Education

Doctor of Philosophy in Communication Sciences and Disorders, University of South Florida, 2015

Masters of Science, Purdue University, 2010

Bachelor of Science, The Ohio State University, 2008

Professional Recognition and Affiliation

NIH Loan Repayment Program-Pediatric Research Award (2019-2021, 2022-2023)

Advancing Academic-Research Careers Award, ASHA (2018)

Miami University Senate Committee on Faculty Research Grant (2018, 2022)

American Speech-Language-Hearing-Association (Special Interest Group 1 affiliate)

Council for Exceptional Children-Division for Early Childhood

Contact

olszewak@MiamiOH.edu

CALL Lab Website

Select Publications 

Olszewski, A., Smith, E., & Franklin, A. (2022). Speech-language pathologists’ feelings and practices regarding technological apps in school service delivery. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2022_LSHSS-21-00150

Olszewski, A. & Cullen-Conway, M. (2021). Social media accompanying reading together: A SMART approach to promote literacy engagement. Reading and Writing Quarterly: Overcoming Learning Difficulties, 37(5), 479-494. doi: 10.1080/10573569.2021.1902442

Olszewski, A. & Rae, K. (2021). Measuring stakeholder perceptions: A review of social validity reporting in ASHA journals. American Journal of Speech Language Pathology, 30(3), 1247-1260. doi: 10.1044/2021_AJSLP-20-00169

Olszewski, A., Scarborough, D.R., & Szumlas, G.A. (2021). The intersection of healthcare and education: Supporting children with chronic illness. Health Behavior and Policy Review, 8(2), 184-193. doi: 10.14485/HBPR.8.2.x

Soto, X., Larson, A., Olszewski, A., Velury, V., & Feldberg, A. (2021). Who is centered?: A systematic review of early childhood researchers’ descriptions of children and caregivers from linguistically minoritized communities. Topics in Early Childhood Special Education, 41(1), 18-30. doi: 10.1177/0271121421991222 

Dinnesen, M.S., Olszewski, A., Breit-Smith, A., & Guo, Y. (2020). Collaborating with an expert panel to establish the content validity of an intervention for preschoolers. Communication Disorders Quarterly, 41(2), 86-99. doi: 10.1177/1525740118795158

Ferron, J., Goldstein, H., Olszewski, A., & Roher, L. (2020). Indexing effects in single-case experimental designs by estimating the percent of goal obtained. Evidence-Based Communication Assessment and Intervention, 14(1), 6-27. doi:10.1080/17489539.2020.1732024

Soto, X., Olszewski, A., & Goldstein, H. (2019). A systematic review of phonological awareness interventions for Latino children in early and primary grades. Journal of Early Intervention, 41(4), 340-365. doi: 10.1177/1053815119856067

Olszewski, A., Guo, Y., & Breit-Smith, A. (2017). The effect of a shared book reading intervention on the story retelling and phonemic awareness of a third-grader with disabilities. Reading and Writing Quarterly: Overcoming Learning Difficulties, 34(3), 233-247. doi: 10.1080/10573569.2017.1390808

Breit-Smith, A., Olszewski, A., Swoboda, C.M., Guo, Y., & Prendeville, J.A. (2017). Sequence text structure intervention during interactive book reading of expository picture books with preschool children with language impairment. Child Language Teaching and Therapy, 33(3), 287-304. doi: 10.1177/0265659017702206

Olszewski, A., Soto, X., & Goldstein, H. (2017). Modeling alphabet skills as instructive feedback within a phonological awareness curriculum. American Journal of Speech Language Pathology, 26, 769-790. doi: 10.1044/2017_AJSLP-16-0042

Goldstein, H., Olszewski, A., Haring, C., Greenwood, C.R., McCune, L., Carta, J.,… Kelley, E.S. (2017). Efficacy of a supplemental phonemic awareness curriculum to instruct preschoolers with delays in early literacy development. Journal of Speech, Language, and Hearing Research, 60, 89-103. doi: 10.1044/2016_JSLHR-L-15-0451

Ferron, J., Goldstein, H., Olszewski, A., & Roher, L. (2020). Indexing effects in single-case experimental designs by estimating the percent of goal obtained. Evidence-Based Communication Assessment and Intervention. doi: 10.1080/17489539.2020.1732024

Soto, X., Olszewski, A., & Goldstein, H. (2019). A systematic review of phonological awareness interventions for Latino children in early and primary grades. Journal of Early Intervention41(4), 340-365. doi: 10.1177/1053815119856067.

Dinnesen, M.S., Olszewski, A., Breit-Smith, A., & Guo, Y. (2018). Collaborating with an expert panel to establish the content validity of an intervention for preschoolers. Communication Disorders Quarterly. doi: 10.1177/1525740118795158

Olszewski, A., Haring, C., Soto, X., Peters, L., & Goldstein, H. (2018). How do we design and implement Tier 2 instructional support in early literacy and language? In J. Carta & R. Miller-Young (Eds.), Multi-tiered systems of support for young children: Driving change in early education. Baltimore, MD: Brookes Publishing.

Olszewski, A., Guo, Y., & Breit-Smith, A. (2017). The effect of a shared book reading intervention on the story retelling and phonemic awareness of a third-grader with disabilities. Reading and Writing Quarterly: Overcoming Learning Difficulties, 34(3), 233-247. doi: 10.1080/10573569.2017.1390808

Breit-Smith, A., Olszewski, A., Swoboda, C.M., Guo, Y., & Prendeville, J.A. (2017). Sequence text structure intervention during interactive book reading of expository picture books with preschool children with language impairment. Child Language Teaching and Therapy, 33(3), 287-304. doi: 10.1177/0265659017702206

Olszewski, A., Soto, X., & Goldstein, H. (2017). Modeling alphabet skills as instructive feedback within a phonological awareness curriculum. American Journal of Speech Language Pathology, 26, 769-790. doi: 10.1044/2017_AJSLP-16-0042

Goldstein, H., Olszewski, A., Haring, C., Greenwood, C.R., McCune, L., Carta, J.,… Kelley, E.S. (2017). Efficacy of a supplemental phonemic awareness curriculum to instruct preschoolers with delays in early literacy development. Journal of Speech, Language, and Hearing Research, 60, 89-103. doi: 10.1044/2016_JSLHR-L-15-0451