bluuebunny/crossref_metadata_2025 huggingface dataset:
A New Job Description and a New Task for the Public School Clinician
Authors: Adler Sol
Published: July 2014

This brief essay notes the impact upon our profession of our interactions with social dialect speakers. Specifically, the role of the speech-language pathologist as a consultant to the classroom teacher is discussed.
Stuttering in Children's Literature
Authors: Bushey Tahirih , Martin Richard
Published: July 2014

In this paper, the authors present brief reviews of 20 works of children's fiction in which a character stutters. The purposes of the reviews were (a) to provide speech-language clinicians with synopses of most of the currently available children's fiction involving characters who stutter, and (b) to explore how the authors of children's fiction portray certain aspects of stuttering, such as symptomatology, causation, and treatment.
The Social Interactive Coding System (SICS)
Authors: Rice Mabel L. , Sell Marie A. , Hadley Pamela A.
Published: July 2014

The Social Interactive Coding System was designed to describe the continuous verbal interactions of preschool children as a function of play areas, addressees, script codes, and play levels. The targeted verbal dimension is assertiveness/responsiveness, indexed by initiations versus responses for conversational turns. SICS can be completed in a minimum amount of time, without access to special equipment or time-consuming transcription. It provides a helpful supplement to conventional communication assessment tools, for the purposes of determining treatment goals, describing baseline and treatment progress.
The Verbal Noncommunicator
Authors: Fujiki Martin , Brinton Bonnie
Published: July 2014

This report presents a case study of a child with language-impairment who demonstrated specific pragmatic disabilities. H, a 9:11-year-old male, was observed interacting with an adult, a language age-matched peer, and a chronological age-matched peer. Several analyses were performed on these interactions to examine conversational responsiveness and assertiveness (Fey, 1986), including turn initiation and exchange, production of assertions and requests, responsiveness to request forms, and topic introduction and maintenance. It was found that H demonstrated a highly assertive, moderately responsive style of conversational interaction. These results provide support for Fey’s (1986) verbal noncommunicator profile, and demonstrate the need to employ fine-grained analyses of behavior in order to capture deviant patterns of interaction.
Educational Audiology
Authors: Allard J. Brad , Golden Diane Cordry
Published: July 2014

Data were collected representing three audiology service delivery systems: (a) school-based audiology within the district, (b) nonschool-based audiology within the immediate community area, and (c) school-based audiology in a community remote from the school. Analysis of information found in the case records of hearing-impaired students serviced by these delivery systems showed superiority of school-based audiological programs on a variety of quality indicators.
Language Deficiencies in Inner-City Children With Learning and Behavioral Problems
Authors: Miniutti Ann M.
Published: July 2014

The language skills of 27 learning disabled (LD), 27 behaviorally disordered (BD), and 26 normal achieving (NA) 6- to 9-year-old children were compared on the Clinical Evaluation of Language Fundamentals-Revised (CELF-R). A series of ANOVA procedures for the CELF-R standard scores revealed significant differences between the NA group and both special education groups on all subtests, clusters, and the total language score, but no significant differences were found between the LD and BD groups. The behavioral deviancy of a language-deficient special education subgroup, a language-competent special education subgroup, and the NA group was compared on the Behavioral Evaluation Scale (BES). Analysis of variance for the BES total standard scores showed significantly higher behavioral deviancy for the language-deficient subgroup than the NA group, but no significant difference between the language-competent subgroup and the NA group.
What’s Normal? Specific Language Impairment in an Individual Differences Perspective
Authors: Dale Philip S. , Cole Kevin N.
Published: July 2014

In this paper, the issue of language impairment is set in a broader perspective of individual differences. Two aspects of language development are identified in which the discrepancies between domains of language and/or cognitive development often observed in specific language impairment (SLI) children occur naturally as a consequence of individual variation in rate of development together with relative independence of specific domains. In the first case, concerning bound morphemes versus syntactic development, research with precocious children complements data from language-impaired children in demonstrating that morphology is the component of language most tied to general language learning ability. In the second case, the definition of specific language impairment as a distinct etiology on the basis of discrepancy between language and nonverbal cognitive development (the "Cognitive Hypothesis") is shown to lead to an invalid prediction. Children with SLI do not show a distinctive response to language intervention, relative to children with even profiles of language and nonverbal cognitive abilities.
Methods of Language Assessment
Authors: Wilson Kristine S. , Blackmon Robert C. , Hall Robert E. , Elcholtz Glenn E.
Published: July 2014

Public school clinicians in California were surveyed regarding methods for assessing the language of children between 4 and 9 years old. Information was obtained about the use of informal and formal language assessment methods and factors that influence assessment methods. The findings indicated that a majority of clinicians use published test instruments in combination with other formal and informal methods. New methods are incorporated based upon information gained from workshops, conferences, fellow clinicians, and research. Frequency of use scores and rankings are reported for published language assessment instruments mentioned by at least 10% of respondents.
A Comparison of Phonological Severity Measures
Authors: Garrett Kimberly K. , Moran Michael J.
Published: July 2014

The severity of phonological involvement of 20 phonologically impaired children was compared using five measures: phonological deviancy score (PDS), percent consonants correct (PCC) based on connected speech and based on single words, and perceptual ratings from two groups of listeners (elementary education majors, and graduate students in speech-language pathology). All five measures were highly intercorrelated. Both PDS and PCC appear to have clinical utility as objective indicators of severity. PCC based on a standard word list correlated with listener ratings of severity just as well as PCC based on spontaneous connected speech.
Articulation Test Performances of Low-Income, African-American Preschoolers With Communication Impairments
Authors: Washington Julie A. , Craig Holly K.
Published: July 2014

Culturally valid speech and language testing measures for use with African-American children who are speakers of Black English (BE) are limited. An alternative to developing new tests for use with this population is to adapt currently available tests designed for use with standard English speakers. The purpose of this study was to compare the responses of 28 low-income, urban African-American preschoolers from Metropolitan Detroit who were speakers of BE on the Arizona Articulation Proficiency Scale, using a standard English and a BE scoring procedure. The findings indicated that this test does not require a BE scoring adjustment for northern children who are speakers of BE.
The Effect of Instruction in L1 on Receptive Acquisition of L2 for Bilingual Children With Language Delay
Authors: Perozzi Joseph A. , Sanchez Maria Lourdes Chavez
Published: July 2014

This investigation compared the rate of receptive acquisition of English prepositions and pronouns for two groups of bilingual first grade children with language delays. Group A received instruction in Spanish prior to instruction in English, and Group B received instruction in English only. The results indicated that the subjects in Group A acquired the English prepositions and pronouns twice as rapidly as the subjects in Group B. These results support the interdependence hypothesis and the practice of language intervention in a child’s native language (L1).
Diagnostic Examination of Children With Voice Disorders
Authors: Leeper Linda H.
Published: July 2014

Children with voice disorders in the public schools are frequently cited as an underserved population. One of the reasons for this problem most often mentioned by speech-language pathologists is the difficulty in obtaining laryngeal examinations prior to beginning direct treatment for this population. A series of three, low-cost, half-day voice clinics was created to serve the needs of speech-language pathologists and children with voice disorders in the Las Cruces (New Mexico) Public School District. Results describing the population seen at these clinics are reported, along with a detailed delineation of the logistics involved in clinic operation. The model presented here is proposed for replication in other school districts.
Language, Social Skills, and Socioemotional Behavior
Authors: Brinton Bonnie , Fujiki Martin
Published: July 2014

This article provides an introduction to the clinical forum on the relationship of language impairment, social skills, and socioemotional behavior. We introduce the following issues: (a) the influence of language impairment on the social interactions of children, (b) the association between language and challenging behavior, and (c) the relationship between language impairment, social problems, and psychiatric impairment.
Social Skills of Children With Specific Language Impairment
Authors: Craig Holly K.
Published: July 2014

Children with specific language impairment are at risk for social problems. This article discusses the available literature pertinent to understanding their peer relationships. In addition, a clinical case is provided to illustrate some of the social-interactional difficulties described.
Language and Social Skills From a Diversity Perspective
Authors: Damico Jack S. , Damico Sandra K.
Published: July 2014

The acculturation of students from culturally and linguistically diverse backgrounds is achieved primarily through the process of language socialization. This article reviews some of the issues involved in the relationship between language and social skills and the types of variation that must be addressed. Implications are discussed for the practicing speech-language pathologist.
The Magic of "Once Upon a Time"
Authors: Hoggan Kelly C. , Strong Carol J.
Published: July 2014

Speech-language pathologists increasingly use narratives in their oral and written language instruction with students who have language learning disabilities. Twenty narrative teaching strategies were located from an extensive search of the literature, and these are described. Because the strategies can be used at different stages of classroom work, they are categorized by narrative presentation stage as well. Language focus, grade/age level, and teaching context also are suggested for each strategy. Examples are provided for each of the 20 strategies.
Observing and Interpreting Behaviors
Authors: Plante Elena
Published: July 2014

Assessment validity relates not to the tests used or the analyses performed, but to the interpretations clinicians assign to results. The method used by a clinician to assess behavior is only valid in so far as it is appropriate for a particular purpose and can be interpreted with a high degree of confidence. The "appropriateness" of a measure and the degree of confidence in its interpretation is determined by the extent to which the content, psychometric properties, and ecological relevance all support a particular use. The articles in this clinical forum provide models for examining how behaviors are observed and interpreted through norm-referenced tests, criterion-referenced tests, and observational assessment methods.
Serving Native American Children and Families
Authors: Robinson-Zañartu Carol
Published: July 2014

As a group, Native American people are perhaps the least understood and most underserved populations in schools. Native American is a collective term, representing a large variety of cultures, language groups, customs, traditions, levels of acculturation, and levels of traditional language use. In the context of this variation, I raise and discuss a number of common patterns in their traditions and histories: world view and belief systems, acculturation stress, school-home discontinuity, learning styles, and communication patterns, which are useful reference points from which to develop more culturally compatible evaluation approaches. The ecosystems and dynamic/mediational approaches are suggested as promising.
Cultural/Linguistic Variation in the United States and its Implications for Assessment and Intervention in Speech-Language Pathology
Authors: Kayser Hortencia
Published: July 2014

The authors in this forum have presented innovative assessment and intervention approaches with culturally and linguistically diverse children. This epilogue summarizes and discusses several issues concerning assessment and intervention with this population.
Screening for Hearing Loss in Adolescents
Authors: Holmes Alice E. , Kaplan Holly S. , Phillips Regina M. , Kemker F. Joseph , Weber F. Thomas , Isart Fernando A.
Published: July 2014

Three-hundred-forty-two adolescents between the ages of 10–20 years were administered an auditory screening protocol consisting of a: (a) noise history questionnaire, (b) otoscopic inspection, (c) tympanometry, and (d) pure-tone screening at 25 dB HL at 1000, 2000, 4000, and 6000 Hz. Results of this screening protocol suggest a high level of admitted noise exposure in the adolescent population. Overall failure rate was 25%. Pure-tone failure rate was 7% for the frequencies of 1000, 2000, and 4000 Hz, increasing to 17% when 6000 Hz was added. Significant correlations were found between firearm use and hearing loss at 6000 Hz. Recommendations for screening the adolescent population are made, and suggestions for educational intervention on the effects of firearm usage are provided.
Rethinking the Context of Language in the Schools
Authors: Kovarsky Dana , Maxwell Madeline
Published: July 2014

When taken together, the involvement strategies that operate on sound and meaning, coupled with the historical, spatial, thematic, and relational frames that make up the human world, help form an intricate web that displays how language and context mutually constitute one another. These ideas are not new and have been articulated in various ways through different academic fields of study concerned with the relations between language and social life, including the ethnography of communication, conversation analysis, and systemic linguistics. The location of talk in communities of practice recognizes that language is embodied action that is accomplished within fields in habits of expression and provides a framework for using empirically discovered, natural processes to highlight (rather than disembed) meaning-making resources.

That language and context cannot be separated from one another when seeking to understand communication and meaning is a theme that weaves it way throughout the ideas of the authors presented here. Language is more than a tool. It is a primary way of being human and transforming experience in the construction of social reality: "To be human is to be an understander, which is to engage in processes of coherence building or sense making, processes that occur communicatively and that enable humans to constitute, maintain, and develop the worlds we inhabit" (Stewart, 1995, p. 115).

By the same token, language incompetence and disorder are socially constituted and manifest themselves by the degree to which they marginalize, alienate, and disassociate individuals from the social world. This does not mean that the grammar and the dictionary of language are unimportant for those seeking to amend communication problems faced by students in schools; rather, they must be contextualized as part of a set of resources for building coherence, participation, and reality in the human world.
Communicating With Children Who Are Deaf
Authors: Wood David , Wood Heather
Published: July 2014

Adults vary in how far they control what is talked about in interactions with children who are deaf. The evidence discussed in this article involves teachers and students in classrooms, but the same principles apply to interactions between children and parents, speech clinicians, or other clinicians. We analyze teacher communication in terms of four dimensions: power, repair, pace, and linguistic complexity. These features of teacher discourse are associated in that teachers who exert the most power (e.g., who ask frequent questions) also spend more time repairing students’ communication and exhibit a relatively rapid turn rate in discourse. Their language also exhibits fewer complex grammatical features. Students in communication with these teachers produce shorter utterances, ask fewer questions, offer less frequent contributions, communicate less often with peers, and show more signs of confusion and misunder-standing than they do with teachers who exert less power. We also discuss evidence that demonstrates that adults can change the way in which they manage conversations with children who are deaf in order to bring about more productive interactions. The implications of these findings for the development of linguistic competence in children who are deaf are explored.
A Clinical Synthesis of the "Late Talker" Literature
Authors: Kelly Donna J.
Published: July 2014

"Late talkers" are most often differentiated from their normally developing peers by their limited expressive lexicons. In the majority of the studies conducted on late talkers, these children are described as producing fewer than 50 words and/or producing limited word combinations by 24 months of age. The expressive language of some of the late talkers will eventually resemble their same-age peers; however, a substantial number of these children will continue to evidence difficulties with their expressive language acquisition. This article provides a review of the literature on late talkers in order to assist speech-language pathologists as they tackle those issues that are specific to service provision with this population of children.
Efficacy of Expansions and Cloze Procedures in the Development of Interpretations by Preschool Children Exhibiting Delayed Language Development
Authors: Bradshaw Monica L. , Hoffman Paul R. , Norris Janet A.
Published: July 2014

Recent intervention studies have demonstrated that adult-provided expansions of child utterances during storybook reading can result in preschool children’s development of two-word utterances that describe characters and their actions as well as grammatical morphemes that are targeted for development via expansions. The present study used an alternating-treatments experimental design to compare the effects of two styles of storybook reading on the production of interpretations by two preschool children experiencing delayed language development. One reading style used a combination of expansions and cloze procedures; the other provided questions followed by modeling of appropriate answers. The children produced more answers to questions regarding the storybook, more interpretations, and syntactically more complex utterances in the condition using expansions and cloze procedures. Results are discussed with respect to the use of these techniques in naturalistic intervention and the relationship between their use and the discourse context of the intervention sessions.
Task Variability Effects on the Language Test Performance of Southern Lower Socioeconomic Class African American and Caucasian Five-Year-Olds
Authors: Fagundes Deana D. , Haynes William O. , Haak Nancy J. , Moran Michael J.
Published: July 2014

Twelve African American and twelve Caucasian preschool children were administered items from the Preschool Language Assessment Instrument (PLAI) under standard conditions and in thematic interactions (PLAI-T) to determine if task variability had an effect on language test scores. The African American group earned significantly higher test scores when the items were administered in the thematic mode as compared to the standardized test format, with the major score increases tending to occur on the more complex and difficult items. Clinical implications of considering task effects and dynamic assessment in multicultural assessment are discussed.
A Comparison of the Oral Narrative Abilities of Underachieving and High-Achieving Gifted Adolescents
Authors: Hayes Phebe Archon , Norris Janet , Flaitz James R.
Published: July 2014

Few researchers have examined the narrative abilities of underachieving gifted students. This study investigated the ability of eighth-grade underachieving gifted adolescents to spontaneously produce oral narratives by comparing their stories to those that were produced by achieving gifted peers. It was hypothesized that evidence of difficulty generating the stories relative to the macrostructure (organization of ideas across sentences) and the microstructure (organization of ideas within sentences) would be exhibited by the underachieving gifted subjects.

Twenty 13-year-old eighth-graders served as subjects in the present investigation. All were identified as gifted by their local school system and were enrolled in the gifted program at the time of their participation in the study. Ten of the subjects met criteria for the underachieving gifted group and ten met criteria for the achieving gifted group. The stories produced by the underachieving gifted subjects were compared to those produced by their achieving gifted peers for differences in 13 dependent measures of story length, episodic integrity, story grammar components, and sentence complexity.

Differences in the mean number of occurrences of each of the 13 variables were found. The result of the MANOVA revealed that when the 13 dependent variables were considered in combination, the stories told by the underachieving gifted subjects differed significantly from those produced by the achieving gifted subjects at the
p
< .05 level of significance. Results of the univariate analyses indicated that these differences were not accounted for by any one element of story macrostructure or microstructure, but rather that the stories differed across multiple dimensions, each of which contributed to the overall difference.

The results of this study suggest that the language of underachieving gifted children may differ from that of gifted peers when narrative language is examined. Results are discussed relative to the limitations of the study and implications for future research.
Language Testing in Adolescents With Brain Injury
Authors: Turkstra Lyn S.
Published: July 2014

The validity of the Clinical Evaluation of Language Fundamentals-Third Edition (CELF-3, Semel, Wiig, & Secord, 1995) for the identification and description of language disorders following traumatic brain injury (TBI) was considered in 11 adolescents with TBI. In general, the CELF-3 identified only the individuals who had previously been diagnosed as language impaired, not the individuals with verbal information processing impairments but no diagnosis of language impairment. The test did not permit the identification of strengths and weaknesses.

Intercorrelations among subtest standard scores were as high in the TBI group as in the standardization sample, which is consistent with the CELF-3 being a one-factor test. Test performance may have been influenced by the interaction of the subjects’ memory abilities and the subtests’ memory demands, although this relationship was not statistically significant in the present data.
Clinical Decision-Making in the Assessment and Intervention of Central Auditory Processing Disorders
Authors: Friel-Patti Sandy
Published: July 2014

Central auditory processing disorders (CAPDs) are fraught with problems arising from confusion concerning the clinical evidence of the disorder. A major controversy revolves around characterizing the disorder as a unique cluster of behaviors reflecting impairment in some underlying mechanism(s) or as a disorder defined on the basis of performance on a set of tests. This article reviews some recent developments in auditory processing research and considers the role of the speech-language pathologist in evaluating and treating children with suspected auditory processing problems. Particular attention is given to clinical criteria, including characteristics of the population, assessment, and intervention considerations. Areas for clinical caution are highlighted.
Issues and Applications of Sensory Integration Theory and Treatment With Children With Language Disorders
Authors: Mauer Daria M.
Published: July 2014

Sensory integration (SI) intervention is used with children with a wide range of learning and developmental challenges. Research both supports and questions the constructs of SI and the efficacy of SI intervention. Therefore, the purpose of this article is to facilitate an understanding of SI theory and intervention; delineate strategies that can enhance language, learning, and academic success for students; and provide suggestions for ways to contribute to our knowledge through further research in school settings.
Legal, Ethical, and Financial Aspects of Providing Services to Children With Swallowing Disorders in the Public Schools
Authors: O'Toole Thomas J.
Published: July 2014

The public schools must follow laws that deal with services for children who meet the legal requirements for having a disability. Children who have swallowing disorders that require the services of a speech-language pathologist typically meet the definition of a child with a disability. This article addresses the importance of the speech-language pathologist being aware of legal requirements for the provision of services as well as liability, ethical, and risk management issues related to the provision of such services. Financial considerations relating to service provision are also described.
Unilateral Vocal Fold Paralysis
Authors: McFarlane Stephen C. , Holt-Romeo Teri L. , Lavorato Alfred S. , Warner Lyle
Published: July 2014

Voice samples of 16 adult patients with vocal fold paralysis and 6 normal adults were recorded and evaluated by 27 listeners (9 speech-language pathologists, 9 otolaryngologists, and 9 lay listeners). The listeners rated the voices of the speakers on a 10-point scale on six vocal parameters (pitch, loudness, hoarseness, vocal roughness, breathiness, and overall quality). The 16 patients represented three different treatment approaches (teflon injection, 4; voice therapy, 6; and muscle-nerve reinnervation surgery, 6). Voice therapy and muscle nerve reinnervation surgery were both rated more successful than teflon injection in terms of improvement from pretreatment to posttreatment voices for all six vocal parameters. Normal speakers’ voices were rated higher than the voices of any treatment group. Speech-language pathologists were more reliable listeners than the other two listener groups. A case is made for using a period of trial voice therapy while waiting for possible spontaneous nerve healing in unilateral vocal fold paralysis patients who do not have aspiration problems and who have a competent cough. The majority of patients studied presented with unilateral recurrent laryngeal nerve paralysis, and none recovered vocal fold function during the course of the study.
Rating Deaf Speakers’ Comprehensibility
Authors: Barefoot Sidney M. , Bochner Joseph H. , Johnson Barbara Ann , Eigen Beth Ann vom
Published: July 2014

The purpose of this study was to investigate the utility of a measure of communication efficacy, one that explicitly encompasses features of both speech and language. Toward this end the construct of comprehensibility, which has been used in the field of second-language acquisition, was adapted. Comprehensibility, operationally defined as the extent to which a listener understands utterances produced by a speaker in a communication context, was studied in relation to various dimensions of communication efficacy. Four observers evaluated the comprehensibility of utterances produced by 41 deaf young adults, using a nine-point rating scale. The reliability of the comprehensibility ratings was determined, and the ratings were studied in relation to independent assessments of the subjects’ speech intelligibility, English language proficiency, speech recognition, reading comprehension, and hearing loss. The results of this investigation indicate that comprehensibility can be evaluated reliably and that comprehensibility is associated with both speech intelligibility and language proficiency. The implications of these findings for the clinical assessment of speech and language are discussed.
Socioemotional Aspects of Language and Social-Communication Disorders in Young Children and Their Families
Authors: Prizant Barry M. , Meyer Elaine C.
Published: July 2014

Awareness of socioemotional issues related to childhood communication disorders is increasing. Three themes in recent research have obligated speech-language pathologists to become better educated in socioemotional issues: (a) the interdependence of communication, language, and socioemotional development; (b) the high co-occurrence of communication and emotional/behavioral disorders in children; and (c) the significant effect of a childhood communication disorder on the family system. In this article, relevant literature on these topics is reviewed, and implications for working with young children and their families are presented.
Defining and Remediating Persistent Lateral Lisps in Children Using Electropalatography
Authors: Dagenais Paul A. , Critz-Crosby Paula , Adams June B.
Published: July 2014

Electropalatography (EPG) was used to train two 8-year-old girls with persistent lateral lisps. Pretreatment evaluations showed that the two speakers differed in the manner in which they produced lisps. Subject 1, who produced errors for /s/ and /z/ sounds only, produced these errors with linguapalatal closure across the alveolar ridge and no contact at the region of the molars. She remediated quickly (17 treatment sessions) and could produce correct productions in conversation when monitored. Subject 2 produced errors for the alveolar sibilants, the palatal sibilants, and the affricates. She produced these errors with linguapalatal contacts along the alveolar processes using a midline groove similar to that used for palatal sibilants. A rounded tongue configuration was suspected to occur that allowed for midline air passage as well as air passage through the buccal cavities. Subject 2 made minimal gains after 28 treatment sessions. Possible causes for the different performances of the two subjects are discussed.
Preserving Oral Communication in Individuals With Tracheostomy and Ventilator Dependency
Authors: Tippett Donna C. , Siebens Arthur A.
Published: July 2014

How to preserve oral communication in patients with tracheostomy is the primary focus of this paper. We review the approaches applicable to patients who breathe independently and to patients who depend on coupling to a ventilator. For the former, valving the tracheostomy cannula to provide inspiration through the cannula and expiration through the larynx is often practical and effective. For the latter, deflating the cuff, which is often inflated to seal the cannula in the trachea, may preserve oral communication without sacrificing alveolar ventilation. Our experiences with these patient populations are reviewed together with an exposition of valving and cuff deflation. Although the literature includes references to these practices, it also suggests that their recognition is restricted. Our own experiences justify confidence in the effectiveness of these compensations for the communication impairments which result from tracheostomy with or without ventilator dependency.
A Review of Oral and Oropharyngeal Prostheses to Facilitate Speech and Swallowing
Authors: Light Jack
Published: July 2014

A dynamic approach for the treatment of oral motor rehabilitation, using the interdisciplinary skills of the speech-language pathologist and the maxillofacial prosthodontist, is suggested. A variety of oral and oropharyngeal prostheses for patients with a cleft palate, oral cancer, dysarthria, and dysphagia has been reviewed. In addition, a new treatment approach has been described that may greatly enhance traditional speech-language pathology treatment.
Modified Teaching Clinic
Authors: Williams A. Lynn
Published: July 2014

A peer group model of supervision is presented as an alternative to the conventional one-on-one model of clinical supervision. A modified version of Dowling’s (1979) Teaching Clinic is described as a model whose format appears to exemplify the tenets of the clinical supervisory model (Anderson, 1988; Cogan, 1973) through the promotion of collegiality and the development of self-supervisory skills among the participating clinicians. The Modified Teaching Clinic (MTC) addresses issues of group process, fosters the advancement of clinicians along a continuum of supervision, and facilitates professional growth and development. Although peer group supervision is frequently used in the growth and development of professionals in other fields such as counseling, there are currently no models that have been described for the continued development of speech-language pathologists and audiologists in various service delivery settings. The need for continued professional interaction and peer group supervision is addressed by the MTC via its applicability in various clinical settings.
Early Otitis Media, Auditory Abilities, and Educational Risk
Authors: Gravel Judith S. , Wallace Ina F.
Published: July 2014

Fourteen children whose first-year otitis media (OM) histories were well documented by prospective pneumatic otoscopy were given formal measures of their academic abilities at 6 years of age using the Woodcock-Johnson Tests of Cognitive Abilities and Tests of Achievement and the Wechsler Intelligence Scale. Parents and teachers of the children completed the appropriate Conners' Rating Scales that queried behavioral and attentional characteristics. In addition, at school age, the children were screened for academic risk using the Screening Instrument for Targeting Educational Risk (SIFTER). At 4 years, these same children's abilities to listen in background competition were assessed using an adaptive competing sentences task. Auditory sensitivity was estimated in the first year of life with the click-ABR.

Results suggest that a history of persistent OM and mild conductive hearing loss in the first year of life is associated with poorer academic abilities at school age, particularly in reading skills and those that underlie reading. Teachers' ratings of children's behavior and attention in the academic setting were different between OM groups (first-year OM-free versus OM-positive). Listening in background competition at 4 years of age was associated with teachers' ratings of academic performance at school age. Early OM and mild hearing loss appear detrimental to several auditory-based learning skills.
Perceptions of Stutterers and Nonstutterers During Speaking and Nonspeaking Situations
Authors: Kalinowski Joseph , Stuart Andrew , Armson Joy
Published: July 2014

An examination of how the general public views a hypothetical adult male stutterer and a nonstutterer in speaking situations versus nonspeaking situations was undertaken. The desire was to determine if the previously reported negative stuttering stereotype is pervasive to nonspeaking behavior or is specific to the stutterer as a speaker only. One hundred and eight respondents from a telephone survey who agreed to receive, complete, and return a questionnaire served as participants. Participants received two 25-item semantic differential test scales (Woods & Williams, 1976) requesting either evaluation of a typical normal adult male and a typical adult male stutterer when speaking in everyday situations
or
a typical normal adult male and a typical adult male stutterer in everyday life when not involved in speaking situations. Nonstatistically significant (
p
> .002) differences were found in stereotypes, as reflected in mean differences between scale items, for the speaking versus nonspeaking situation among stutterers or nonstutterers. Statistically significant (
p
< .002) mean differences on 19 of 25 scale items were found between stutterers and nonstutterers for the data collapsed across speaking and nonspeaking situations. The findings of the present study suggest that the saliency and vividness of the behavior is so powerful that character traits attributed to the stuttering moment transcend speaking situations.
Hearing and Believing
Authors: Kent Ray D.
Published: July 2014

Speech-language pathology relies on auditory-perceptual judgment as a central tool for classifying and measuring a variety of disorders of communication. Over the history of the field, a great deal has been written about the use of perceptual judgments for research and clinical practice. Auditory-perceptual methods carry strong advantages of convenience, economy, and robustness, but it is also clear that these judgments are susceptible to a variety of sources of error and bias. Awareness of these threats to validity and reliability is a major step in the effective and refined use of perceptual methods. Several common themes are evident in contemporary research on the perceptual assessment of voice disorders, stuttering, dysarthria, aphasia, and apraxia of speech. These five disorders are taken as primary foci in a discussion that (a) identifies threats to reliability and validity, and (b) offers suggestions for the improvement of auditory-perceptual methods, whether used alone or in combination with instrumental techniques.
The Quality of Digitized and Synthesized Speech
Authors: Venkatagiri H. S.
Published: July 2014

This paper reviews factors contributing to the quality of digitized and synthesized speech. Digital recording and playback of speech generally produces highly intelligible and natural-sounding speech provided that the sampling rate and quantization levels are adequate. Among the design factors important for the quality of synthesized speech are (a) the accuracy and sophistication of text-to-phonetic-code conversion algorithms and (b) the type of digital data (LPC or formant data) and the attention paid to spectral transitions across phonemic boundaries, the latter being, in part, a function of the unit of speech employed for synthesis (phoneme or diphone). To maximize the intelligibility and comprehension of synthesized speech, (a) single word responses should be avoided in favor of phrases and sentences, (b) discourse should be kept relatively simple with fewer and clearly stated propositions, (c) the rate of presentation should be slower than normal, (d) listeners should be exposed to and trained to discriminate synthesized speech, and (e) noise and other distractions should be kept to a minimum.
Word Prompt Programs
Authors: Wood Lisa A. , Rankin Joan L. , Beukelman David R.
Published: July 2014

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.
A Preliminary Report on Treatment of Contact Granuloma With Steroid Injections
Authors: Crary Michael A. , Sapienza Christine M. , Cassisi Nicholas J. , Moore G. Paul
Published: July 2014

This preliminary report discusses the effects of intralesion local steroid injection for treatment of contact granulomas. Four men between the ages of 39 and 59 years and one woman age 33 years, who were diagnosed with contact granulomas and who failed previous management attempts, are discussed. Intralesion steroid injections of triamcinolone were completed in an otolaryngology outpatient clinic. Results showed that the size of contact granulomas was reduced with injection of the steroid in all five patients. Contact granuloma was completely eliminated in one patient. Furthermore, all patients were clinically asymptomatic 3 to 4 months post-injection, although only two of the five granulomas were totally eliminated at the time of long-term follow-up. Clinical improvement was confirmed by direct laryngoscopic evaluation of contact granuloma size 4 months following completion of the steroid injections. A speech-language pathologist's knowledge of this technique may prevent patients with granuloma from enduring protracted voice treatment that is historically less effective. The speech-language pathologist's responsibilities include determining patient candidacy for intralesion steroid injection, assisting the otolaryngologist with endoscopic interpretation of the lesion pre- and post-intervention, and tracking the clinical outcome of the procedure.
A Study of Classroom-Based Phonological Awareness Training for Preschoolers With Speech and/or Language Disorders
Authors: Kleeck Anne van , Gillam Ronald B. , McFadden Teresa U.
Published: July 2014

Sixteen preschool children with speech and/or language disorders received phonological awareness training for a period of 9 months. Eight children attended a preschool classroom, and 8 children attended a pre-kindergarten classroom. The classrooms were located in a private school for children with speech and language disorders. A group of older children with speech and/or language disorders served as a nontreatment comparison group. Children in the treatment groups received 15 minutes of small-group lessons twice each week for two semesters. Classroom-based treatment focused on rhyming the first semester and on phoneme awareness the second semester. Rhyming and phoneme awareness activities were adapted from the literature on the development of phonological awareness in typically-achieving children. Results revealed that preschool children with speech and/or language disorders made significant improvement in rhyming and phoneme awareness. Comparisons with the non-treatment group indicated that gains in phoneme awareness were likely a result of the treatment rather than maturation or other aspects of the curriculum. We recommend the inclusion of some form of phonological awareness training, particularly phoneme awareness training, in intervention programs for preschoolers.
Clinicians’ Preferences and Practices in Conducting Clinical/Bedside and Videofluoroscopic Swallowing Examinations in an Adult, Neurogenic Population
Authors: McCullough Gary H. , Wertz Robert T. , Rosenbek John C. , Dinneen Carie
Published: July 2014

The purposes of this investigation were: (a) to determine which clinical/bedside and videofluoroscopic (VFS) examination methods and measures clinicians believe should be employed to assess swallowing in adults with neurogenic etiologies, (b) to determine which clinical/bedside and VFS examination methods and measures clinicians actually use, and (c) to compare clinicians’ preferences and practices with examination methods and measures that have research support. A survey was sent to 300 speech-language pathologists, selected randomly, from the American Speech-Language-Hearing Association’s Dysphagia Special Interest Division. Sixty-one surveys (20%) provided the data for analysis. Results indicate clinicians vary regarding which clinical/bedside and videofluoroscopic methods and measures should be employed to assess swallowing function in an adult, neurogenic population. Nevertheless, clinicians, for the most part, use the methods they believe should be employed. There appears to be a need to validate, through research, a number of methods and measures clinicians employ in clinical/bedside evaluations. In addition, there appears to be a need to reduce and define clearly the number of duration measures, as well as other VFS measures, that are being proposed. Results also indicate a need to determine the sensitivity, specificity, and reliability of the variety of methods employed in both clinical/bedside and VFS examinations.
Voice Treatment for the Male-to-Female Transgendered Client
Authors: Gelfer Marylou Pausewang
Published: July 2014

Male-to-female transsexuals are sometimes a part of a speech-language pathologist’s voice caseload. This article is intended to provide information and a suggested treatment approach to speech-language pathologists who work with this small but fascinating population. Aspects of the transition process, interviewing strategies, selection of a target frequency, and suggested treatment techniques are presented.
Sentence Recast Use by Parents of Children With Typical Language and Children With Specific Language Impairment
Authors: Fey Marc E. , Krulik Tracy E. , Loeb Diane Frome , Proctor-Williams Kerry
Published: July 2014

Many early studies failed to find differences in the language input of parents to children with specific language impairments (SLI) when compared to the input provided for MLU-matched children with typical language (TL). More recent investigations have revealed significant differences in the frequency of sentence recasts provided to young children. Specifically, parents of children with SLI have been shown to produce fewer recasts than do parents of younger children with TL. Because recasts have been shown to facilitate morphosyntactic development, these findings have important assessment and treatment implications.

The purpose of this study was to replicate and extend these recent findings. The sentence recast usage of the parents of 10 children with SLI was compared with the recast usage of parents of 10 younger children with TL at two points in time. This strategy enabled us to examine specific hypotheses about the quantity of recasts used by parents and the changes in patterns of use over time. The results failed to confirm recent findings; there were no differences between groups at either time. We interpret this to suggest that parents of children with SLI may not differ substantially from parents of children with TL in recast usage, at least in the early preschool years when the age gap separating children with SLI and language-matched children with TL is not great. Nevertheless, to benefit from their facilitative properties, children with SLI seem to need recasts that are more frequent or more focused on specific targets than are typically available in their environments.