bluuebunny/crossref_metadata_2025 huggingface dataset:
Predicting intensity distribution from symmetrical reflectors with large sources of light
Authors: Vizmanos J.G. , Quintanilla M.
Published: December 2008

A quasi-automatic method of predicting the intensity distribution from any axially symmetrical surface with large sources of light at any position of detector is carried out by calculating the exit pupil of the system at any direction of reflection. The reflector is divided in a finite number of zones so that the calculations can be performed with a minicomputer. The results are fairly good.
Temperature variation of sodium and mercury partial pressures over sodium amalgams
Authors: Jones B.F. , Mucklejohn S.A.
Published: December 2008

The partial pressures of Na, Na2, Hg over sodium amalgams are described for sodium mole fractions 0.55-1.00 over the range 700-1300 K. These data are extrapolated from some recently published results of the determination of the total vapour pressure over sodium amalgams and the activity of sodium in the liquid amalgams. The data are essential for calculation of the total vapour pressure and vapour phase composition above sodium amalgams in discharge lamps where the dose is partially evaporated.
The effect of illuminance on the performance of domestic kitchen work by two age groups
Authors: McGuiness P.J. , Boyce P.R.
Published: December 2008

Two groups, each of eight subjects, performed four representative kitchen tasks under four different illuminances. There is a large difference in the ages of the two groups, one group being all less than 20 years old, the other being all more than 60 years of age. Measurements were made of the time taken to do the tasks, the behaviour adopted by the subjects when doing the tasks, and the subjects' opinions of their satisfaction with the lighting, the difficulty of the tasks, and the effort required to perform them. Examination of the data collected showed that the older age group generally took longer to perform the tasks and, for some tasks, modified their behaviour to a greater extent than did the younger age group. Both age groups showed a significant improvement in ratings of satisfaction with the lighting for increased illuminances but changes in ratings of task difficulty and effort made with illuminance only occurred with some tasks. Overall, it was found that any differences that did occur in the performance and assessment of the tasks by the two age groups occurred at the lower illuminances. It is concluded that an illuminance of 100 Ix or more in a domestic kitchen would serve most people and most tasks reasonably well.
A simple computer program for designing standard high-pressure sodium lamps
Authors: Denbigh P.L. , Jones B.F.
Published: December 2008

The last fifteen years have seen the introduction of several new types of high-pressure sodium lamp designed, over a range of power ratings, to give either very high efficacies or better colour characteristics. In order to design any of these lamps it is necessary to specify eleven variables. This paper shows how for one type of lamp (the standard high-pressure sodium lamp) a multiple regression procedure has been used to derive equations from experimentally observed relationships between efficacy, power, voltage, bore, arc tube length, arc tube wall thickness and sodium mole fraction. The equations have been brought together in a computer program so that new lamp designs can be obtained by keying in values for five variables; namely power, voltage, bore, wall thickness and sodium mole fraction. The program then calculates the current, arc length for maximum efficacy and the magnitude of the efficacy for each chosen combination of the variables. The optimum lamp design and ballast combination can then be selected from the calculated data.
A combined colour preference - colour rendering index
Authors: Schanda J.
Published: December 2008

A combined colour rendering-colour preference index for complexion colours is proposed, having its maximum for a source, whose spectral distribution is equal to that of the reference source, but for other sources depends also on the components of the colour difference vector, i.e. lightness, chroma and hue differences. It is based on calculations performed in CIELAB space, using Nayatani type chromatic adaptation transformation to D65 reference illuminant and is backed by visual observations of preferred skin tones and comparative studies of different light sources.
A flexible system for visual performance studies
Authors: Perry M.J.
Published: December 2008

Following recent interest in the development of a CIE visual performance model for lighting design, visual performance studies have been carried out at the Building Research Establishment. This paper describes the apparatus used to perform some of these studies. The apparatus could be applied more generally to psychophysical experiments on vision providing the stimulus can be adequately represented in slide format. Problems associated with operation of the equipment are discussed and minor and major system revisions are suggested which would improve the current BRE equipment and may be instructive to potential researchers in this area.
A case study for the design of visual environment of a control room in a power plant
Authors: Yang Gong-Xia , Chi Gen-Xing , Jiang Jue-Zhong
Published: December 2008

The writers have developed a design approach for visual environment, which is illustrated by a case study of a control room in a power plant. The criteria and parameters are determined by a small skilled observer panel, and the writers then carried out a precise study of the key factors for the visual task. The established criteria and parameters are realised by the 'Designed Appearance Method' and specially-designed lighting system and luminaires. Finally, the writers tested and checked the quality of the designed visual environment by model.
Movement under emergency lighting: the effect of illuminance
Authors: Boyce P.R.
Published: December 2008

This paper describes an investigation carried out in a large open plan office with the aim of identifying the illuminance necessary for rapid, safe movement under emergency lighting conditions. In the experiment, the times taken for each subject to cover an escape route were measured. The manner in which the subjects moved was observed and their opinions of the conditions were noted. This data was collected from sixty subjects in all, twelve at each illuminance condition. The subjects were not familiar with the office and were of working age. From the data collected it is concluded that at a mean illuminance of 0.2 lx, people experience some difficulty in moving quickly and unhesitatingly over the escape route. At a mean illuminance of 1 Ix there is no difficulty in moving smoothly and steadily over the escape route at a speed similar to that achieved under the normal room lighting. These results suggest that the present emergency lighting criterion of a minimum illuminance of 0.2 Ix is only reasonable if it is indeed treated as an absolute minimum. They also indicate that it would be useful to adopt a mean illuminance of 1 Ix on the escape route as an additional emergency lighting criterion.

Three subsidiary experiments were carried out to explore the effects of age, familiarity with the office and group movement rather than individual movement. These subsidiary experiments showed that these factors made little difference to the subject's ability to move under the emergency lighting. Therefore the conclusions reached for the main experiment also apply to older people of working age, to those who are familiar with the space and to people moving in small groups.
The effect of walls on colour rendering
Authors: Embrechts J.J.
Published: December 2008

Colour rendering indices are characteristics of light sources, but nothing is said about the influence of the room where they are used. The walls' effect is analysed using the parametric approach of colour rendering. This formulation affords the possibility to classify the spectral reflection factors. Particularly green and red colours tend to change colour rendering more than blue or yellow ones do. The walls' effect really exists as it is shown in two examples. If it is unwanted, a method is proposed to avoid it by changing the light source or the colour of the walls.
A simple equation for the rms volt-ampere characteristics of fluorescent lamps
Authors: Di Fraia L.
Published: December 2008

This paper presents a simple non-differential equation simulating the non-linear rms volt-ampere characteristics of 36W and 40W fluorescent lamps. A mathematical approach to the problem of solving circuits containing fluorescent lamps becomes possible.
Luminance distribution characteristics of homogeneous skies: a measurement and prediction strategy
Authors: Kittler Richard
Published: December 2008

In the context of energy conservation the time-averaged and unsteady characteristics of the daylight climate are significant. The intermediate sky luminance patterns of the homogeneous turbid atmospheres form a gradual transition between the CIE 'Clear' and 'Overcast' skies. These patterns are influenced by the scattering of sunlight due to the turbidity of the atmospheric layers as defined by the diffusion indicatrix, while at the same time changes in the vertical sky luminance graduation take place. Contrary to overall scanning luminance measurements this paper suggests methods to identify the indicatrix and gradation characteristics by specific trace circle measurements on the sky vault, and proposes provisional relations expressing their dependence on the illumination turbidity factor of the atmosphere.
A Re-examination of the Sound Omission-Preliminary Considerations
Authors: Bernthal John E. , Weiner Frederick F.
Published: December 2008

Post-vocalic omissions of /θ/, ltl and /I/, by five articulatory defective children between four and six years of age were examined. Sound clusters designated as C 1 V and C1 VC2 where the C2 portion was perceived to be omitted were compared spectrographically. A stop-gap was observed when lθl and ltl were perceived to have been omitted while a /w/-glide appeared in words from which /I / was omitted. The possibility that these alterations served a constrastive function was discussed. It was concluded that sound omissions serve a linguistic function and should be examined when making decisions concerning an individual's sound system.
Evoked Auditory Brainstem Responses In Pre-Term Neonates
Authors: Martin William Hal
Published: December 2008

Computer averaging can be used in recording low amplitude, far-field reflections of electrical activity in stimulated auditory pathways ascending the brainstem in man. These evoked responses were recorded from pre-term neonates in the Neonatal Intensive Care Unit at Orange County Medical Center. Recordings were made while the infants were in environmentally-regulated isolettes with the use of conventional EEG electrodes. Clicks at 65, 45, and 25 dB SL (re: normal hearing adults) were applied via a headphone. Seven components were found within the first 15 msec following stimulation. Latency (msec) and amplitude (nanovolts) were measured and compiled with the individual infant's estimated gestational age. Results from clinically normal and abnormal patients were grouped separately, and brainstem pathology reports were evaluated on patients which expired. Responses from normal subjects decreased in latency with maturation. Amplitudes and latencies in abnormal patients deviated from the established normal pattern. Auditory evoked responses are quantitative measures which can be useful in estimating gestational age and hearing integrity, and determining the neurological status of brainstem structures in the auditory pathway.
Influence Of Vocabulary Training On Speech-Sound Discrimination Test Results
Authors: Goldman Ronald , Harris Gail
Published: December 2008

A standardized test of auditory discrimination was administered on two occasions to two groups of equated children. The test procedure recommended in the manual was utilized on both occasions in testing the control group and for the first session administered to the experimental group. The experimental group, however, received formal picture-word association of training consisting of all items appearing in the test prior to the second test administration. Results indicated a significant reduction in errors on the second test administration for the experimental group while the control group failed to demonstrate a significant decrease.
Dichotic Listening: Ear Preference In Children With Articulation Defects
Authors: Alvord David L. , Potter Robert E. , Schneiderman Carl R.
Published: December 2008

A specific parameter of hemispheric lateralization, utilizing dichotically presented CVC words, was studied in 19 articulatory impaired children and 19 children without speech problems. The subjects were selected from grades K through 2nd. Recall by ear preference assessed for both groups indicated a right ear preference. Selected distinctive features of consonants were also equally perceived by both groups. The results of this investigation, revealing that children with articulation problems do not differ from their normal speaking counterparts with respect to ear preference for phonetic stimuli, do not support previous findings.
A Cognitive-Social Approach For Assessment Of Early Nonverbal Communicative Behavior
Authors: Dunst Carl J.
Published: December 2008

A prototypic model of nonverbal communication development derived from the philosophy of Austin (1962) and the psychology of Piaget (1952, 1954, 1962) is presented. The model is used as a structural framework for formulating a strategy for assessment of early nonverbal communicative behavior. A developmental-ethological perspective of assessment is advanced. The assessment model specifies: (a) the parameters of communication development, (b) the sequential patterns of the acquisition of nonverbal communicative acts, and (c) the conditions under which assessment might best occur.
Oral Rote Sequencing Abilities of Kindergarten and Fourth-Grade Students
Authors: Wilson Nancy , Rupp Ralph R.
Published: December 2008

A population of 300 Kindergarteners and fourth graders were asked to perform a series of rote sequencing language tasks which included naming the days of the week, the months of the year, saying the alphabet and counting. The subjects were also asked to name as many colors as they could. Provisional norms for the performance on these tasks were proposed from the data. The data suggest no difference in performance between the sexes in either grade population. Marked improvement in rote sequencing abilities appeared for all tasks between the two grade levels except for naming colors.
The Use of Objects and Pictures as Language Stimuli: Influence On Response Complexity
Authors: Beal Laura , Potter Robert E.
Published: December 2008

The influence of object and picture stimuli on the language production of second-grade subjects was investigated. The subjects were presented object or pictorial stimuli and asked to respond to open-ended questions about them. The complexity of the language production was evaluated on the following measures: total words used, total words used in each category, mean length of response, and total sentences used. Statistical anallyses revealed that the object group produced a significantly greater number of total sentences. In addition, type-token ratios and Pearson-r values are reported for each word category studied. Implications for further research and suggestions for the practicing speech-language pathologist are also provided.
Levels of Visual Abstraction and the Assessment of Language Comprehension in Trainable Mentally Retarded Children
Authors: Woznak Diana , Lasky Elaine Z.
Published: December 2008

Assessing language comprehension is critical for developing intervention programs for children who are mentally retarded. Since children's visual perceptual development affects how they attend to, interpret, and respond to stimuli, their performance may be affected by varying the stimuli. More concrete, more redundant stimuli may alter the performance.

In this study, language comprehension performance scores of each TMR child improved in response to more concrete co/or photographs as compared to more abstract line drawings. Implications for diagnosis and intervention are discussed.
Selection of a Core Lexicon for Use With Graphic Communicative Systems
Authors: Wilson Kathleen D.
Published: December 2008

Non-speech communicative systems are becoming a more frequently used form of alternative communication. If these systems are to be used effectively, their implementation must be carefully planned starting with the selection of the core lexicon. Guidelines in selecting this core lexicon should draw from information concerning normal language acquisition, the individual and his environment, and from the system involved. A discussion of Bliss and Rebus Symbols and these guidelines aresults in a fifty-item core lexicon.
A Study of the Clarification Strategies of Mentally Retarded Children
Authors: Dacey Deborah A. , Kretschmer Richard R.
Published: December 2008

This study was designed to investigate the use of conversational strategies by metally retarded children in response to a situation of communication failure. Responses to clarification resquest during spontaneous conversation showed that regardless of language stage, revision of the original utterance was the primary strategy used, rather than repetition or response. Subcategories of revision were expanded to include revision in manner of production, constituent revision, and topic revision. There was a significant increase in the use of revisions across language stages, but no revision subcategory group was used significantly more often than the others.
Sex Stereotypes in Language Intervention Materials for Children
Authors: Boyce Nancy L. , Larson Vicki Lord , Steiner Sylvia
Published: December 2008

The two major purposes of the current study were: (1) to develop a procedure for use in analyzing the extent to which sex-stereotyping is present in language intervention materials, and (2) to utilize this analytic procedure to measure the amount of sex-stereotyping in ten sets of materials frequently employed in the management of language disordered children. Twenty judges rated 243 common activities and situations on a seven-point masculinity-femininity scale. The mean ratings of the judges were then utilized in analyzing the language intervention materials. Evidence of sex-stereotyping was found, including underrepresentation of females and depiction of both males and females in roles reflecting traditional sex-stereotyping. Some sets of materials displayed more sex-stereotyping than others. Ways in which speech-language pathologists might reduce the influence of sex-stereotyping in materials are discussed.
Auditory, Visual, and Auditory-Visual Language Learning by Deaf Students
Authors: Bendet Roslyn M. , Hammermeister Frieda K.
Published: December 2008

Fifty-two deaf students were the subjects in an investigation examining the differential effects of auditory, visual (lipreading), and auditory-visual teaching modes on the recognition of spoken and written sentences. Spoken sentences representing six syntactic structures were taught to the students through one of the three teaching modes. Subjects who were taught using the visual or auditory-visual modes made significantly fewer errors during a training program than subjects who were taught using the auditory mode. After receiving additional practice in using written sentences and pictures, all subjects achieved significantly higher post-test scores on an adapted version of the Northwestern Syntax Screening Test. Implications for teaching are discussed.
Some Phonological Acquisition Strategies Used by Two-Year-Olds
Authors: Dyson Alice T. , Paden Elaine P.
Published: December 2008

Forty normal two-year-olds, seen at three-week intervals over a seven-month period, were observed to reduce their usage of three phonological processes: Fronting of velars, Stopping, and Final consonant de letion, to less than 10 percent of the possible occurrences. Their use of Gliding and Cluster reduction, which initially were more prevalent, also diminished but these processes still remain frequent. Use of all five processes varied in occurrence among classes of phonemes and in different phonetic environments. While some ordering of strategies could be identified in the progress toward suppression of the processes, there was a considerable amount of vacillation among strategies. Some generalizations can be drawn about the acquisition of phonemes and the use of processes by these young children.
Phonological Analysis of Cerebral Palsied Children's Utterances
Authors: McMahon Kelley , Hodson Barbara , Allen Elizabeth
Published: December 2008

Spontaneous object-naming responses of ten four- to six-year-old children with spastic cerebral palsy were analyzed phonologically. Results indicated that Liquid deviations were prevalent in their utterances and that percentage-of-occurrence means were higher for / | / deviations than for /r, θ/ deviations. Omissions were noted to be relatively infrequent in their speech except in consonant clusters. Lateralization and Postvocalic devoicing were the most prevalent miscellaneous error patterns. The purpose of this study was to provide preliminary baseline information about phonological systems of a group of children with cerebral palsy that ultimately would serve as a basis for formulating and testing clinical hypotheses that incorporate phonological principles in remediation planning.
Selection Criteria for Developing Therapy Goals
Authors: Edwards Mary Louise
Published: December 2008

Although phonological analysis of disordered speech has become very common since the late 1970s, relatively little has been written about how to use the results of a phonological analysis in planning remediation, particularly in selecting therapy targets. This paper is an attempt to fill part of that gap. After a brief review of suggestions made in the published phonological assessment procedures, several criteria for selecting target processes are presented. Next, there is a discussion of criteria to be used in selecting target sounds. In addition, some
An Analysis of Articulation and Language Discourse Patterns
Authors: Ripich Danielle N. , Hambrecht Georgia , Panagos John M. , Prelock Patricia
Published: December 2008

Six public school speech-language pathologists interacted with second-graders under two conditions: articulation and language intervention. A ten-minute segment from each of 12 therapy sessions was recorded, transcribed, segmented, coded, quantitatively and qualitatively analyzed using several discourse features. Discourse patterns during both conditions resembled the tutorial discourse pattern. However, language remediation utterances were longer and more natural than those of articulation sessions. All transcripts contained patterns of discourse consistent with tutorial interaction styles: clinicians made requests, evaluated children's remarks, and controlled the topic; children produced responses and statements in large numbers.
Planning Goals for Intervention: Can a Language Test Serve as an Alternative to a Language Sample?
Authors: Blau Andrea , Lahey Margaret , Oleksiuk-Velez Andriana
Published: December 2008

A comparison was made between imitated responses to Carrow's Elicited Language Inventory (CELI) and the spontaneous speech of ten language impaired children (LI). Responses to the CELI and selected utterances from the sample of spontaneous speech were analyzed in a manner similar to the procedure outlined by Carrow (1974a). While there was a high correlation between the proportion of errors on each task, there was also a significant difference between these proportions. All of the LI children had a lower mean proportion of errors on the language sample than on the CELI and discrepancies between the two were greater for the younger children with the lower mean length of utterances. Goals of intervention derived from the two sets of data also indicated differences. Three factors may have accounted for the discrepant scores-differences in lexical items, differences in the structural complexity of the sentences, and differences in the requirements of the two tasks. It is suggested that while standardized elicitation tasks, such as the CELI, serve to identify children with language impairments they may not be as useful as data from free speech samples for determining goals of intervention.
The Occurrence of Echolalia in Three Year Olds' Responses to Various Question Types
Authors: Mcglone-Dorrian Danielle , Potter Robert E.
Published: December 2008

After listening to three stories (accompanied by visual stimulus), 13 normally developing three-year-olds were asked a series of "wh," "yes/no," and motoric questions presented in both the active and passive form. Responses were analyzed to determine if some question types elicited more echolalia than others. Of the 780 responses, only 29 (3.8%) were defined as echolalic. Results are discussed in terms of relationships with the development of question answering skills, pathological echolalia and other question type variables.
Use of Microcomputers for the Remediation of Learning Problems in Children with Communication Disorders
Authors: Graham Lesley P.
Published: December 2008

This paper discusses ten educational uses for the microcomputer in acquisition and maintenance of learning with communication disordered children. Specific needs of communication and communication related disorderd learners are presented. Language arts, reading, and math as academic areas are viewed for remediation using,in part, microcomputer assistance. Futher hardware improvement,perjipheral expansion and courseware appropriate to learner needs are supported afs areas for future development.
Earphone Training
Authors: Waryas Paul A.
Published: December 2008

Audiometric testing of young or difficult-to-test children is often hampered by their unwillingness to wear earphones, even for brief periods of time. A variety of alternative hearing testing methodologies exist, but they do not provide results equivalent to those of behavioral procedures. A procedure is described, utilizing operant conditioning principles, for shaping earphone wearing in block-dropping "play audiometry," utilizing vibrotactile stimulation as the first step.
Masking Level Difference Response Norms From Learning Disabled Individuals
Authors: Waryas Paul A. , Battin R. Ray
Published: December 2008

Masking Level Difference (MLD) testing has become an important addition to clinical audiology test batteries. Although data are available relating the MLD to a variety of pathological conditions, little information exists dealing with learning disabled individuals. This study presents normative MLD data for a population of 90 learning disabled individuals. Implications for the auditory assessment of the Learning Disabled as well as for the establishment of "local" MLD norms are discussed.
An Interdisciplinary Approach to the Identification and Assessment of Auditory Processing Disorders
Authors: Keith Robert W. , Stromberg Eleanor
Published: December 2008

The identification and assessment of children with possible auditory disorders present the speech language pathologist with a set of problems that are quite familiar. The problems revolve around a set of decisions regarding what testing is necessary, what is "merely" interesting, and what testing may lead to new information. Certain testing is required in order to rule out or document that a problem exists, to determine, the type and magnitude of the problem, and to establish a meaningful basis for recommending intervention. Other test approaches may be interesting and lead to a better understanding of the child's problem, although they may not be critical to the determination of remediation approaches. And finally, some test approaches may lead to unexpected new in formation about the child. The purpose of this articles is to provide specific information about the authors views of the interdisciplinary team approach to this problem. Each of the members of this team has a different responsability in the identification, assessment and remediation of children with auditory processing disorders. We will try to define those roles in this article.
Auditory Training for Children With Processing Disorders
Authors: Katz Jack , Cohen Carolyn F.
Published: December 2008

It is not surprisingly that most books and articles dealing with Central Auditory Processing (CAP) disorders place heavy emphasis on the diagnosis of the problem and its associated disabilities, with little mention of habilitation. In the natural course of events it is first necessary to know that a problem exists, what its impact may be, and how it can be identified before venturing to remediate it. To date, considerable research and clinical effort has been expended to better understand the problems and to identify the children who are impaired. A wide variety of procedures has also been used to measure CAP disabilites. It would follow that emphasis should now be directed toward what can be done to improve a child's ability to perform at school and home whne auditory difficulties are uncovered.
The Language of Language Disability
Authors: Conant Susan
Published: December 2008

It is ironic that in an era of enthusiasm for researching and facilitating social appropriateness in children's language use, we who conduct this research and intervention use and accept terms offensive to disabled people. The demeaning connotations of defective and deficient; the objectionable use of nouns that identify children rather than their language exlusively in terms of disability (e.g., "deviant language users"); and the irrelevant global negative judgment implicit in the use of normal as a contrast term are discussed. The paper suggests ways to avoid these biases and argues that to retain current uses of objectionable terms is to offend potential readers, to risk self-contradiction, and to face public embarrassment.
Causes of Velopharyngeal Incompetence
Authors: Kuehn David P.
Published: December 2008

VPI is a structural or functional aberration of the velum, pharynx, or both that underlies an accompanying speech problem. The onset of VPI may occur anytime during an individual's life but is most prevalent in children between the ages of about 2 through 5 and is typically a sequela of cleft palate. The cleft is usually overt and repaired surgically during infancy but may be a submucous cleft palate in which surgical repair generally occurs later in life. VPI sometimes also accompanies a pharyngeal deficit, particularly a deep pharynx. Other important causes of VPI include various neurologic disorders and hearing loss, although the latter may be qualitatively different from the VPI attributable to other sources. This report is a discussion of these etiologies.
Effects of Velopharyngeal Incompetence on Speech
Authors: Trost-Cardamone Judith E.
Published: December 2008

This article begins with a presentation of the author's classification of velopharyngeal disorders. The taxonomy uses the term velopharyngeal inadequacy as generic to all varieties of velopharyngeal function impairments and the classification distinguishes between those impairments of structural etiology (the insufficiencies) and those of primary neuromotor origin (the incompetencies). This introductory material is followed by a discussion of the speech consequences of velopharyngeal inadequacy which includes an indepth presentation of compensatory articulation types and error patterns, and offers pertinent diagnostic guidelines for their assessment. The article concludes with a discussion of the effects of velopharyngeal insufficiency on speech sound learning with specific reference to the type and timing of initial palatoplasty and the role of early speech intervention.
Evaluating Velopharyngeal Incompetence
Authors: Shprintzen Robert J.
Published: December 2008

Numerous procedures and techniques for the treatment of velopharyngeal insufficiency (VPI) have been suggested over the past century, and the development of new procedures continues unabated. The emphasis on the success or failure in treatment has been the relative merits of each of these procedures, whether they be surgical, prosthetic, or therapeutic. It is more appropriate to place the emphasis on the indications for those procedures so that success or failure is dependent upon adequate diagnosis. The purpose of this article is to discuss what constitutes state-of-the-art in the diagnosis of VPI and how the results of this diagnosis affects treatment planning.
Physical Management of Velopharyngeal Incompetence
Authors: Argamaso Ravelo V.
Published: December 2008

The pharyngeal flap is the most popular surgical treatment for velopharyngeal incompetence following cleft palate repair. Presented in this article is an approach which matches the width of the pharyngeal flap to the velopharyngeal gap. Results of 120 cases treated by this method are presented.
Therapeutic Management of Speech Disorders Associated With Velopharyngeal Incompetence
Authors: Coston Gale Norman
Published: December 2008

There are numerous controversies related to management of speech disorders in clients presenting velopharyngeal incompetence. Several issues are discussed in developing a rationale for the treatment protocol described in this article. Presented in the protocol are seven conditions under which treatment may vary. Techniques for management in each condition are described.
Facilitating Mother-Infant Communicative Interaction in Mothers of High-risk Infants
Authors: Klein M. Diane , Briggs Margaret H.
Published: December 2008

There is increasing application of research in the area of mother-infant interaction, and interest in "social interaction" approaches to early language intervention. This article describes a high-risk infant program which is designed to facilitate mothers' use of positive communicative interaction strategies. The various components of the Mother-Infant Communication Project (MICP) model are described, as are the specific communicative strategies targeted by the program, and the intervention techniques which are utilized.
Approaches Used to Assess Phonemic Awareness: There is More to an Elephant Than Meets the Eye
Authors: Chabon Shelly S. , Prelock Patty A.
Published: December 2008

This article addresses theoretical issues and possible problems related to the assessment of phonemic awareness. The authors present a definition of phonemic awareness and consider its clinical significance in the acquisition and self-regulation of verbal and written language. The skills involved in assessment, the task procedures used and the response requirements made in current measures of phonemic awareness are identified and discussed. Included is an examination of several commercially available tests as well as tasks used in research studies. The authors caution researchers and practitioners about formulating broad interpretations of what children know about sounds given the variations in descriptions, developmental expectations and functions of phonemic awareness.
A Study of Conservation Abilities Between Hearing-Impaired and Normal Hearing Students in Taiwan
Authors: Bey Lih Chang  , Gonzales B. Robert
Published: December 2008

This study was designed to compare the conservation abilities between eighty hearing-impaired students and eighty hearing students ages 9 to 12 in Taiwan, the Republic of China. The hearing-impaired subjects were prelingually and profoundly deaf without any other significant handicaps. They had hearing parents. The conservation tasks involved number, liquid, weight, and volume. A significant difference in conservation ability was found between hearing-impaired and hearing students at all age levels, in support of hearing students. Within the hearing-impaired group, there was no significant difference in conservation ability between any two age levels. Therefore, for hearing-impaired students, age is not a function of conservation ability during the years of 9 to 12. But within the hearing groups, it was found that 12-year-old students performed significantly better when compared to other age groups.
The Role of SLPs in Literacy Learning
Authors: Dudley-Marling Curt
Published: December 2008

Literate classrooms immerse students in language, providing them with frequent opportunities to read, write, speak, and listen for a variety of purposes. Language-rich classrooms provide students with a variety of language experiences which encourage the development of literacy and oral language and also enable students to use their language to support their learning. When SLPs collaborate with classroom teachers to develop language-rich environments in the classroom, they increase the likelihood that the goals of therapy will be supported throughout the school day.
Language: Creating a Literate Environment for Reading and Writing Development
Authors: Stewart Sharon Rowe
Published: December 2008

This paper provides speech-language pathologists with information they can use to assist general and special education teachers of kindergarten and primary level students in creating a literate environment for reading and writing instruction. Included is a discussion of those aspects of the preschooler's rich literate environment which promote reading and writing development and specific suggestions for teacher modeling for organizing and managing the classroom, and for providing a range of meaningful reading and writing opportunities. Instruction which incorporates these suggestions is intended to extend and refine children's written language skills acquired prior to school and to provide a transition from the informal instruction offered in the home environment to the formal instruction found in the schools.
Alternative To Failure : A Junior High School Language Development-Based Curriculum
Authors: Despain A. Dale , Simon Charlann S.
Published: December 2008

Concurrently in their developmental history, youngsters have to cope with the hormonal shocks of early adolescence and the shift from six years of sheltered neighborhood school experiences to the more impersonalized context of middle school. The accelerated pace and increased verbal demands of this new educational context can propel marginal students to their level of incompetence. This article describes the first three years of a pilot program that identifies at-risk sixth graders prior to junior high entrance. On the basis of data from the annual achievement test, a communication screening and sixth-grade teacher referral, students are placed in smaller sections of junior high school science, social studies and English. Teachers in these sections incorporate the development of communication and study skills into course content. Using "effective schools" research, learning strategy instruction, and principles of collaborative consultation, a cohesive program has been designed that presents challenges without pressure. The result has been increased attendance, decreased detention and retention, and the accumulation of student skills required for success in high school.
Meeting Classroom Needs of Language Disordered Students in Middle and Junior High Schools: A Program Model
Authors: Comkowycz Sharon M. , Ehren Barbara J. , Hayes Norma H.
Published: December 2008

In the area of childhood communication disorders, one of the most neglected areas is adolescent language disorders. While increasing attention is being directed toward adolescents in the literature, design of appropriate service delivery models in schools is still in its infancy. This article documents the need for language intervention programs for adolescents, especially as the need relates to classroom success. A delivery model presently in operation in the Polk County Schools (Floriola) is described. The emphasis of the model is on integration of language intervention within the middle or junior high school curriculum.
The Challenge of Educational Coalescence : Teaching Nonmainstream English-Speaking Students
Authors: Harris-Wright Kelli
Published: December 2008

Academic difficulties are experienced by nonmainstream English-speaking students when their linguistic knowledge and use are at odds with the required linquistic code of school. Bidialectal instruction is a way to help these students develop maninstream English-speaking skills for greater academic achievement while not eradicating their nonmainstream English skills. The rationale for one school system's bidialectal instruction model is presented along with a description of program content and its success rate.
Evaluating the State-Ofthe-Art in Deaf Education: the Commission On Education of the Deaf
Authors: Tiktin Kenneth B.
Published: December 2008

This article provides professionals in the field of communication disorders with both an historical overview of those events which led to establishing a Commission on Education of the Deaf as well as the recommendations that were stated by a thirteen member "blue ribbon"panel. Although the results of the Cammission's recommendations have yet to be developed and implemented into an acceptable plan for improvement, recent protests at Gallaudet University paired with regional meetings concerning the recommendations have rendered eager anticipation and hope of innovation in the field among professionals.
A Longitudinal Report of a Phonologically Disordered Child
Authors: Jimenez Beatrice C . , Brasseur Judith A.
Published: December 2008

This article describes the characteristics and changes that occurred in a phonologically disordered child's sound system over a six year, nine month period. Initially, she exhibited a restricted phonetic repertoire, and her productions were primarily vowels in one- to six-syllable utterances. As she began to acquire consonants, atypical substitutions were used. A shift to common substitutions and subsequent development of consonants still did not result in intelligible speech. Inappropriate use of some suprasegmental features characterize the child's current problems. Some explanations to account for the changes are discussed.
A Mother's Language to Her Twins: One Child Down Syndrome and One Child With Normal Development
Authors: Garrard Kay R.
Published: December 2008

This paper presents a comparison of a mother's language to her Down syndrome child and his normally developing twin, age 2 years, 9 months old. When interacting with the Down syndrome twin, the mother changed her language in the following ways: (1) shorter MLU, (2) greater TTR, (3) more confirmations, (4) more verbal directives, (5) fewer leading wh; yes-no, and true questions, and (6) more directive questions. The differences in the mother's language are discussed in terms of their appropriateness for the delayed child's developmental level.
Graphic Symbol and Speech Training of Young Children With Down Syndrome: Some Preliminary Findings
Authors: Pecyna Rhyner Paula M.
Published: December 2008

This study examined the effects of five treatment conditions on the abilities of 11 preschool children with Down Syndrome to learn and use five new words/graphic symbols (Rebus or modified Bliss symbols). Treatment conditions included Speech and Language Training Only, Nonspeech Communication Training Only (Rebus or Bliss) and Speech and Language Training Combined with Nonspeech Communication Training (Rebus or Bliss). Subjects were seen for 12 individual sessions, the focus of which was training comprehension and spontaneous expressive use of the wordsl symbols. Pre- and post-treatment measures were obtained for training and nontraining words on the comprehension and expression tasks. Although no significant overall treatment effect was found for either task when pre-and post-treatment comparisons were made, there was a significant increase in comprehension scores for the subjects as a group. Analyses of the data from the treatment sessions revealed a significant decrease in the number of prompts required for expressive use of the wordl/symbols for subjects in the Speech and Language Training Combined with Nonspeech Communication Training conditions. Further, subjects'scores for some dependent measures significantly correlated with their developmental ages and levels of communicative functioning. Results suggest that incorporation of graphic symbols into the language intervention program may facilitate language acquisition in a young child with Down Syndrome, provided the tasks and procedures are appropriate to the child's developmental age and level of communicative functioning.
Traditional Articulation Measures of Down Syndrome Speakers, Ages 13-22
Authors: Sommers Ronald K. , Reinhart Rae W. , Sistrunk Debra A.
Published: December 2008

Traditional analyses at the level of the phoneme were performed on data gathered on two groups of children having Down syndrome, ages 13-17 and 15-22. Their performances on 26 consonants were compared by type of phonemic errors, errors seen in normal children at comparable mental age levels and relative performances when errors were identified in connected speech, imitative word naming or spontaneous picture naming. Results indicated patterns of delayed and deviant articulatory performances in both groups, particularly in connected speech. The total number of errors in connected speech samples was greater for the older subjects who had received little or no speech-language training than the younger group subjects.
Topic Management in the Discourse of Normal and Language-Impaired Children
Authors: Mentis Michelle
Published: December 2008

Discourse topic represents an essential level of organization in discourse. The role that topic plays in the establishment of discourse coherence is discussed and a model for the assessment of topic in presented. In relation to the model, prerequisite skills for effective topic management and normal developmental patterns are discussed The manner in which topic management can be disrupted in the discourse of children with specific language impairment is described and profiles of disrupted topic management are presented. For assessment purposes a range of parameters of topic and subtopic introduction and maintenance are delineated and described.
Literacy and Language Development Within Microcomputer-Videodisc-Assisted Interactive Contexts
Authors: Prinz Philip M.
Published: December 2008

During the past decade developmental psycholinguists focused primary attention on the social and interpersonal aspects of children's language. This line of research parallels the recent emphasis on pragmatics and discourse analysis. Some preliminary studies have been conducted on the interactive contexts in which language is learned and on the role of adult input language in the child's communicative development. This article addresses the effects of one type of discourse adjustment —"recasting"— within the context of microcomputer-videodisc-assisted interaention for deaf children acquiring spoken, written, and/or signed language. Theoretical and applied issues related to language, literacy, and discourse development are discussed.
Children's Perception of Roles in Intervention
Authors: Ripich Danielle N.
Published: December 2008

Sixteen children enrolled in school intervention for articulation disorders were interviewed regarding their view of the roles of speech-language pathologists, teachers, and children both in classroom and intervention settings. In addition, sixteen school speech-language pathologists were interviewed and asked to predict how the children would respond to the questions. Results indicated that children have well demarcated role differences and are highly consistent in their perspectives of role related behaviors. The children interviewed generally see speech-language pathologists as helping them, and teachers as making them do things. They see themselves as being asked to say things in intervention and be quiet and do work in class. Speech-language pathologists' predictions differed significantly from the children's responses with the exception of the role of the child in intervention. All subjects appeared to see the speech-language pathologist and the teacher as possessing authority and control over the learning context.