bluuebunny/crossref_metadata_2025 huggingface dataset:
Academic and Social Status of Hearing, Deaf, and Hard of Hearing Students Participating in a Co-enrolled Classroom
Authors: McCain Kathleen G. , Antia Shirin D.
Published: May 2008

The researchers examined the communication participation, academic achievement, and social behavior of five Deaf or Hard-of-Hearing (DHH) students, five DHH students with additional disabilities (DHH-D), and 18 nondisabled, hearing peers in a co-enrolled, Grade 3-4-5 combination classroom. DHH students were not significantly different from their hearing peers in communication participation and social behavior. Differences did exist in academic achievement, but DHH students made steady academic progress over 3 years. DHH-D students were significantly different from their hearing peers, but not from their DHH peers in all areas. The finding adds to the data indicating that co-enrollment is a possible model of inclusion for DHH students and also provides initial data about the functioning of DHH-D students.
Teachers' Perceptions About Minimal Hearing Loss
Authors: McCormick Richburg Cynthia , Goldberg Lynette R.
Published: May 2008

A 25-item survey was administered to 45 teachers to identify what they knew about Minimal Hearing Loss (MHL) and to verify or refute five possible misperceptions reported earlier by Goldberg and McCormick Richburg (2004). Results support the importance of an educational audiologist on the service delivery team to help teachers understand the ramifications of MHL and assist in meeting the educational and psychosocial needs of students with this type of loss. Results also suggest areas for in-service education for classroom teachers, especially regarding the issue of preferential seating.
Emotional/Behavioral Disorders
Authors: Hill John W. , Coufal Kathy L.
Published: May 2008

A language-based social skills instruction intervention used to prepare middle and high school students with emotional/behavioral disorders for return to less restrictive public school placements was evaluated. The daily 50-minute intervention focused on repetitive readings, recitations, and role-playing of skill step procedures until students achieved mastery on each required task in five broad dimensions: peer relations, self-management, academic, compliance, and assertion. The students were divided into three groups according to the length of intervention (under 2 years, 2 to 3 years, and more than 3 years). Dependent t tests were used to test the effects of prolonged intervention on past year and final year disruptive behavior totals and response to a self-control question for students in each group. In addition, a chi-square was used to evaluate the frequency of students with four or fewer disruptive behaviors across groups to determine progress toward unsupervised transition. Implications for social skills intervention and communication disorders practice are discussed.
Family-Centered Intervention and Satisfaction With AAC Device Training
Authors: Starble Amy , Hutchins Tiffany , Favro Mary Alice , Prelock Patricia , Bitner Brooke
Published: May 2008

The purpose of this article is to describe a family-centered collaborative approach for developing and implementing augmentative and alternative communication (AAC) device training for one family. Family-centered training emphasized collaboration with the primary investigator and focused on needs assessment, the identification of priority communicative contexts, AAC device implementation, and communication partner training. Responses to a questionnaire to assess satisfaction at posttraining revealed high degrees of satisfaction for most dimensions (e.g., expertise and sensitivity of the trainer, relevance and appropriateness of the training). Other dimensions (e.g., family's comfort when using the AAC device), by comparison, were associated with less satisfaction, which provides important information to guide further intervention efforts. Clinical implications, directions for future research, and the importance of a family-centered approach to practice are discussed.
Effects of Accent and Age on the Transcription of Medically Related Utterances
Authors: Burda Angela N. , Casey Anna M. , Foster Tonya R. , Pilkington Anne K. , Reppe Emily A.
Published: May 2008

This pilot study investigated the effect speaker language and participant age had on the transcription of medically related utterances. Utterances were produced by native and nonnative English speakers. Sixty adults across three age groups participated. Measures of total number of words correct indicated participants had significantly higher scores on items produced by the native English speaker compared to the nonnative English speakers. Young adults had statistically significant higher scores compared to the other age groups. Findings from this study indicate that the presence of an accent and the age of the listener may affect accurate transcription of medically related utterances.
Education of Speech—Language Pathologists in the United Kingdom
Authors: Montgomery Judy K.
Published: May 2008

The education of speech—language pathologists (SLPs) in the United Kingdom and Ireland has many parallels with the university programs in the United States. A comparison of the two also reveals several differences. I know several SLPs who have moved to Ireland to assume excellent positions; furthermore, I recently met three other professionals who have relocated from Ireland to California to work in the schools and hospitals there. Thus, it is important to understand educational programs beyond our borders. This interview with Sister Marie de Monfort Supple of Trinity College, Dublin, Ireland, provides such an opportunity. I met Sister Marie in 1995 at the International Association of Logopedics and Phonetrics (IALP) Conference in Cairo, Egypt. She has been a dynamic international leader in speech—language pathology issues for several decades and is often present at ASHA conferences. I have visited Trinity College twice and hold my colleagues there in high esteem. In this interview, Sister Marie offers a thoughtful review of the educational process in the UK and Ireland.
Early Literacy Instruction in a Dual-Language (Spanish—English) Kindergarten
Authors: Culatta Barbara , Reese Maren , Setzer Lee Ann
Published: May 2008

This study determined the effectiveness of an early literacy program that embeds skills-based instruction into meaningful contexts, documented children's engagement in the instruction, and obtained insights into how language of origin (Spanish or English) influences performance in instruction in two languages. The program, Systematic and Engaging Early Literacy Instruction (SEEL), is a meaning-based approach that highlights literacy targets in hands-on and interactive activities. Researchers monitored the progress of children participating in dual-language Spanish—English classrooms and compared performance of classrooms where instruction was applied to different skills at different times (first or second 6-week block of instruction). ANCOVAs were conducted with time of assessment (Posttest 1 and Posttest 2) and class (alliteration first versus rhyme first) as independent variables, mean raw score for each of the tasks (rhyme, alliteration, blending, and word recognition) as dependent variables, and entering performance on each measure as the covariate. Assessment of children who were native speakers of both Spanish and English showed significant time effects, reflecting progress in acquiring early literacy skills. English-speaking children demonstrated significant Time × Class effects for alliteration and rhyming. The ANCOVA analysis for Spanish-speaking children's data resulted in a significant Time × Class interaction for syllable alliteration, indicating that performance gains were related to the presence of instruction. In addition, observation of children's performance demonstrated developmental progression in attaining the targeted literacy skills, revealed high levels of engagement in instruction, and gave insights into the role played by language of instruction in the learning process.
Active Learning Through Service-Learning
Authors: Goldberg Lynette R. , McCormick Richburg Cynthia , Wood Lisa A.
Published: May 2008

Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active engagement in learning facilitates thinking critically, questioning assumptions, considering varying perspectives, and appreciating the civic purpose of their profession. This article describes three SL applications, in dysphagia, educational audiology, and augmentative and alternative communication. We explain the rationale for each, along with ways in which to measure the effects of SL on student learning.
Use of Journal Writing in the Assessment of CSD Students' Learning About Diversity
Authors: Chabon Shelly S. , Lee-Wilkerson Dorian
Published: May 2008

This article describes the first stage of a multistep project that examined whether and to what degree journal writing provides information about students' achievement of desired learning outcomes in diversity training. Participants were 18 communication sciences and disorders graduate students enrolled in a 2-course, interinstitutional, Web-based instructional sequence derived from experiential learning models. Examples of written reflections from student journals used in the first course illustrate how students applied course materials to their personal and professional experiences. Results suggest that journaling is a viable approach to assessment and that the content and level of reflection in student journals may provide evidence relative to specific learning outcomes and levels of achievement.
Instruction in Professional Issues Using a Cooperative Learning, Case Study Approach
Authors: Stewart Sharon R. , Gonzalez Lori S.
Published: May 2008

This article describes a cooperative learning approach for instructing communication disorders students about professional issues. We developed case studies characteristic of the complex professional issues encountered in employment settings. We assigned students to cooperative learning groups to examine their assigned case study; collect and learn about policies and documents impacting professional practice; select, analyze, and synthesize materials to take an ethical and defensible position on the issue; and prepare and present their position orally and in writing. Evaluations of the approach indicated that students met the instructional objectives for the activity. This article presents implications and suggestions for future use of the approach.
Teaching Research Methods in Communication Disorders
Authors: Greenwald Margaret L.
Published: May 2008

A critical professional issue in speech—language pathology and audiology is the current shortage of researchers. In this context, the most effective methods for training graduate students in research must be identified and implemented. This article describes a problem-based approach to teaching research methods. In this approach, the instructor poses complex clinical problems and students work cooperatively to define relevant questions, evaluate resources, and find solutions. Students develop understanding of experimental designs through problem solving and descriptions of their clinical research designs in group discussions or class debates. Through research training based on clinical problems, students learn to integrate clinical questions with research questions and to link the dual professional roles of clinician and researcher.
Use of the Communication Development Subtest of the DAYC as a Teacher-Administered Language-Screening Instrument
Authors: Andersson Luanne
Published: May 2008

Teachers administered the Communication Development subtest of the Developmental Assessment of Young Children (DAYC-CD) to 24 children attending Head Start to examine the usefulness of the instrument as a teacher-administered language-screening instrument. Teachers administered the test by observing the children in the classroom. Test results for each child were compared to existing diagnoses to determine diagnostic accuracy of the DAYC-CD using 2 cutoff scores. The empirically selected cutoff score of 90 provided excellent sensitivity by design; specificity was fair. The preestablished cutoff score of 82 resulted in unacceptably low sensitivity but excellent specificity. Results were mixed for 3 children whose language development was of concern but who were not currently enrolled in language therapy. The DAYC-CD shows promise as a teacher-administered language-screening instrument.
Development of a Metalinguistic Skill
Authors: Cairns Helen Smith , Schlisselberg Gloria , Waltzman Dava , McDaniel Dana
Published: May 2008

Seventy-seven 4-, 5-, and 6-year-old children were presented with well-formed and ill-formed versions of 10 different sentence types. They were asked to judge the grammaticality of the sentences and correct the ill-formed ones. The sentences were presented in an interview format, developed by McDaniel and Cairns (1990, 1996). Both grammaticality judgment and correction ability improved with age. It is argued that the ability to make grammaticality judgments and to correct ill-formed sentences reflects the child's developing ability to access syntactic knowledge consciously and to employ that knowledge in the processing of sentences.
A Case Study of a Collaborative Speech—Language Pathologist
Authors: Ritzman Mitzi J. , Sanger Dixie , Coufal Kathy L.
Published: May 2008

This study explored how a school-based speech—language pathologist implemented a classroom-based service delivery model that focused on collaborative practices in classroom settings. The study used ethnographic observations and interviews with 1 speech—language pathologist to provide insights into how she implemented collaborative consultation and classroom-based intervention service delivery models. Five themes emerged: service delivery, curriculum-based intervention, scheduling, collaboration, and advocacy. Though the participant implemented a full range of service delivery models, findings provide helpful ideas for others implementing inclusive and collaborative practices in classroom settings.
State-Controlled Licensure and Interstate Mobility
Authors: Taylor Carmen L.
Published: May 2008

State licensure laws in speech—language pathology and audiology vary from state to state. Natural disaster displacements as well as trends in job mobility have increased the need for licensees to be able to have more fluidity in practicing from 1 state to another. Additionally, literature reviews on the history of professional licensure regulations raise questions as to the functionality of the approach taken in states. This study evaluated specific temporary and courtesy practice licensure patterns across all 50 states. Additionally, I discuss 35 years of literature that presents the 2 theories behind the use of mandatory licensure for professionals.
Language in the English as a Second Language and General Education Classrooms
Authors: Brice Alejandro E. , Miller Kevin J. , Brice Roanne G.
Published: May 2008

As the culturally and linguistically diverse population of the United States continues to increase dramatically, speech— language pathologists (SLPs) and special education teachers in particular face the challenge of how best to assess and teach those students whose primary language is not English. The changing U.S. demographics are driving a need for a more comprehensive understanding of students learning English as a second language and the effect upon their education of learning English as a second language. A substantial number of English language learner (ELL) students, with and without disabilities, may not possess the requisite classroom discourse or pragmatic skills, may face difficulties, and may be incapable of fully benefiting in their learning. This tutorial will discuss factors related to describing classroom discourse in the context of five ethnographic studies, with particular attention paid to pragmatic language skills for ELL students with and without disabilities. This article will also discuss strategies for what these students need to know regarding pragmatic language skills and which strategies school professionals need to implement for bilingual ELL students (i.e., regarding planning and communication in delivering instruction). This knowledge should assist school professionals in making more appropriate decisions in assessment and instruction for these students.
Writing-to-Learn Assignments in Content-Driven Courses
Authors: Lance Dee M. , Lance Steven
Published: May 2008

Instructors in the communication sciences face many challenges when trying to help students develop all of the knowledge and skills necessary for them to become competent clinicians. The primary purpose of this article is to discuss some ways to increase the amount of writing that occurs in the classroom, as well as help instructors use writing to help students develop ownership of the process.
Formative Learning and Assessment
Authors: Hagstrom Fran
Published: May 2008

In this article, the author clarifies formative learning and assessment for persons who are seeking additional ideas for courses, degree programs, or personal career goals. This scholarly review uses published literature to clarify differences between formative and summative assessment and to outline developmental issues that guide constructivist learning principles. The author provides illustrative teaching examples to demonstrate how to integrate formative learning and assessment into classroom and clinic educational practices. She concludes by advocating formative learning and assessment as a societally necessary educational step for the preparation of career-minded professionals.
Current Status of Evidence-Based Practices for Low-Incidence Disabilities
Authors: Montgomery Judy K.
Published: May 2008

Educators and specialists are required to teach children using “scientifically based research” (§ 1208(6)(37), No Child Left Behind Act of 2001) or “to the extent practicable, special education and related services will be based on peer-reviewed research” (§ 614 (d)(10)(A)(i)9IV) of the Individuals with Disabilities Education Improvement Act, 2004). This has caused many educators to ponder the methods used to select and provide interventions for students. Choosing the “best practice” for teaching has always been difficult. It is intensified for students who have been identified as having special needs. How can we be sure that what we offer students is based on peer-reviewed research or appropriate evidence?
Social Intervention for Children With Language Impairment
Authors: Brinton Bonnie , Fujiki Martin
Published: May 2008

Children with language impairment (LI) frequently have social difficulties that limit their inclusion in learning contexts and make it difficult for them to form positive social relationships. Intervention programs designed to enhance social communication may be warranted for many children with LI. Several factors should be considered to maximize the efficacy of these intervention programs, however. These factors include the accessibility of the language used in treatment instruction and tasks, the child's individual social goals for interaction, the focus of the treatment, and the time and intensity devoted to intervention.
Evidence-Based Practices for Students With Visual Disabilities
Authors: Alicyn Ferrell Kay Alycin
Published: May 2008

Forty years of peer-reviewed research in literacy and 50 years of research in mathematics were systematically analyzed to determine the evidence supporting instructional pedagogy for students with visual disabilities. Review teams identified 30 intervention studies that utilized an appropriate comparison group. Although some studies had large effect sizes, none of the qualifying studies had been replicated. The analysis failed to establish the highest standard of evidence recommended by the What Works Consortium, but does suggest several promising practices that should be subjected to further study.
Evidence-Based Practices With Students Who Are Deaf
Authors: Luckner John L.
Published: May 2008

Currently, professionals in all fields that work with students with disabilities, including education, face a “demand” that their decisions about which interventions to use be guided by evidence-based practices. The “gold standard” for evaluating the effectiveness of interventions is the use of randomized, controlled trials that are well designed and implemented. In this article, the author identifies the challenges in implementing an evidence-based framework for students who are deaf or hard of hearing, presents a guideline for evaluating the quality of evidence, and provides recommendations related to evidence-based practices and students with hearing loss for researchers and practitioners.
Impact of Cardiovascular Health on Hearing
Authors: Montgomery Judy K.
Published: May 2008

Do you belong to a sports club or gym? Do you like to work out, play tennis, swim, or run regularly? If so, you are also improving your hearing health. I did not learn this from a sports column; I learned it from interviewing Ray Hull. Dr. Raymond H. Hull, PhD, is a professor of communication sciences and disorders, audiology, and director of the Center for Research in Communicative Sciences and Disorders in the Department of Communication Sciences and Disorders, School of Health Sciences, at Wichita State University. Judging by the number of popular news media and reporters who are interviewing him lately, many people are interested in what he has to say. A strong cardiovascular system is necessary for good hearing at any age, but it really makes a noticeable difference as we grown older. Dr. Hull's combination of knowledge about communication sciences, hearing health, and cardiovascular strength made for a lively interview. It may convince you to “pump up” that personal exercise program to keep the blood flowing!
Your Competitive Edge
Authors: Montgomery Judy K.
Published: May 2008

In our professional lives in schools, hospitals, private practices, and universities, speech—language pathologists often pride ourselves on being communication experts—but are we? We may know how to diagnose and treat a wide range of communication disabilities, but can we effectively get our message across to our colleagues and families? Raymond H. Hull, PhD, a professor of communication sciences and disorders, audiology, and director of the Center for Research in Communicative Sciences and Disorders in the Department of Communication Sciences and Disorders at Wichita State University, has been concerned about this also. For some individuals it comes naturally, but for other persons, it must be formally taught in our university preparation programs. Unfortunately, it rarely is. Hull describes how important interpersonal communication is to persons who work with individuals who need not only education and health care but also to know what we are planning to provide and why. Interpersonal communication is the caring that enables our services to have the effect intended. Ray Hull describes how our universities could include this type of training, and how it might vastly improve our interventions with persons who have communication disorders.
Parent Interactions With Twins Who Are Developmentally Different
Authors: Graham Teresa K. , Scudder Rosalind R.
Published: May 2008

Language and social interactions were examined between a father and mother and their twin children, one with Down syndrome and one developing typically. Systematic observations were made of videotaped segments and coded in real time using a computerized behavior coding program. Codes for the parents' interactions consisted of total vocalizations, directives, maintains, gestures, and object manipulations, whereas codes for the children's interactions consisted of total vocalizations, gestures, and object manipulations. Differences between the parents' interactions with each of the twins in various conditions and settings revealed interesting findings for the family in the study. Suggestions are provided for clinical implications for speech—language pathologists, evidence-based practice, and research.
Strategies for Promoting Literacy for Students Who Have Physical Disabilities
Authors: Heller Kathryn Wolff , Coleman-Martin Mari Beth
Published: May 2008

Teaching beginning reading to children with physical and speech impairments can be especially challenging. One reading strategy, known as the Nonverbal Reading Approach, is specifically designed to promote decoding and word reading for this population of students. The authors present three studies that show the successful use of this approach.
Children With Significant Hearing Loss
Authors: Martindale Maura
Published: May 2008

A considerable body of evidence obtained from studies of children who are deaf and who use cochlear implants has been useful in guiding practices that lead to higher levels of English language proficiency and age-appropriate literacy. Both (a) research conducted at implant centers and (b) educational programs with significant numbers of children who use cochlear implants have provided evidence that is useful when making decisions regarding best practices. For the most part, practices that emphasize auditory-based spoken language development have been shown to be highly effective in changing outcomes according to published data for children whose lives are affected by childhood deafness.
Communicative Functions of African American Head Start Children
Authors: Hwa-Froelich Deborah , Kasambira Danai C. , Moleski Amy Marie
Published: May 2008

Children from culturally and linguistically diverse backgrounds are more often over- and underreferred for special education services than children from the mainstream culture. In fact, African American children, particularly boys, are more likely to be expelled from preschool programs. Differences in African American communication styles may be misinterpreted and consequently lead to frustration and conflict. Yet, little research had documented typical pragmatic development in African American preschool children. In this study, 12 African American Head Start children were videotaped during play, and their pragmatic communicative functions were analyzed. Significant differences were found in the types of communicative functions used by African American boys as compared to girls.
English-Speaking Latino Parents' Literacy Practices in Southern California
Authors: Saenz Terry Irvine , Felix Denise M.
Published: May 2008

This study surveyed the literacy practices of 45 English-speaking parents of Latino kindergarten through second graders using English questionnaires. The results of the survey were similar in many respects to other studies of English-speaking Latinos and unlike studies of Spanish-speaking Latinos. Respondents reported numbers of children's books at home that were comparable to those of the general U.S. population, yet they also reported infrequent visits to libraries and bookstores. Parents additionally indicated that they engaged in several literacy activities with their children, including frequent shared book reading and discussion and having their children read to them.
Evaluating Critical Thinking in Class and Online
Authors: Landis Melodee , Swain Kristine D. , Friehe Mary J. , Coufal Kathy L.
Published: May 2008

Many schools across the nation are working to include online learning as a fundamental part of the collection of teaching strategies. In 2000, approximately 98% of the public schools in the United States were connected to the Internet (National Center for Education Statistics, 2001) and were working to expand their students' communication options from the classroom to a variety of online discourse opportunities with peers, community members, and content experts (Palloff & Pratt, 1999; Wegerif, 1998). This action-research pilot study was designed to answer three questions: Which of two methods, the Newman or the Facione, most reliably assesses students' critical thinking during in-class and online discussion? How do the methods compare in consistency of use? How do the methods compare in ease of use?
Exploratory Study of Children Who Stutter and Those Who Do Not Stutter on a Visual Attention Test
Authors: Blood Gordon W. , Blood Ingrid M. , Maloney Kristy , Weaver Andrea V. , Shaffer Bethany
Published: May 2008

Models of interhemispheric interference have been proposed as an explanation for the cause and maintenance of stuttering. One component of this model is attentional functioning and allocation. This study examined attentional functioning in 19 children who stuttered and 19 children who did not stutter using a standardized, commercially available visual attention task. Results revealed no significant differences between the groups on total T -scores and on 6 of the 7 subscales of the visual attention task. Eleven (58%) children who stuttered earned significantly different scores on the risk-taking subscale, suggesting greater impulsivity than children who did not stutter. No significant relationships were found between stuttering severity, onset of stuttering, and performances on the visual attention task. Implications for models of stuttering and future research are discussed.
Self-Reported Parenting Behavior and Child Temperament in Families of Toddlers With and Without Speech—Language Delay
Authors: Carson Cecyle K. Perry , Carson David K. , Klee Thomas , Jackman-Brown Jennifer
Published: May 2008

This study examined self-reported parenting behaviors, and child temperament and behavior, based on parental perceptions of 47 toddlers ages 25 to 31 months. Data were obtained via parental reports and direct assessment. Children were identified as having a speech—language delay (SLD, n = 17) or as typically developing (n = 30) based on standardized testing. The results indicated that parents of toddlers with SLD reported themselves as being significantly less nurturing and more punitive in their discipline than parents of children who were typically developing. Parental accounts also revealed that children with SLD were more detached and underreactive than children without a delay. The implications of these findings are considered with regard to providing intervention to children with early speech—language delay.
Toward a Discussion of Issues Associated With Speech—Language Pathologists' Dismissal Practices in Public School Settings
Authors: Steppling Mary , Quattlebaum Patricia , Brady Debbie E.
Published: May 2008

Guidelines for dismissal of a student who has been receiving educational interventions are available from both the American Speech-Language-Hearing Association (ASHA) Ad Hoc Committee on Admission/Discharge Criteria and from the Individuals with Disabilities Education Act (IDEA). Yet as speech—language pathologists (SLPs) in the schools enroll students and subsequently make decisions about the students' dismissal, many questions remain, especially in regard to children having persistent communication difficulties. A thorough review of the decision-making process for dismissal is one aspect of SLPs' training and serves as the foundation for decisions about when intervention should end. IDEA guidelines differ in many respects from the guidelines set forth by ASHA.There is no research that clarifies how these differing guidelines are reconciled when SLPs begin working in the schools, but the authors have anecdotal information from their experiences and from colleagues in South Carolina. An introduction to some of the other factors that may affect dismissal decisions is included. Current practice patterns and considerations for the future of speech—language services in the schools are discussed.
Cross-Cultural Adaptation of Internationally Adopted Chinese Children
Authors: Hwa-Froelich Deborah A. , Matsuoh Hisako
Published: May 2008

Adaptation of internationally adopted children to another culture and language has not been studied extensively. This study followed four infant girls from China during the 1st year postadoption, measuring vocabulary, gestural, social, communication, and symbolic behavior development each month. The children were also tested at 2 and 3 years postadoption. Results indicated that each child demonstrated variability in prelinguistic communication and symbolic behaviors and demonstrated a significant drop in communication and symbolic behavior scores during the 6th, 7th, or 8th month postadoption. Also, receptive English vocabulary developed early and expressive vocabulary developed later during the first 12 months postadoption, and it remains difficult to predict if a child will catch up in communication development with non-adopted peers during the 2nd or 3rd year postadoption. These data will help guide clinical assessment decisions for internationally adopted children.
Representational Ability as a Predictor of Later Expressive Vocabulary
Authors: Mccathren Rebecca B. , Yoder Paul J. , Warren Steven F.
Published: May 2008

Fifty eight toddlers (17-34 months) with developmental delays participated in a 12 month longitudinal study to test the predictive relationship between prelinguistic representational ability and later expressive vocabulary. Two representational abilities were examined, vocabulary comprehension and level of representational play. The MacArthur Communicative Developmental Inventory/Infants (Fenson et al., 1991) was used to measure vocabulary comprehension and a play scale adapted from McCune (1995) was used to establish level of representational play. Expressive vocabulary was measured one year later in a set of structured interactions with a familiar adult using the Communication Composite of the Communication and Symbolic Behavior Scales (Wetherby & Prizant, 1993). The results indicated that level of representa tional play was a significant predictor of later expressive vocabulary but vocabulary comprehension was not.
Joint Book-Reading Strategies in Middle-Class African American and White Mother-Toddler Dyads: Research Note
Authors: Haynes William O. , Saunders Dawn J.
Published: May 2008

Twenty middle-socioeconomic class mother-toddler dyads were video recorded during three joint book-reading activities. Ten of the dyads were White, and 10 were African American, who were balanced for family income and parental occupation. The children ranged in age from 18 to 30 months and were normally developing. The parents read an experimental book to their child two times and a favorite book they brought from home one time. Videotapes of the joint book-readings were analyzed to determine cultural differences and the effects of book familiarity on the occurrence of maternal and child communication behaviors. The results do not support the findings of an earlier study in which differences in caretaker questioning behaviors were found between working-class African American and White participants. In contrast, the present study showed many similarities between the cultural groups in joint book-reading behaviors. However, the White group used significantly more labeling as compared to the African American group. These findings suggest the importance of considering socioeconomic level in multicultural research. Several effects of familiarity were also found. The findings are compared to anthropological reports on caretaker-child interaction in African American families, and implications are discussed.
The Perception of Vocal Cues of Emotion by Spanish-Speaking Limited English Proficient Children
Authors: Roseberry-McKibbin Celeste , Brice Alejandro
Published: May 2008

There is a paucity of data comparing the abilities of bilingual children to distinguish nonverbal, emotional cues of speech in their first language ( L1) and their second language (L2). This study, conducted with 9 Spanish-speaking bilingual children with limited English proficiency, addressed two questions: (a) is there a difference in the accuracy with which normally-developing bilingual children judge vocal cues of emotion in their L1 and L2, and, (b) is their ability to accurately judge these cues in L2 related to their degree of L2 proficiency? The subjects listened to a tape-recorded sentence, in English and Spanish, which conveyed the emotions of happiness, sadness, and anger. A MANOVA with repeated measures two by two factorial design (language by gender) revealed that there was a significant difference between the children's responses to the English and Spanish sentences. Results yielded higher accurate responses in L1. This result could be attributed to the English-speaking male speaker, who did not convey the amount of emotion that the other three speakers did. The subjects did respond quite accurately to the emotions portrayed by the female English speaker and the male and female Spanish speakers. Implications for distinguishing potential language differences from language-learning disabilities are discussed.
Guidelines for Enhancing Reciprocal Peer Communication With Adolescents Who Use Augmentative/Alternative Communication
Authors: Ratcliff Ann E. , Cress Cynthia J.
Published: May 2008

This research project examined the context and interaction variables that were associated with reciprocity in communication interaction between adolescents using augmentative/alternative communication (AAC) systems and their non-disabled peers. The participants were five adolescents with physical and/or cognitive disabilities who communicated with various AAC systems and the non-disabled peers in their high school homeroom classes. Six interactive and communicative behaviors were coded on-line by investigators during 15 minute unstructured homeroom sessions. These interactions were coded for reciprocity, and situational variables that distinguished episodes of high and low reciprocity were compared. Results indicated clusters of context/interaction patterns that tended to co-occur with more balanced levels of communication behaviors between the interactants observed. Results are discussed in terms of seven specific guidelines that provide implications for clinical practice.
Impact of First Language Loss on Grammar in a Bilingual Child
Authors: Anderson Raquel
Published: May 2008

I followed a young bilingual Puerto Rican Spanish-English speaking child during a 2-year period (ages 4 years 7 months to 6 years 5 months). Spanish language samples were collected periodically while the child interacted with a familiar adult and analyzed for evidence of grammatical errors and reduction in morphosyntactic complexity. The child's use of various communicative strategies was also assessed. These included code switching and the use of general Spanish reference words (e.g., locatives, demonstrative pronouns) and phrases. Results suggest a progressive reduction of morphological and syntactical complexity in Spanish. The observed errors tended to affect mainly Spanish inflectional morphology (e.g., verb agreement errors, gender agreement errors). The incidence of syntactic errors such as incorrect word order in the production of noun phrases was low. The child also presented a variety of strategies that aided her in communicating effectively. When the data were contrasted to previous research on typical monolingual Spanish, child first language loss, and specific language impairment, both similarities and differences were observed. Similarities were noted in the child's use of inflectional morphology, whereas differences were noted in the specific errors produced. Possible explanations for the observed patterns in the child's use of Spanish are discussed. Implications for assessing the language skills of bilingual minority language children are presented and suggestions for future research are provided.
Word Definition Skills in Spanish-Speaking Children with Language Impairment
Authors: Gutierrez-Cleflen Vera F. , DeCurtis Lisa
Published: May 2008

Recent research has shown that children's formal definition skills correlate with school achievement. However, performance on word definition tasks may also relate to children's previous educational and language experiences. Available data are based mostly on monolingual English-speaking children and are not appropriate to identify the needs of children from other language or cultural backgrounds. This study compared the word definition skills of Spanish-speaking children with and without language impairment using a qualitative analysis. The results revealed great individual differences in the use of formal definitions within groups and specific language needs in the children with language impairment. Rather than focusing solely on children's lexical knowledge, which may be sensitive to differences in cultural and educational experience, clinicians should focus on assessing the communicative aspects of the task.
Learning to Do Science
Authors: Westby Carol , Dezale Jodi , Fradd Sandra H. , Lee Okhee
Published: May 2008

Educators and speech-language pathologists (SLPs) are expected to evaluate increasing numbers of students from culturally and linguistically diverse backgrounds and to provide services within general education classrooms for students with language learning disabilities. To cope with these challenges, educators and SLPs must have an understanding of classroom curricula. Much of the information available on classroom demands has focused on the cognitive and linguistic skills essential for literacy in language arts. Little information is available on the cognitive and linguistic demands essential for scientific literacy. This article presents a discussion of the components of scientific literacy or discourse and a description of the academic and social participation structures of science lessons in four classrooms of elementary school students learning English as a second or third language. The data from the classroom observations are interpreted in terms of the discourse requirements of scientific literacy and cultural influences on discourse.
Competing Views
Authors: Batsche George M. , Kavale Kenneth A. , Kovaleski Joseph F.
Published: May 2008

The provision for allowing local education agencies to use an assessment of a student's response to intervention (RTI) in lieu of a consideration of an ability— achievement discrepancy has been a controversial aspect of the 2004 Individuals with Disabilities Education Improvement Act. To address issues that have arisen about RTI, a series of questions was posed to two authors who have written about the topic—one from an advocacy perspective and the other from a critical point of view. Their responses were arranged in a dialogue format so that these divergent views could be fully considered.
Technical Adequacy for Response to Intervention Practices
Authors: Barnett David W. , Elliott Neely , Graden Janet , Ihlo Tanya , Macmann Gregg , Nantais Melissa , Prasse David
Published: May 2008

Response-to-intervention (RTI) technical adequacy standards should follow from model purpose, procedural specification, procedural adherence, outcome determination, and subsequent plans. Therefore, RTI raises atypical measurement questions for practice, and, for this reason, it may require hybridized technical adequacy methods. Due to RTI model complexities, and the possibility of many measures and variables used over time to examine functional discrepancies in performance, decision reliability and validity questions require significant attention. Key points of analysis and recommendations for RTI technical adequacy standards are addressed, and a case study is used to illustrate technical checks. We conclude with discussion of how RTI technical adequacy may be simplified.
Assuring the Form Has Substance
Authors: Noell George H. , Gansle Kristin A.
Published: May 2008

Assessing response to intervention (RTI) is a complex process that requires selecting interventions, identifying a reasonable strength of intervention, implementing the intervention, assessing progress, and applying decision rules to the resulting data. Appropriate standards and practices are critically important for all of these activities. However, the implementation of interventions has received scant attention in the RTI literature to date despite emerging empirical evidence that assuring intervention implementation may be one of the most challenging aspects of implementing RTI. This article discusses the critical role of plan implementation within RTI. Documentation that interventions were implemented is both a substantive necessity for implementing an entitlement process in which services are integrated with assessment (RTI) and a due process protection for students. The current data regarding the assessment and improvement of intervention plan implementation is also briefly reviewed.
Practical Applications of Response-to-Intervention Research
Authors: Griffiths Amy-Jane , VanDerHeyden Amanda M. , Parson Lorien B. , Burns Matthew K.
Published: May 2008

Several approaches to response to intervention (RTI) described in the literature could be blended into an RTI model that would be effective in the schools. An effective RTI model should employ three fundamental variables: (a) systematic data collection to identify students in need, (b) effective implementation of interventions for adequate durations, and (c) review of student progress data to determine when and/or if more intensive services are warranted. Research regarding RTI elements such as intervention time, intervention duration, treatment efficacy, intervention group size, measurement of student progress, and decision analyses is reviewed. Recommendations for future research include further defining the element of intervention time with regard to frequency and duration, determining the effect of the individual delivering the intervention, and specifying a reliable decision-making rule for determining student responsiveness/nonresponsiveness to interventions.
A Response to “Competing Views: A Dialogue on Response to Intervention”
Authors: Vaughn Sharon , Fuchs Lynn S.
Published: May 2008

We respond to the comments of Batsche, Kavale, and Kovaleski (this issue), on Response To Intervention (RTI) and learning disabilities. Historically, discrepancy between IQ and achievement has been used by many as a criterion for identification of learning disabilities. Recently, RTI is considered as a practice for identifying consistent and persistent underachievement in students and thus providing valuable data for determining learning disabilities. Issues related to the research base for RTI and implications of use of RTI are presented.
Response to “Competing Views: A Dialogue on Response to Intervention”
Authors: Scruggs Thomas E. , Mastropieri Margo A.
Published: May 2008

Batsche, Kavale, and Kovaleski (this issue) have done an outstanding job of summarizing arguments for and against the use of response-to-intervention (RTI) procedures for identifying learning disabilities. In this response, we raise issues relevant to the concept of learning disabilities, the nature of problems associated with standard discrepancy-based identification procedures, and how RTI will ultimately be operationalized across a variety of academic domains. We express cautious optimism that RTI procedures will continue to be developed carefully and methodically and will ultimately lead to better methods for identifying and treating learning disabilities.
Positive Behavior Support Assessment Guide
Authors: Kroeger Stephen D. , Phillips Linda J.
Published: May 2008

Educators from four states participated in a pilot study to enhance and field-test an assessment guide for assisting teams in creating student-centered behavior plans. The assessment guide attempts to consciously match the multilayered tenets of positive behavior support with the behavioral intervention and support process for maximum effectiveness. The guide is a map that assists a teaching team in considering all relevant aspects of a supportive behavior plan to help the student succeed in the school environment and beyond.