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Comparing computer adaptive testing stopping rules under the generalized partial-credit model

Behavior research methods, 2019-06, Vol.51 (3), p.1305-1320

2019

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Who to Refer for Speech Therapy at 4 Years of Age Versus Who to “Watch and Wait”?

The Journal of pediatrics, 2017-06, Vol.185, p.200-204.e1

2017

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A comparison of panel designs with routing methods in the multistage test with the partial credit model

Behavior research methods, 2013-12, Vol.45 (4), p.1087-1098

2013

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Auditory-visual speech integration by prelinguistic infants: Perception of an emergent consonant in the McGurk effect

Developmental psychobiology, 2004-12, Vol.45 (4), p.204-220

2004

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The Development of MST Test Information for the Prediction of Test Performances

Educational and psychological measurement, 2017-08, Vol.77 (4), p.570-586

2017

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Evidence-based practice and speech-language pathology: strengths, weaknesses, opportunities and threats

Folia phoniatrica et logopaedica, 2007-01, Vol.59 (3), p.118

Dodd, Barbara

2007

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Phonological Development and Disorders in Children: A Multilingual Perspective

Zhu Hua, Barbara Dodd / Zhu Hua, Barbara Dodd

1, 2006

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Conceptual distance and word learning: Patterns of acquisition in Samoan–English bilingual children

Journal of child language, 2013-09, Vol.40 (4), p.799-820

2013

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A Comparison of Exposure Control Procedures in CATs Using the 3PL Model

Educational and psychological measurement, 2013-10, Vol.73 (5), p.857-874

2013

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A New Stopping Rule for Computerized Adaptive Testing

Educational and psychological measurement, 2011-02, Vol.71 (1), p.37-53

2011

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Comparison of Exposure Controls, Item Pool Characteristics, and Population Distributions for CAT Using the Partial Credit Model

Educational and psychological measurement, 2012-02, Vol.72 (1), p.159-175

2012

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Marginalized Maximum Likelihood Estimation for the 1PL-AG IRT Model

Applied psychological measurement, 2015-09, Vol.39 (6), p.448-464

2015

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The Impact of Varied Discrimination Parameters on Mixed-Format Item Response Theory Model Selection

Educational and psychological measurement, 2013-06, Vol.73 (3), p.471-490

2013

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Enhancing Pool Utilization in Constructing the Multistage Test Using Mixed-Format Tests

Applied psychological measurement, 2014-06, Vol.38 (4), p.268-280

2014

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Panel Design Variations in the Multistage Test Using the Mixed-Format Tests

Educational and psychological measurement, 2012-08, Vol.72 (4), p.574-588

2012

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Phonological acquisition in Malta: A bilingual language learning context

The international journal of bilingualism : cross-disciplinary, cross-linguistic studies of language behavior, 2008-09, Vol.12 (3), p.155-171

2008

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Differential Diagnosis of Pediatric Speech Sound Disorder

Current developmental disorders reports, 2014-09, Vol.1 (3), p.189-196

Dodd, Barbara

2014

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Two-year-olds' phonological acquisition: Normative data

International journal of speech language pathology, 2008, Vol.10 (6), p.460-469

2008

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Comparing the Performance of Multivariate Multilevel Modeling to Traditional Analyses With Complete and Incomplete Data

Methodology, 2015-01, Vol.11 (3), p.100-109

2015

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Comparing Imputation Methods for Trait Estimation Using the Rating Scale Model

Journal of applied measurement, 2017, Vol.18 (1), p.12

2017

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The phonological acquisition of Putonghua (Modern Standard Chinese)

Journal of child language, 2000-02, Vol.27 (1), p.3-42, Article S030500099900402X

2000

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Balancing Flexible Constraints and Measurement Precision in Computerized Adaptive Testing

Educational and psychological measurement, 2012-08, Vol.72 (4), p.629-648

2012

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The Performance of IRT Model Selection Methods With Mixed-Format Tests

Applied psychological measurement, 2012-05, Vol.36 (3), p.159-180

2012

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Better in both? Bilingual intervention in an Australian school context

The Australian journal of education, 2014-08, Vol.58 (2), p.139-152

2014

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Preschoolers’ lexical skills in two majority languages: Is there evidence for the onset of sequential bilingualism?

The international journal of bilingualism : cross-disciplinary, cross-linguistic studies of language behavior, 2020-04, Vol.24 (2), p.222-245

2020

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Comparing computer adaptive testing stopping rules under the generalized partial-credit model

Who to Refer for Speech Therapy at 4 Years of Age Versus Who to “Watch and Wait”?

A comparison of panel designs with routing methods in the multistage test with the partial credit model

Auditory-visual speech integration by prelinguistic infants: Perception of an emergent consonant in the McGurk effect

The Development of MST Test Information for the Prediction of Test Performances

Evidence-based practice and speech-language pathology: strengths, weaknesses, opportunities and threats

Phonological Development and Disorders in Children: A Multilingual Perspective

Conceptual distance and word learning: Patterns of acquisition in Samoan–English bilingual children

A Comparison of Exposure Control Procedures in CATs Using the 3PL Model

A New Stopping Rule for Computerized Adaptive Testing

Comparison of Exposure Controls, Item Pool Characteristics, and Population Distributions for CAT Using the Partial Credit Model

Marginalized Maximum Likelihood Estimation for the 1PL-AG IRT Model

The Impact of Varied Discrimination Parameters on Mixed-Format Item Response Theory Model Selection

Enhancing Pool Utilization in Constructing the Multistage Test Using Mixed-Format Tests

Panel Design Variations in the Multistage Test Using the Mixed-Format Tests

Phonological acquisition in Malta: A bilingual language learning context

Differential Diagnosis of Pediatric Speech Sound Disorder

Two-year-olds' phonological acquisition: Normative data

Comparing the Performance of Multivariate Multilevel Modeling to Traditional Analyses With Complete and Incomplete Data

Comparing Imputation Methods for Trait Estimation Using the Rating Scale Model

The phonological acquisition of Putonghua (Modern Standard Chinese)

Balancing Flexible Constraints and Measurement Precision in Computerized Adaptive Testing

The Performance of IRT Model Selection Methods With Mixed-Format Tests

Better in both? Bilingual intervention in an Australian school context

Preschoolers’ lexical skills in two majority languages: Is there evidence for the onset of sequential bilingualism?

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