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Arnold Olszewski
Graduate Director and Associate Professor, Department of Speech Pathology and Audiology; CHDLT Executive Board Member
Human Development, Learning and Technology Center, Speech Pathology and Audiology

Arnold Olszewski

Contact Info

513-529-2500
Bachelor Hall 2

Links

View CV
CALL Lab Website

Educational Credentials

  • 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

Biography

Arnold Olszewski, Ph.D. is a speech-language pathologist with previous experience working in schools. His research focuses on developing feasible, evidence-based language and literacy interventions for young children. Specifically, he has contributed to the development and evaluation of interventions for phonological awareness, alphabet knowledge, vocabulary, and syntax. Dr. Olszewski is the director of the Children’s Acquisition of Language and Literacy (CALL) Lab at Miami University.

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)

Selected Publications

  • Olszewski, A. & Hood, R.L. (2023). Parents’ vocabulary instruction with preschoolers during shared book reading. Child Language Teaching and Therapy, 39(1), 58-73. https://doi.org/10.1177/02656590231151662
  • Yang, E.C., Frank, M., Jeanmougin, C., Meyers, K., Olszewski, A., Shi, H., Simonsen, R, & Siriwardane, H. (2023). Defining, implementing and assessing critical thinking across the disciplines. Journal on Excellence in College Teaching, 34(2), 127-160.
  • Patrona, E., Ferron, J., Olszewski, A., Kelley, E., & Goldstein, H. (2022). Effects of explicit vocabulary interventions for preschoolers: An exploratory application of the percent of goal obtained (PoGO) effect size metric. Journal of Speech, Language, and Hearing Research, 65(12), 4821-4836. https://doi.org/10.1044/2022_JSLHR-22-00217
  • 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