Lizbeth Finestack

she/her

finestac@umn.edu

Speech-Language-Hearing Sciences

54 Shevlin Hall

164 Pillsbury Dr SE
Minneapolis, MN 55455

Curriculum Vitae

Collegiate Affiliation

Professor, Director of Graduate Studies,

Speech-Language-Hearing Sciences

Links

Finestack Child Language Intervention Lab

My long-term research aim is to identify efficient and effective language interventions for children and adolescents with neurodevelopmental conditions, including children with developmental language disorder (DLD), Down syndrome, fragile X syndrome, or autism. I have built a research program focused on developing effective child language intervention approaches, better understanding the language profiles of children and adolescents with differing neurodevelopmental conditions, and measuring intervention outcomes of individuals with different language and cognitive profiles.

Educational Background & Specialties

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Educational Background

B.A.: Speech-Lanuage-Hearing, University of Kansas, 1997 -
M.A.: Speech-Language Pathology, University of Minnesota, 1999 -
Ph.D.: Speech-Language Pathology, University of Kansas, 2007 -
Post-Doc: Developmental Disabilities, Waisman Center, University of Wisconsin-Madison, 2007-09 -

Specialties

Child Language
Language Intervention
Developmental Disabilities: Down Syndrome, Fragile X Syndrome, Autism
Developmental Language Disorder

Publications

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Publications

Finestack, L. H., *Ancel, E., *Linert, J., *Kuchler, K., *Hilliard, L., & Matthys, O. (2023). Verbs Matter: A tutorial for Determining Verb Difficulty. American Journal of Speech-Language Pathology, 32 (5), 1961-1978.
Finestack, L. H., *Ancel, E., *Lee, HaeJi, *Kuchler, K., & *Kornelis, M. (2023). Five Additional Evidence-based Principles to Facilitate Grammar Development for Children with Developmental Language Disorder. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2023_AJSLP-23-00049
Zhang, J., Vock, D., Patrick, M., Finestack, L. H., & Murray, T. (2023). Outcome Trajectory Estimation for Optimal Dynamic Treatment Regimes with Repeated Measures. Journal of the Royal Statistical Society Series C: Applied Statistics, 72(4), 976-991. https://doi.org/10.1093/jrsssc/qlad037
Potter, N., VanDam, M., Bruce, L., Davis, J., Eng, L., Finestack, L. H., Heinlen, V., Scherer, N., Schrock, C., Seltzer, R., Stoel-Gammon, C., Thompson, L. & Peter, B. (2023). Virtual post-intervention speech and language assessment of toddler and preschool participants in babble boot camp. Journal of Speech, Language, and Hearing Research
Peter, B. Bruce, L., Finestack, L. H., Dinu, V., Wilson, M., Klein-Seetharaman, J., Lewis, C. R., Braden, B. B., Tang, Y., Scherer, N., VanDam, M., & Potter, N. (2023). Precision medicine as a new frontier in speech-language pathology: How applying insights from behavior genomics can improve outcomes in communication disorders, American Journal of Speech-Language Pathology, 32, 1397-1412. https://doi.org/10.1044/2023_AJSLP-22-00205.
*Steffes, E. & Finestack, L. H. (2023). Developmental language disorder terminology: A survey of speech-language pathologists’ use and knowledge. Language, Speech, and Hearing Services in Schools. https://pubs.asha.org/doi/10.1044/2023_LSHSS-22-00116
MacFarlane, H., Salem, A. C., Bedrick, S., Dolata, J. K., Wiedrick, J., Lawley, G. O., Finestack, L. H., Kover, S. T., Thurman, A. J., Abbeduto, L., & Fombonne, E. (2023). Consistency and reliability of automated language measures across expressive language samples in autism. Autism Research, 16, 802-816. DOI: 10.1002/aur.2897
. Huang, T. & Finestack, L. H. 1,4 (2023). . .
*Kuchler, K. & Finestack, L. H. (2022). Student Anxiety, Acceptance, and Experience Using the Immediate Feedback-Assessment Technique®, Teaching and Learning in Communication Sciences & Disorders, 6(1), Article 5. https://ir.library.illinoisstate.edu/tlcsd/vol6/iss1/5
Peter, B., Davis, J., Finestack, L. H., Stoel-Gammon, C., VanDam, M., Bruce, L., Kim, Y., Eng, L., Cotter, S., Landis, E., Beames, S., Scherer, N., Knerr, I., Williams, D., Schrock, C., & Potter, N. (2022). Translating principles of precision medicine into speech-language pathology: Clinical trial of a proactive speech and language intervention for infants with classic galactosemia. Human Genetics and Genomics Advances, 3(3), 100119. https://doi.org/10.1016/j.xhgg.2022.100119
Hoffmann, A., Thurman, A. J., Sterling, A., Kover, S. T., Finestack, L. H., Berry-Kravis, E., Edgin, J. O., Drayton, A., Fombonne, E. & Abbeduto, L. (2022). Analysis of a repetitive language coding system: Comparisons between fragile X syndrome, autism, and Down syndrome. Brain Sciences, 12(5), 575.
Finestack, L. H., Potter, N., VanDam, M., Davis, J., Bruce, L., Scherer, N., Eng, L., & Peter, B. (2022). Feasibility of a proactive parent-implemented communication intervention delivered via telepractice for children with classic galactosemia. American Journal of Speech-Language Pathology, 31 (6), 2527-2538.
Finestack, L. H., Elmquist, M. A., *Kuchler, K., Ford, A. B., *Cakir Dilek, B., Riegelman, A., Marsalis, S., & Brown, S. J. (2022). Caregiver-implemented communication interventions for children identified as having language impairment 0 through 48 months of age: A scoping Review. Journal of Speech, Language, and Hearing, 1-52. https://doi.org/10.1044/2022_JSLHR-21-00543
Peter, B., Davis, J., Cotter, S., Belter, A., Williams, E., Stumpf, M., Bruce, L., Eng, L., Kim, Y., Finestack, L. H., Stoel-Gammon, C., Williams, D., Scherer, N., VanDam, M., & Potter, N. (2021). Toward preventing speech and language disorders of known genetic origin: First post-intervention results of babble boot camp in children with classic galactosemia. American Journal of Speech-language Pathology, 30(6), 2616-2634.
Payesteh, B. & Finestack, L. H. (2021). Narrative language development of Persian-English bilingual children attending an immersion preschool. Clinical Archives of Communication Disorders 6(3), 149-159. https://doi.org/10.21849/cacd.2021.00479
Finestack, L. H., Engman, J., Huang, T., Bangert, K. J., & Bader, K. (2020). Evaluation of a Combined Explicit-Implicit Approach to Teach Grammatical Forms to Children with Grammatical Weaknesses. American Journal of Speech-Language Pathology, 1-17.
*Bangert, K. & Finestack, L. H. (2020). Linguistic Maze Production by Children and Adolescents with ADHD. Journal of Speech, Language, and Hearing Research 1-12.
Payesteh, B. & Finestack, L. H. (2020). Influences of Language Input and Production on the Language Skills of Persian-English Bilingual Immersion Preschool Children. Journal of Immersion and Content-Based Language Education, 8(1), 80-106.
*Huang, T. & Finestack, L. H. (2020). Comparing Morphosyntactic Profiles of Children with Developmental Language Disorder or Language Disorder associated with Autism Spectrum Disorder. American Journal of Speech-Language Pathology, 1-18.
McGregor, K. K., Goffman, L., Van Horne, A., Hogan, T., & Finestack, L. H. (2020). Developmental Language Disorder: Applications for Advocacy, Research, and Clinical Service. SIG 1 Language Learning and Education Perspectives of the ASHA Special Interest Groups, 5(1), 38-46.
Finestack, L. H., *Rohwer, B. L., *Hilliard, L., & Abbeduto, L. A. (2020). Using Computerized Language Analysis (CLAN) to Evaluate Grammatical Skills. Language, Speech, and Hearing in Schools, 51(2), 184-204.
*Elmquist, M., Finestack, L. H., *Kriese, A., Lease, E., & McConnell, S. (2020). Parent Education to Improve Early Language Development: A Preliminary Evaluation of LENA Start™, Journal of Child Language, 1, 1-29.
Peter B., Potter N., Davis J., Donenfeld-Peled, I., Finestack, L. H. , Stoel-Gammon, C., Lien, K., Vose, C., Eng, L., Yokoyama, H., Olds, D., & VanDam, M. (2019). Toward a paradigm shift from deficit-based to proactive speech and language treatment: Randomized pilot trial of the Babble Boot Camp in infants with classic galactosemia [version 2; peer review: 2 approved with reservations]. F1000Research 2019, 8:271 (https://doi.org/10.12688/f1000research.18062.2)
*Bangert, K. J., *Halverson, D. & Finestack, L. H. (2019). Evaluation of an Explicit Intervention to Teach Grammatical Forms to Children with Low-Symptom Severity Autism Spectrum Disorder. American Journal of Speech-Language Pathology, 28(2), 650-663.
*Julien, H. M., Finestack, L. H., & Reichle, J. (2019). Requests for Communication Repair Produced by Typically-Developing Preschool-Age Children. Journal of Speech, Language, and Hearing Research, 62, 1823-1838
Finestack, L. H. & *Satterlund, K. E. (2018). Current practice of child grammar intervention: A survey of speech-language pathologists. American Journal of Speech-Language Pathology, 27 (4), 1329-1352.
Finestack, L. H. (2018). Evaluation of an Explicit Intervention to Teach Novel Grammatical Forms to Children with Developmental Language Disorder. Journal of Speech, Language, and Hearing Research, 61 (8), 2062-2075.
Finestack, L. H., O’Brien, K. H., Hyppa Martin, J., & Lyrek, K. A. (2017). The evaluation of a personal narrative language intervention for school-age children with Down syndrome. American Journal on Intellectual and Developmental Disabilities.
Finestack, L. H. & Fey, M. (2017). Translation and implementation research in the Development of evidence-based child language intervention. In R. G. Schwartz (Ed.), Handbook of Child Language Disorders, 2nd Edition. New York: Psychology Press.
Finestack, L. H. (2015). Vocabulary, grammar, and syntactic language profiles of adolescents with Down syndrome and relevant interventions. In R. H. Bahr & E. R. Silliman (Eds.), Routledge Handbook of Communication Disorders. Taylor and Francis.
Finestack, L. H. (2014). Language learning of children with typical development using a deductive metalinguistic procedure, Journal of Speech, Language, and Hearing Research, 57(2), 509-523.
Finestack, L. H., Payesteh, B., Rentmeester Disher, J. & Julien, H. M. (2014). Reporting language sampling procedures. Journal of Speech, Language, and Hearing Research, 57(6), 2274-2279.
Finestack, L. H., Sterling, A. M., & Abbeduto, L. (2012). Discriminating Down syndrome from fragile X syndrome based on language ability. Journal of Child Language, 40(1), 244-265.
Finestack, L. H., Palmer, M., & Abbeduto, L. (2012). Macrostructural Narrative Language of Adolescents and Young Adults with Down Syndrome or Fragile X Syndrome. American Journal of Speech Language Pathology, 21, 29-46.
Fey, M. E., Finestack, L. H., Gajewski, B. J., Popescu, M., & Lewine, J. D. (2010). A preliminary evaluation of Fast-ForWord Language as an adjuvant to conventional language intervention. Journal of Speech, Language, and Hearing Research, 53, 430-449.
Finestack, L. H., & Abbeduto, L. (2010). Expressive language profiles of verbally expressive adolescents and young adults with Down syndrome or fragile X syndrome. Journal of Speech, Language, and Hearing Research, 53, 1334-1348.
Finestack, L. H., & Fey, M. E. (2009). Evaluation of a deductive approach to teach grammatical inflections to children with language impairment. American Journal of Speech-Language Pathology, 18, 1-14.
Mihai Popescu, M., Fey, M. E., Lewine, J. D. Finestack, L. H., & Popescu, E. A. (2009). N400 responses of children with primary language disorder: Intervention effects. NeuroReport, 20, 1104-1108.
Finestack, L. H., Richmond, E. K., & Abbeduto, L. J. (2009). Language development in individuals with fragile X syndrome. Topics in Language Disorders, 29(2), 133-148.
Warren, S. F., Fey, M. E., Finestack, L. H., Brady, N. C., Bredin-Oja, S. L., & Fleming, K. K. (2008). Longitudinal effects of low intensity responsivity education/prelinguistic milieu teaching for young children with developmental delays, Journal of Speech, Language, and Hearing Research, 51(2), 451-470.
Finestack, L. H., Fey, M. E., Catts, H. W. (2006). Pronominal reference skills of second and fourth grade children with language impairment. Journal of Communication Disorders, 39, 232-248.
Fey, M. E., Warren, S. F., Brady, N., Finestack, L. H., Bredin-Oja, S. L., Fairchild, M. L., Sokol, S. B., & Yoder, P. J. (2006). Early effects of prelinguistic milieu teaching and responsivity education for children with developmental delays and their parents. Journal of Speech, Language, and Hearing Research, 49, 526-547.
Fey, M. E., Long, S. H., & Finestack, L. H., (2003). Ten principles of grammar facilitation for children with specific language impairment. American Journal of Speech-Language Pathology, 12, 3-15.

Activities

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Activities

Research

Leveraging Technology to Identify Outcome Measures for Young Children with Down Syndrome: National Institute of Child Health and Human Development (NICHD, 1 R21 HD111807-01), MPI, $275,000 total. 2023-2025
Evaluation of an Explicit Approach to Teach Grammatical Forms to Children with Language Impairment: National Institute of Deafness and Other Communication Disorders (NIDCD, R01 DC019374-01), PI, UMN $475,000 annually. August 2021-July 2026
Reliability and Validity of Dynamic and Processing-based Assessments for Language in Diverse Bilingual School-age Children: National Institute of Deafness and Other Communication Disorders (NIDCD, 1 R01 DC019895-01A1), Co-PI, UMN $470,607 annually. May 2023-April 2028
Expressive Language Sampling as an Outcome Measure in ASD: Simons Foundation Novel Outcome Measures for ASD Clinical Trials. September 2015 - December 2015
Expressive Language Sampling as an Outcome Measure: , National Institutes of Child Health and Human Development NIDCD, R01Revision (R01 HD 074346). December 2015 - February 2018
An Alternative Grammatical Treatment for Children with Language Impairment, National Institutes of Deafness and Other Communication Disorders NIDCD, R03 (1R03DC011365-01A1) June 2011 - May 2015
Identifying Language Impairment in Students with Diverse Home Languages: Center for Urban and Regional Affairs (CURA) Faculty Interactive Research Program. July 2020 - January 2022
Evaluation of an Explicit Approach to Teach Grammatical Forms to Children with Language Impairment: Grant-in-Aid of Research, Artistry, and Scholarship Program. July 2016 - January 2018
Reducing Early Language Disparities: A Key to Lifelong Academic, Socioeconomic, and Health Success: Exploratory Grand Challenge Grant. September 2016 - December 2019
Metalinguistic Awareness and Language Development in Children: Talle Faculty Research Award. January 2017 - December 2019
Identifying Language Impairment in Students with Diverse Language Exposure: Grant-in-Aid of Research, Artistry, and Scholarship Program, Multicultural Research Award. July 2020 - January 2022

Awards

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Awards

Award for Outstanding Contributions to Graduate and Professional Education , University of Minnesota Academy of Distinguished Teachers, 2023
Fellow of the American-Speech-Language Hearing Association, 2023

Courses

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Courses

SLHS 3303: Language Acquisition and Science
SLHS 5603: Assessment and Intervention of Language Disorders in Children
SLHS 8410: Research Seminar
HCOL 3102: The Honors Thesis: Writing
HCOL 3101: The Honors Thesis: Development