Communication Disorders Quarterly

Research, intervention, and practice in speech, language, and hearing.

Editor: Judy Montgomery, PhD, CCC-SLP
Published: 4 times/year
ISSN: 1528-7401 (print)
ISSN: 1525-7401 (electronic)

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Communication Disorders Quarterly (CDQ) presents cutting-edge information on typical and atypical communication across the continuum-from oral language development to literacy. Articles include quantitative and qualitative research reports, a clinical forum that supports theoretical application in clinical and educational settings, short tutorials to acquaint readers with specific topics or clinical procedures, and book and material reviews.

Professionals working in fields related to speech, language, and hearing will find resource material on topics such as

  • preliteracy and literacy development
  • second language learning
  • hearing loss and education of individuals who are deaf/hard-of-hearing
  • assessment and intervention in speech-language pathology
  • phonology and articulation
  • professional standards
  • clinical practice issues

Earn CEUs! You can earn ASHA-approved CEUs with each issue of CDQ. Complete the exam in each journal and follow the instructions to submit your answers and registration fee.

Aims & Scope

Communication Disorders Quarterly (CDQ) is the official journal of the Division for Communicative Disabilities and Deafness (DCDD) of The Council for Exceptional Children (CEC). Articles for CDQ are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.