Honorary Professor
Faculty of Social Sciences University of Stirling, Stirling, FK9 4LA
I teach and research in the fields of speech, language and literacy and on learning in early years. I hold dual qualifications as a teacher and speech and language therapist (SLT) and work across both professions, investigating current approaches to co-professional working. I am a Fellow of the Higher Education Academy and of the Royal College of Speech and Language Therapists (RCSLT) and an international affiliate of the American Speech Language and Hearing Association (ASHA).
Using workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. Universities’ Council for the Education of Teachers (UCET) Annual Conference
Inclusion of children with speech and language impairments into mainstream schools and kindergartens. (Invited Keynote address). Audiologopædisk Forening (ALF: Danish SLT professional body) Yearly Seminar, Nyborg, Denmark, 24 - 26 March 2014.
My research fields are learning, education and literacy development for children and young people with speech and language disorders, and those with additional support needs. I conduct empirical research in these areas. I also research co-professional working across public services, particularly speech and language therapists working in educational settings. Current research teams are: CATALISE: Criteria and Terminology Applied to Language Impairments. University of Oxford, Department of Experimental Psychology and the Wellcome Trust. European COST Action 23, Enhancing children's oral language skills across Europe and beyond - a research collaboration focusing on interventions for children with difficulties learning their first language. IS 1406: European COST Action 32. UK Management Committee. Language for All: understanding the multi-agency pathway for children with speech, language and communication needs project. Law, McKean, et al., Newcastle University Institute of Health and Society and North Tyneside LEA. Centre for Speech and Language Intervention Research, University College London. Royal College of Speech and Language therapists (RCSLT) Research and Development Reference/Advisory Group. University of LImerick Speech, Language and Communication Needs research group, Univerity of Ireland, Limerick
Evaluating parent and practitioner views of participation in the Learning Together Programme (PEEP), and developing an enhanced delivery model.
PI: Professor Elspeth McCartney
Funded by: Scottish Government
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Article
Elite Girls' 21st Century Schooling in Scotland: Habitus Clive in a Shifting Landscape
Forbes J, Maxwell C & McCartney E (2021) Elite Girls' 21st Century Schooling in Scotland: Habitus Clive in a Shifting Landscape. British Journal of Educational Studies, 69 (3), pp. 287-306. https://doi.org/10.1080/00071005.2020.1812509
Conference Paper (unpublished)
McCartney E & Forbes J (2021) Social capital in professionals' connections around digital support for children with DLD: beyond the Covid-19 crisis. 1st International Developmental Language Disorder Research Conference (IDLDRC2021), Online, 20.09.2021-22.09.2021. https://thedldproject.com/international-dld-research-conference/
Conference Paper (unpublished)
PEEP in the pandemic: supporting parent learning on-line
Hale H, McCartney E, MacKenzie M & Rogerson J (2020) PEEP in the pandemic: supporting parent learning on-line. Early Childhood Voices Conference (ECV 2020), Online, 16.11.2020-20.11.2020. https://earlychildhoodresearch.csu.domains/early-childhood-voices-conference-2020/
Preprint / Working Paper
McCartney E, Forbes J, McKean C, Laing K, Cockerill M & Law J (2020) Variation in headteachers' approaches to meeting the needs of primary school children with speech, language and communication needs (SLCN) in one English Local Authority: a systems approach. Unpublished manuscript.
Book Chapter
Gathering evidence on universal and targeted interventions
McCartney E & Cooper J (2019) Gathering evidence on universal and targeted interventions. In: Dobinson C & Wren Y (eds.) Creating Practice-based Evidence: A Guide for SLTs. 2nd ed. Albury: J & R Press. http://www.jr-press.co.uk/creating-practice-based-evidence-2nd-edition.html
Article
Co/productive practitioner relations for children with SLCN: an affect inflected agentic frame
Forbes J, McCartney E, McKean C, Laing K, Cockerill M & Law J (2019) Co/productive practitioner relations for children with SLCN: an affect inflected agentic frame. Discourse: Studies in the Cultural Politics of Education, 40 (6), pp. 859-872. https://doi.org/10.1080/01596306.2018.1451303
Book Chapter
Law J, McCartney E & Roulstone S (2019) The United Kingdom. In: Law J, McKean C, Murphy C & Thordardottir E (eds.) Managing children with developmental language disorder: theory and practice across Europe and beyond. Abingdon: Routledge, pp. 497-509. https://www.routledge.com/Managing-Children-with-Developmental-Language-Disorder-Theory-and-Practice/Law-McKean-Murphy-Thordardottir/p/book/9781138317246
Commentary
McCartney E (2019) The Functional Communication Classification System for children with cerebral palsy: the potential of a new measure. Commentary on: Caynes K, Rose TA, Theodorus D, Burmester D, Ware RS, Johnson, LM. Functional Communication Classification System (FCCS): extended reliability and concurrent validity for children with cerebral palsy aged 5-28 years. Dev Med Child Neurol, 2019. Developmental Medicine and Child Neurology, 61 (7), pp. 741-741. https://doi.org/10.1111/dmcn.14162
Article
Evidence-based pathways to intervention for children with language disorders
Ebbels SH, McCartney E, Slonims V, Dockrell JE & Norbury CF (2019) Evidence-based pathways to intervention for children with language disorders. International Journal of Language and Communication Disorders, 54 (1), pp. 3-19. https://doi.org/10.1111/1460-6984.12387
Commentary
Norbury CF, McCartney E, Slonims V, Dockrell JE & Ebbels SH (2019) Public health approaches still have room for individualized services: response to commentaries on 'Evidence-based pathways to intervention for children with language disorders'. International Journal of Language and Communication Disorders, 54 (1), pp. 28-29. https://doi.org/10.1111/1460-6984.12436
Article
McCartney E, Marwick H, Hendry G & Ferguson EC (2018) Eliciting student teacher's views on educational research to support practice in the modern diverse classroom: a workshop approach. Higher Education Pedagogies, 3 (1), pp. 342-372. https://doi.org/10.1080/23752696.2018.1498748
Article
Evidence based pathways to intervention for children with language disorders
Ebbels SH, McCartney E, Slonims V, Dockrell JE & Norbury C (2017) Evidence based pathways to intervention for children with language disorders. PeerJ Preprints, 5, Art. No.: e2951v1. https://doi.org/10.7287/peerj.preprints.2951v1
Commentary
So was it worth it? A commentary on Fricke et al. and Hagen et al. (2017)
McCartney E (2017) So was it worth it? A commentary on Fricke et al. and Hagen et al. (2017). Commentary on: Fricke, S. et al. (2017) The efficacy of early language intervention in mainstream school settings: a randomized controlled trial. J Child Psychol Psychiatr, 58: 1141–1151 and Hagen, Å. M., et al. (2017) Improving language comprehension in preschool children with language difficulties: a cluster randomized trial. J Child Psychol Psychiatr, 58: 1132–1140. Journal of Child Psychology and Psychiatry, 58 (10), pp. 1152-1154. https://doi.org/10.1111/jcpp.12796
Article
McCartney E, Bishop DVM, Snowling MJ, Thompson PA & Greenhalgh T (2017) Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58 (10), pp. 1068-1080. https://doi.org/10.1111/jcpp.12721
Article
McKean C, Law J, Laing K, Cockerill M, Allon-Smith J, McCartney E & Forbes J (2017) A qualitative case study in the social capital of co-professional collaborative co-practice for children with speech language and communication needs. International Journal of Language and Communication Disorders, 52 (4), pp. 514-527. https://doi.org/10.1111/1460-6984.12296
Article
McCartney E & Muir M (2017) School leavers with learning disabilities moving from child to adult Speech and Language Therapy (SLT) teams: SLTs’ views of successful and less successful transition co-working practices. Journal of Research in Special Educational Needs, 17 (3), pp. 168-178. https://doi.org/10.1111/1471-3802.12374
Article
Cohen W, McCartney E & Crampin L (2017) 22q11 deletion syndrome: Parents’ and children’s experiences of educational and healthcare provision in the United Kingdom. Journal of Child Health Care, 21 (2), pp. 142-152. https://doi.org/10.1177/1367493516686203
Commentary
Measuring communication and participation in children with speech and language disorders
McCartney E (2017) Measuring communication and participation in children with speech and language disorders. Commentary on: Hidecker, M. J. C., Cunningham, B. J., Thomas-Stonell, N., Oddson, B. and Rosenbaum, P. (2017), Validity of the Communication Function Classification System for use with preschool children with communication disorders. Dev Med Child Neurol, 59: 526–530. doi:10.1111/dmcn.13373. Developmental Medicine and Child Neurology, 59 (5), pp. 459-460. https://doi.org/10.1111/dmcn.13391
Book Chapter
Parameters of service delivery and the Strathclyde Language Intervention Program (SLIP)
Boyle J & McCartney E (2016) Parameters of service delivery and the Strathclyde Language Intervention Program (SLIP). In: McCauley R, Fey M & Gillam R (eds.) Treatment of Language Disorders in Children. 2nd ed. Communication and Language Intervention Series. Baltimore, MD, USA: Brookes Publishing, pp. 451-486. https://strathprints.strath.ac.uk/58362/
Article
Bishop DVM, Snowling MJ, Thompson PA, Greenhalgh T & McCartney E (2016) CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLoS ONE, 11 (7), Art. No.: e0158753. https://doi.org/10.1371/journal.pone.0158753
Research Report
McCartney E & Muir M (2015) Improving Transitions across SLT Services in [Anonymised HB] for Adults with Long-Term, Speech, Language, Swallowing or Communication (SLSC) Needs: a Qualitative Study of SLTs' and Service Users' Views : Moving between SLT Teams. University of Strathclyde. https://strathprints.strath.ac.uk/55384/
Article
Boyle J & McCartney E (2015) Ask the experts: what is the best model of service delivery for speech and language impaired children?. Bulletin of the Royal College of Speech and Language Therapists.
Article
Educating child practitioners: a (re)turn to the university disciplines
Forbes J & McCartney E (2015) Educating child practitioners: a (re)turn to the university disciplines. Discourse, 36 (1), pp. 144-159. https://doi.org/10.1080/01596306.2013.871235
Research Report
Poverty and children's access to services and social participation
Forbes J, Sime D, McCartney E, Graham A, Valyo A & Weiner G (2015) Poverty and children's access to services and social participation. Policy Briefing. Scottish Universities Insight Institute. http://www.scottishinsight.ac.uk/Portals/50/Children%20&%20YP%20Inequality/PolicyBrief_SUIIProgramme_Services.pdf
Article
McCartney E, Boyle J & Ellis S (2015) Developing a universal reading comprehension intervention for mainstream primary schools within areas of social deprivation for children with and without language-learning impairment: A feasibility study. International Journal of Language and Communication Disorders, 50 (1), pp. 129-135. https://doi.org/10.1111/1460-6984.12124
Conference Paper (published)
Marwick H & McCartney E (2014) Supporting use of evidence-based classroom approaches by early years' educators in responding effectively to issues of diversity and inclusion. In: 'Us, Them & Me: Universal Targeted or Individuated Early Childhood Programmes'. 24th EECERA Annual Conference Abstract Book. 2014, 24th EECERA Conference, Crete, Greece, Crete, 07.09.2014-10.09.2014. Crete: EECERA, pp. 106-107. http://www.eecera.org/wp-content/uploads/2016/09/crete-2014.pdf
Website Content
Marwick H & McCartney E (2014) Developing workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. HEA Learning and Teaching Blog, 2014. https://www.heacademy.ac.uk/developing-workshop-materials-summarising-evidence-based-classroom-approaches-support-student
Conference Paper (unpublished)
McCartney E & Marwick H (2014) Using workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. HEA Ted Conference, Birmingham, UK, July 2014, Birmingham City University, 11.07.2014-11.07.2014. https://strathprints.strath.ac.uk/55678/
Conference Paper (unpublished)
McCartney E & Marwick H (2014) Using workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. European Educational Research Association Conference 2014, "The Past, the Present and Future of Educational Research in Europe", Porto, Portugal, Sept 2014., Porto, 01.09.2014-01.09.2014. https://strathprints.strath.ac.uk/55679/
Conference Paper (unpublished)
McCartney E & Marwick H (2014) Using workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. HEA Social Sciences Annual Learning and Teaching Conference - Teaching forward: the future of the Social Sciences, Birmingham, UK, May 2014, Birmingham, 21.05.2014-21.05.2014. https://strathprints.strath.ac.uk/55681/
Conference Paper (unpublished)
McCartney E & Marwick H (2014) Using workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. British Educational Research Association (BERA) Conference, London, UK, Sept 2014, London, 23.09.2014-23.09.2014. https://strathprints.strath.ac.uk/55687/
Conference Paper (unpublished)
McCartney E & Marwick H (2014) Using workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion. Universities’ Council for the Education of Teachers (UCET) Annual Conference, Birmingham, UK, 05.11.2014-05.11.2014. https://strathprints.strath.ac.uk/55692/
Conference Paper (unpublished)
HEA Strategic Social Sciences Strategic Project: Student Teachers' Engagement with Research
McCartney E & Marwick H (2014) HEA Strategic Social Sciences Strategic Project: Student Teachers' Engagement with Research. British Educational Research Association (BERA) Conference, Institute of Education, London, 22.09.2014-25.09.2014.
Article
The linguistically aware teacher and the teacher-aware linguist
McCartney E & Ellis S (2013) The linguistically aware teacher and the teacher-aware linguist. Clinical Linguistics and Phonetics, 27 (6-7), pp. 419-427. https://doi.org/10.3109/02699206.2013.766763
Article
The SLI Debate, Part 2: specific language impairment in schools
McCartney E (2013) The SLI Debate, Part 2: specific language impairment in schools. Bulletin of the Royal College of Speech and Language Therapists, (734), pp. 20-20. https://strathprints.strath.ac.uk/46344/
Article
McCartney E (2013) The emerging evidence base for therapy for children with language impairment, and its implications for logopedists. Logopedie, pp. 28-32. https://strathprints.strath.ac.uk/46350/
Book Chapter
Voice and speech functions (B310-B340)
McCartney E (2012) Voice and speech functions (B310-B340). In: Majnemer A (ed.) Measures for Children with Developmental Disabilities: An ICF-CY Approach. Clinics in Developmental Medicine. London: Mac Keith Press, pp. 181-191. http://www.mackeith.co.uk/shop/measures-for-children-with-developmental-disabilities-selected-chapters-the-body/
Book Chapter
McLeod S, McCartney E & McCormack J (2012) Communication (D310-D369). In: Majnemer A (ed.) Measures for Children with Developmental Disabilities: An ICF-CY Approach. Clinics in Developmental Medicine. London: Mac Keith Press, pp. 312-325. http://www.mackeith.co.uk/shop/measures-for-children-with-developmental-disabilities-selected-chapters-the-body/
Conference Paper (unpublished)
Effective interventions for receptive-expressive language impairment
Boyle J & McCartney E (2012) Effective interventions for receptive-expressive language impairment. The Castang Foundation: Disordered Auditory Processing in the Child: nature, Assessment and Intervention: a multidisciplinary approach, Edinburgh, 05.03.2012-06.03.2012. https://strathprints.strath.ac.uk/41087/
Book Chapter
Changing children's services: A social capital analysis
Forbes J & McCartney E (2012) Changing children's services: A social capital analysis. In: Hill M, Head G, Lockyer A, Reid B & Taylor R (eds.) Children's Services: Working Together. Abingdon, UK: Routledge, pp. 275-287. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925745858&doi=10.4324%2f9781315833439&partnerID=40&md5=b3b04b13265ceb2a0c6b287d1ddf8539; https://doi.org/10.4324/9781315833439
Article
Forbes J & McCartney E (2012) Leadership distribution culturally? Education/speech and language therapy social capital in schools and children's services. International Journal of Leadership in Education, 15 (3), pp. 271-287. https://doi.org/10.1080/13603124.2011.608437
Article
Cohen W, Wynne DM, Kubba H & McCartney E (2012) Development of a minimum protocol for assessment in the paediatric voice clinic. Part 1: Evaluating vocal function. Logopedics Phoniatrics Vocology, 37 (1), pp. 33-38. https://doi.org/10.3109/14015439.2011.638670
Article
Cohen W, Wardrop A, Wynne DM, Kubba H & McCartney E (2012) Development of a minimum protocol for assessment in the paediatric voice clinic. Part 2: Subjective measurement of symptoms of voice disorder. Logopedics Phoniatrics Vocology, 37 (1), pp. 39-44. https://doi.org/10.3109/14015439.2011.638671
Article
Forbes J & McCartney E (2011) Educating Scotland's future together? Inter/professional preparation for schools and children's services. Scottish Educational Review, 43 (2), pp. 39-54. http://www.scotedreview.org.uk/media/microsites/scottish-educational-review/documents/330.pdf
Book Chapter
Ellis S & McCartney E (2011) How to empower teachers working with children with language impairments: why a 'just-in-time' model might work. In: Ellis S & McCartney E (eds.) Applied Linguistics in the Primary School Teaching. Cambridge: Cambridge University Press, pp. 252-266. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605.025
Book Chapter
Introduction to Part II: The range and focus of applied linguistics research
Ellis S & McCartney E (2011) Introduction to Part II: The range and focus of applied linguistics research. In: Ellis S & McCartney E (eds.) Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, pp. 77-80. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605.010
Book Chapter
Ellis S & McCartney E (2011) Introduction. In: Ellis S & McCartney E (eds.) Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, pp. 1-14. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605.003
Edited Book
Applied linguistics and primary school teaching
Ellis S & McCartney E (eds.) (2011) Applied linguistics and primary school teaching. Cambridge: Cambridge University Press. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605
Book Chapter
Introduction to Part I: Policy and diversity in the twenty-first-century primary school
Ellis S & McCartney E (2011) Introduction to Part I: Policy and diversity in the twenty-first-century primary school. In: Ellis S & McCartney E (eds.) Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, pp. 17-20. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605.004
Book Chapter
Ellis S & McCartney E (2011) Preface. In: Ellis S & McCartney E (eds.) Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, pp. xix-xx. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605.001
Book Chapter
Introduction to Part III: Empowering teachers and teachers’ use of knowledge
Ellis S & McCartney E (2011) Introduction to Part III: Empowering teachers and teachers’ use of knowledge. In: Ellis S & McCartney E (eds.) Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, pp. 201-202. http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/applied-linguistics-and-primary-school-teaching?format=HB&isbn=9780521193542#S45VqXi0dtQMMwdr.97; https://doi.org/10.1017/CBO9780511921605.020
Article
McCartney E, Boyle J, Ellis S, Bannatyne S & Turnbull M (2011) Indirect language therapy for children with persistent language impairment in mainstream primary schools: Outcomes from a cohort intervention. International Journal of Language and Communication Disorders, 46 (1), pp. 74-82. https://doi.org/10.3109/13682820903560302
Book Chapter
Supporting students who struggle with language
McCartney E & Ellis S (2010) Supporting students who struggle with language. In: Fletcher J, Parkhill F & Gillon G (eds.) Motivating Literacy Learners in Today's World. Wellington: New Zealand Council for Educational Research. https://www.nzcer.org.nz/nzcerpress/motivating-literacy-learners-todays-world
Article
Intervention for mixed receptive-expressive language impairment: A review
Boyle J, McCartney E, O'Hare AE & Law J (2010) Intervention for mixed receptive-expressive language impairment: A review. Developmental Medicine and Child Neurology, 52 (11), pp. 994-999. https://doi.org/10.1111/j.1469-8749.2010.03750.x
Article
Forbes J & McCartney E (2010) Social capital theory: A cross-cutting analytic for teacher/therapist work in integrating children's services?. Child Language Teaching and Therapy, 26 (3), pp. 321-334. https://doi.org/10.1177/0265659010369282
Article
Developing a language support model for mainstream primary school teachers
McCartney E, Ellis S, Boyle J, Turnbull M & Kerr J (2010) Developing a language support model for mainstream primary school teachers. Child Language Teaching and Therapy, 26 (3), pp. 359-374. https://doi.org/10.1177/0265659010369306
Book Chapter
Joining up working: terms, types and tensions
McCartney E (2009) Joining up working: terms, types and tensions. In: Forbes J & Watson C (eds.) Service Integration in Schools: Research and Policy Discourses, Practices and Future Prospects. Rotterdam: Sense publishers, pp. 23-36. https://strathprints.strath.ac.uk/26484/
Article
Dickson K, Marshall M, Boyle J, McCartney E, O'Hare AE & Forbes JF (2009) Cost analysis of direct versus indirect and individual versus group modes of manual-based speech-and-language therapy for primary school-age children with primary language impairment. International Journal of Language and Communication Disorders, 44 (3), pp. 369-381. https://doi.org/10.1080/13682820802137041
Article
Boyle J, McCartney E, O'Hare AE & Forbes JF (2009) Direct versus indirect and individual versus group modes of language therapy for children with primary language impairment: principal outcomes from a randomized controlled trial and economic evaluation. International Journal of Language and Communication Disorders, 44 (6), pp. 826-846. https://doi.org/10.1080/13682820802371848
Article
McCartney E, Ellis S & Boyle J (2009) The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - Implications of recent language intervention research. Journal of Research in Special Educational Needs, 9 (2), pp. 80-90. https://doi.org/10.1111/j.1471-3802.2009.01120.x
Article
Ellis S, McCartney E & Bourne J (2009) What do primary teachers need to understand, and how? Developing an applied linguistics curriculum for pre-service primary school teacher. Language Teaching, 42 (2), pp. 261-265. https://strathprints.strath.ac.uk/27417/; https://doi.org/10.1017/S026144480800565X
Conference Paper (unpublished)
Predictors of responsivity to language intervention: findings from a RCT
Boyle J, McCartney E, O'Hare AE & Forbes JF (2008) Predictors of responsivity to language intervention: findings from a RCT. 2008 British Psychological Society Developmental Section Annual Conference, Nottingham, 01.09.2008-03.09.2008. https://strathprints.strath.ac.uk/44469/
Conference Paper (unpublished)
McCartney E (2008) Mainstream school services for children with primary language impairment - implications from research. National Association of Professionals Concerned with Language Impairment in Children (NAPLIC) Conference, University of Warwick, 29.03.2008-30.03.2008.
Presentation / Talk
Researching intervention - how much, by whom and what next?
McCartney E (2008) Researching intervention - how much, by whom and what next?. Current issues and Controversies in Specific Language Impairment, Edinburgh, 27.05.2009-27.05.2009. https://strathprints.strath.ac.uk/26366/
Article
Open dialogue peer review: a response to Tymms, Merrell & Coe
Ellis S & McCartney E (2008) Open dialogue peer review: a response to Tymms, Merrell & Coe. The Psychology of Education Review, 32 (2), pp. 11-12. https://shop.bps.org.uk/publications/publication-by-series/psychology-of-education-review/the-psychology-of-education-review-vol-32-no-2-september-2008.html
Manual / Guide
McCartney E (Editor) (2007) Language therapy manual. [Manual]. Glasgow: University of Strathclyde. https://strathprints.strath.ac.uk/32807/
Article
Boyle J, McCartney E, Forbes JF & O'Hare AE (2007) A randomised controlled trial and economic evaluation of direct versus indirect and individual versus group modes of speech and language therapy for children with primary language impairment. Health Technology Assessment, 11 (25), pp. i-158. https://doi.org/10.3310/hta11250
Preprint / Working Paper
McCartney E, Ellis S & Boyle J (2006) Support your local co-op: co-operative approaches to speech and language therapists and teachers supporting children with language impairment. Collected papers of the NEXUS Group: Speech and Language Therapists and Teachers Working Together. https://strathprints.strath.ac.uk/30508/
Other
Language support model for teachers
McCartney E (2006) Language support model for teachers. [print]. Glasgow: University of Strathclyde. https://strathprints.strath.ac.uk/32808/
Book Chapter
Developmental issues: Speaking and phonological awareness
McCartney E (2006) Developmental issues: Speaking and phonological awareness. In: Lewis M & Ellis S (eds.) Phonics: Practice, Research and Policy. London: Paul Chapman Publishing, pp. 71-82. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949543281&doi=10.4135%2f9781446214428.n6&partnerID=40&md5=2607977fbbb903a0cfa561f43d4c0169; https://doi.org/10.4135/9781446214428.n7
Book Chapter
McCartney E (2006) Joining up working. In: Forbes J (ed.) The Research and Policy Discourses of Service Integration, Interprofessional and Interagency Working: EESRC Seminar 1 Proceedings. Research Paper, 14. Glasgow: University of Aberdeen, School of Education, pp. 33-51. https://abdn.pure.elsevier.com/en/publications/the-research-and-policy-discourses-of-service-integration-interpr
Article
Cohen W, Hodson A, O'Hare AE, Boyle J, Durrani T, McCartney E, Mattey M, Naftalin L & Watson J (2005) Effects of computer-based intervention through acoustically modified speech (Fast ForWord) in severe mixed receptive-expressive language impairment: Outcomes from a randomized controlled trial. Journal of Speech, Language and Hearing Research, 48 (3), pp. 715-729. https://doi.org/10.1044/1092-4388%282005/049%29
Article
'Thinking for two': A case study of speech and language therapists working through assistants
McCartney E, Boyle J, Bannatyne S, Jessiman E, Campbell C, Kelsey C, Smith J, McArthur J & O'Hare AE (2005) 'Thinking for two': A case study of speech and language therapists working through assistants. International Journal of Language and Communication Disorders, 40 (2), pp. 221-235. https://doi.org/10.1080/13682820400016514
Research Report
McCartney E (2004) A Survey And Cohort Intervention Using Indirect Speech And Language Therapy For Children With Primary Language Impairment In Schools. NHS Scotland. Glasgow: West of Scotland Primary Care NHS Trust. https://strathprints.strath.ac.uk/6745/
Article
McCartney E, Boyle J, Bannatyne S, Jessiman E, Campbell C, Kelsey C, Smith J & O'Hare AE (2004) Becoming a manual occupation? The construction of a therapy manual for use with language impaired children in mainstream primary schools. International Journal of Language and Communication Disorders, 39 (1), pp. 135-148. https://doi.org/10.1080/01431160310001603592
Article
'Hard health' and 'soft schools': research designs to evaluate SLT work in schools
McCartney E (2004) 'Hard health' and 'soft schools': research designs to evaluate SLT work in schools. Child Language Teaching and Therapy, 20 (2), pp. 101-114. https://doi.org/10.1191/0265659004ct265oa
Article
Cross-sector working: speech and language therapists in education
McCartney E (2002) Cross-sector working: speech and language therapists in education. Journal of Management in Medicine, 16 (1), pp. 67-77. https://doi.org/10.1108/02689230210428634
Article
Include us out? Speech and language therapists’ prioritization in mainstream schools
McCartney E (2000) Include us out? Speech and language therapists’ prioritization in mainstream schools. Child Language Teaching and Therapy, 16 (2), pp. 165-180. https://doi.org/10.1177/026565900001600204
Article
McCartney E (1999) Barriers to collaboration: An analysis of systemic barriers to collaboration between teachers and speech and language therapists. International Journal of Language and Communication Disorders, 34 (4), pp. 431-440. https://doi.org/10.1080/136828299247379
Article
The development of a systems analysis approach to small-scale educational evaluation
McCartney E, MacKay G, Cheseldine S & McCool S (1998) The development of a systems analysis approach to small-scale educational evaluation. Educational Review, 50 (1), pp. 65-73. https://doi.org/10.1080/0013191980500107
Article
How shall we be judged? Speech and language therapists in educational settings
McCartney E & van der Gaag A (1996) How shall we be judged? Speech and language therapists in educational settings. Child Language Teaching and Therapy, 12 (3), pp. 314-327. https://doi.org/10.1177/026565909601200306
Article
60 Years of the Glasgow School of Speech Therapy
McCartney E (1995) 60 Years of the Glasgow School of Speech Therapy. International Journal of Language and Communication Disorders, 30 (S1), pp. 47-47. https://doi.org/10.1111/j.1460-6984.1995.tb01639.x
Article
Research Report: Early literacy and children with severe speech and physical impairment: A review
McCartney E (1994) Research Report: Early literacy and children with severe speech and physical impairment: A review. European Journal of Special Needs Education, 9 (2), pp. 200-214. https://doi.org/10.1080/0885625940090208
Article
Goal Attainment Scaling: A Technique for Evaluating Conductive Education
MacKay G, McCool S, Cheseldine S & McCartney E (1993) Goal Attainment Scaling: A Technique for Evaluating Conductive Education. British Journal of Special Education, 20 (4), pp. 143-147. https://doi.org/10.1111/j.1467-8578.1993.tb00064.x
Article
McCartney E, Kerr J, Cannon L & Martin PJ (1993) Support for newly qualified entrants to the speech and language therapy profession. Implications for managers. Health manpower management, 19 (2), pp. 34-39. https://doi.org/10.1108/09552069310039341
Article
Cottam P, McCartney E & Cullen C (1985) The effectiveness of conductive education principles with profoundly retarded multiply handicapped children. International Journal of Language and Communication Disorders, 20 (1), pp. 45-60. https://doi.org/10.3109/13682828509012248
Article
McCartney E (1981) Constructive Communication Failure: The Response of Speech Disordered Children to Requests for Clarification. International Journal of Language and Communication Disorders, 16 (3), pp. 147-157. https://doi.org/10.3109/13682828109011396
Article
Hearing, speech, and language in survivors of severe perinatal asphyxia
D'Souza S, McCartney E, Nolan M & Taylor I (1981) Hearing, speech, and language in survivors of severe perinatal asphyxia. Archives of Disease in Childhood, 56 (4), pp. 245-252. https://doi.org/10.1136/adc.56.4.245
Article
A Speech Teaching Scheme for use by A.T.C. Instructors
McCartney E & Brown BB (1980) A Speech Teaching Scheme for use by A.T.C. Instructors. International Journal of Language and Communication Disorders, 15 (2), pp. 103-113. https://doi.org/10.3109/13682828009011376
Article
A study of the hearing and receptive vocabulary of the trainees of an adult training centre
Nolan M, McCartney E, McArthur K & Rowson VJ (1980) A study of the hearing and receptive vocabulary of the trainees of an adult training centre. Journal of Mental Deficiency Research, 24 (4), pp. 271-286. https://doi.org/10.1111/j.1365-2788.1980.tb00081.x
Article
Congenital Auditory Imperception ‐ A Follow up Study
Ward S & McCartney E (1978) Congenital Auditory Imperception ‐ A Follow up Study. International Journal of Language and Communication Disorders, 13 (1), pp. 3-16. https://doi.org/10.3109/13682827809011321
