech Sound Disorders. Perspectives on School-Based Issues, 6, 50-59.

  • 2015
  •  Farquharson, K., Tambyraja, S.R., Logan, J.A.R., Justice, L.M., & Schmitt, M.B. (In Press). Examining how individual SLPs contribute to children’s language and literacy gains in public schools: A hierarchical linear modeling approach.

  • 2015
  •  Tambyraja, S.R., Schmitt, M.B., Farquharson, K., & Justice, L.M. (2015). A person-centered approach to understanding emergent literacy risks in children with specific language impairment. Logopedija, 5, 1-8.

  • 2015
  •  Tambyraja, S.R., Schmitt, M.B., Farquharson, K., & Justice, L.M. (In Press). Stability of Language and Literacy Profiles of Children with Language Impairment in the Public Schools. Manuscript accepted for publication at Journal of Speech,

  • 2015
  •  Tambyraja, S.R., Farquharson, K., Logan, J.A.R., & Justice, L.M. (2015). Phonological Processing and the Classroom Environment: Predictors of Decoding Skills in Kindergarten and First Grade Children with Language Impairment. American Journa

  • 2016
  •  Farquharson, K. Issues in Speech Development. Entry in The SAGE Encyclopedia of Contemporary Early Childhood Education.

    Farquharson, K. Phonological Ability. Entry in The SAGE Encyclopedia of Contemporary Early Childhood Education.

GRANTS

  • 2014
  •  2014 ASHA Advancing Academic Research Career (AARC) Award (Funds awarded: $5000)

AWARDS & HONORS

  • 2014
  •  2014 Meritorious Poster Award, American Speech Language Hearing Association, Poster submission: Characterizing Language Impairment: A Latent Profile Analysis of Children Receiving School-Based Language Therapy