bluuebunny/crossref_metadata_2025 huggingface dataset:
Decreasing Stuttering in an Elementary-Level Student
Authors: Salend Spencer J. , Andress Marilyn J.
Published: July 2014

This study illustrates the use of an individual free token/response cost system to decrease the stuttering of an elementary level student. A reversal design was employed. Results show that a free token/response cost system is a viable and effective method for decreasing stuttering. Reasons for the effectiveness of this technique are discussed.
Homemade Switches and Toy Adaption for Early Training with Nonspeaking Persons
Authors: Coker William B.
Published: July 2014

Inexpensive materials are described to assist speech-language pathologists in the evaluation and training of electronic augmentative communication potentials of nonspeaking, physically handicapped persons.
Relative Amplitude and Time Characteristics of Denasalized /m/, /n/, and /ng/ Consonants
Authors: Rastatter Michael P.
Published: July 2014

This investigation studied the effects of two forms of rhinological disorders on the relative amplitude and time characteristics of the /m/, /n/, and // phonemes. Results showed that the temporal characteristics and performance variability associated with the production of the nasal sounds were within normal limits for the denasal subjects, whereas relative amplitude changes occurring across the V nasal V waveforms were significantly greater for the denasal speakers. These results suggest that true stop/nasal articulatory substitutions do not actually occur in the speech of denasal speakers. Clinical implications are discussed.
Testing the Receptive Language Skills of Severely Handicapped Preschool Children
Authors: Pecyna Paula M. , Sommers Ronald K.
Published: July 2014

Many school speech-language pathologists now assess communication skills of children as young as 3 years. Some of these young children are severely and multiply handicapped and difficult to test. When possible, norm-referenced and criterion-referenced measures are used to evaluate language skills of young children.

Two norm-referenced tests—Test for Auditory Comprehension of Language (TACL,—age range 3 to 7 years) and Preschool Language Scale (PLS—age range 1 to 7 years)—and one criterion-referenced task, the Basic Two-Choice Object Discrimination Task (no age range specified)—were administered to nine severely handicapped preschool children. The purpose was not to compare the tests, which do not tap equivalent receptive language skills, but to study patterns of testing behavior and performance for each subject compared under test and retest conditions. Ratings were also assigned to each test and retest judging the degree to which results correlated with subjective estimates of each subject's receptive skills.

Overall, performance and behavioral ratings for subjects tended to be best for the Two-Choice Task and worst for the TACL. Results of the Two-Choice Task were consistently judged to reflect each subject's receptive skills most accurately. Factors which may have influenced subject performance and behavior are discussed.
The Contribution of Phonetic Context to an Unusual Phonological Pattern
Authors: Leonard Laurence B. , Leonard Jeanette S.
Published: July 2014

This paper presents a case study of a phonologically disordered child whose speech showed certain unusual characteristics. The child's intelligibility seemed particularly hindered by his use of both metathesis and a sound preference. These characteristics operated singly and in combination. In addition, the child's use of a preferred sound was promoted by other sounds in the words. Together, these findings indicate the importance of considering contextual effects when examining for systematicity, and suggest the value of using contextual information during phonological treatment.
A Survey of Special Educators' Awareness of, Experiences With, and Attitudes toward Nonverbal Communication Aids in the Schools
Authors: Shrewsbury Rosemary G. , Lass Norman J. , Joseph Laura S.
Published: July 2014

The purpose of this survey was to determine the awareness of, experiences with, and attitudes toward nonverbal communication aids by special educators in county school systems throughout West Virginia. A 14-item questionnaire was constructed and distributed to special educators in 14 counties throughout the state. The counties were chosen to be representative of variations in geographical regions of the state. Of 796 questionnaires distributed to the 14 counties, a total of 420 special educators (53%) from 12 counties returned completed questionnaires, and 237 of these questionnaires from 11 counties qualified for inclusion in the survey. Results indicate respondents' limited awareness, understanding, and experiences with nonverbal communication aids. Implications and suggestions for preservice and continuing education programs for special educators are presented.
A Protocol for Differentiating the Incipient Stutterer
Authors: Pindzola Rebekah H. , White Dorenda T.
Published: July 2014

Explicit identification procedures that can distinguish between beginning stutterers and normally disfluent children are needed. A Protocol for Differentiating the Incipient Stutterer is an appraisal tool that synthesizes existing knowledge into a unique format which guides clinical observations, data collection, and interpretation. The design, administration, and interpretation of the Protocol are described.
A Fluency Rules Therapy Program for Young Children in the Public Schools
Authors: Runyan Charles M. , Runyan Sara Elizabeth
Published: July 2014

This article presents a "fluency rules" therapy program designed specifically for young children who stutter. This treatment program, which consists of seven rules for fluent speech production, was developed and pilot tested in a public school environment. Preliminary results based on nine children indicate that the Fluency Rules Program is effective in producing fluent speech and the children's speech production remained fluent for a 1–2 year period.
A Preliminary Survey on the Relationship of Exogenous Factors to Laryngeal Papilloma
Authors: Lindsey Pam Sloan , Montague James C. , Buffalo M. D.
Published: July 2014

This study investigated relationships between juvenile laryngeal papilloma and exogenous factors, including biographical; environmental, and medical variables. Correlational data revealed the absence of a significant relationship between any one group or combined groups of variables and the recurrence of papilloma as measured by the number of surgical procedures. This provides further support for an organic etiology and does not support voice therapy or attempts to manipulate the papilloma student's environment in order to reduce or eliminate papilloma. Specific parental counseling recommendations are provided.
Vocal Communications of a Developmentally Delayed Child
Authors: Romski Mary Ann , Joyner Sharon Ellis , Sevcik Rose A.
Published: July 2014

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.
An Assessment of a Controlled Association Task to Identify Word-Finding Problems in Children
Authors: Hall Penelope K. , Jordan Linda S.
Published: July 2014

Assessment tasks purported to identify or describe word-finding problems are reviewed. Data comparing the performances of normal and disordered language-learning children on a specific controlled word association task are presented. A discussion of factors that may be operating in the performance of this particular task is included.
Strategies for Helping Head-Injured Children Successfully Return to School
Authors: DePompei Roberta , Blosser Jean
Published: July 2014

Each year approximately 75,000 individuals sustain a closed head injury (CHI). The head injuries may be the result of motor vehicle accidents, falls, sports injuries, or abuse. It is estimated that as many as 18,000 of those injured are children. Often, head-injured children return to the educational setting following physical recuperation. The communication, physical, cognitive, emotional, and/or behavioral changes which have resulted from the head injury may interfere with successful re-entry into school. This article will present information that may be helpful in implementing the CHI student's successful return to school. Specific topics to be discussed include: types of deficits in CHI students, initiating the return to the educational setting, reasons for involvement of the speech-language pathologist in the re-entry process, suggestions for establishing effective networks between the rehabilitation setting (hospital/clinic) and the educational setting; and, specific recommendations for implementing the return.
Intensive Stuttering Therapy in a Public School Setting
Authors: Hasbrouck Jon M. , Doherty John , Mehlmann Marybeth Ames , Nelson Rochelle , Randle Bonnie , Whitaker Rebecca
Published: July 2014

Two intensive stuttering treatment programs, which were implemented in a public school setting, are described. In the initial program, six students were treated using graded airflow, tension/relaxation, and EMG biofeedback procedures to reduce stuttering frequency. A discriminative stimulus (S
D
) control procedure was to be used to facilitate the maintenance of fluency following treatment, but due to time constraints only one student completed the S
D
program. All six students met the criterion of ⩽1% stuttered words by the end of the treatment, but only the one student who completed the maintenance procedure continued to meet the fluency criterion of ⩽1% stuttered words at follow up, 7 months later. In the second treatment program, nine students were treated using procedures only slightly modified from the first program. The modified procedures allowed all students to complete all aspects of the treatment program, including the discriminative stimulus (S
D
) control procedure. All nine students in the second program met the criterion of ⩽1% stuttered words by the end of treatment and six of the nine continued to meet the criterion of ⩽1% stuttered words in follow up assessment 6 to 7 months post treatment. The procedures and results are discussed in terms of the relevance of intensive behavioral programming of stuttering therapy in the public schools.
Educational Audiology
Authors: Lenich Jennifer Komnick , Bernstein Mark E. , Nevitt Amanda
Published: July 2014

The increase in the numbers of hearing-impaired students served in public schools in recent years has led to concern over the availability and quality of audiological services in that setting. Within the field of audiology, the specialty practice of Educational Audiology has begun to be recognized as one way to insure that students receive services from qualified individuals, but training in educational audiology is not yet widely available. This paper reviews the public schools' audiologic service needs, presents a plan for in-service education in this specialty, and proposes the establishment of a new accreditation in Educational Audiology.
The Lack of Efficacy in Language Therapy
Authors: Damico Jack S.
Published: July 2014

Five factors are identified as contributing to the lack of efficacy in the management of a language-disordered child. The fragmentation of language into discrete points during testing and therapy, therapist bias, acquiescence, lack of follow-up, and bureaucratic policies and procedures are found to contribute to this therapeutic failure. Solutions to each of these contributing factors are discussed.
An Attempt to Revise Scoring Conventions for the Token and Reporter's Tests
Authors: Hall Penelope K. , Jordan Linda S.
Published: July 2014

Revised methods of scoring the Token Test and Reporter's Test were developed to accommodate specific types of errors committed by language-disordered children during a previous standardization study conducted by the authors. The test modifications are presented, as are the results of administration of the revised tests to both normal and language-disordered school-age children.
How Manual Sign Acquisition Relates to the Development of Spoken Language
Authors: Kouri Theresa
Published: July 2014

Existing evidence is unclear as to how manual sign acquisition relates to the early development of spoken language. The relationship between signed and spoken word productions was examined in a young girl with Down Syndrome during a treatment regimen utilizing simultaneous input. All of her words were recorded over an 8-month period and classified according to the manner and modality of production (i.e., spontaneous/imitated; signed and/or spoken). Certain analyses revealed that most of the words that the subject initially signed were later spontaneously spoken and that most of her signed productions evolved into spontaneous spoken productions. Various patterns were demonstrated with respect to specific word evolutions (e.g., signed to spoken productions), and sign/spoken production tendencies during the first versus last four months of the investigation. It was concluded that use of simultaneous input supports the production of spoken language.
Speech-Language Pathologists' Knowledge of, Exposure to, and Attitudes Toward Hearing Aids and Hearing Aid Wearers
Authors: Lass Norman J. , Woodford Charles M. , Pannbacker Mary D. , Carlin Margaret F. , Saniga Richard D. , Schmitt John F. , Everly-Myers Debra S.
Published: July 2014

A questionnaire concerned with various aspects of hearing aids was completed by 88 speech-language pathologists from West Virginia, Louisiana, Texas, Florida, Mississippi, and Alabama. Results of their responses indicate some deficiencies in knowledge, exposure, and attitudes concerning hearing aids and hearing aid wearers. Implications and suggestions for graduate education and continuing education programs are discussed.
Curriculum-Based Language Assessment and Intervention
Authors: Nelson Nickola Wolf
Published: July 2014

The rationale and methods for conducting curriculum-based language assessment and intervention are discussed. Such procedures involve the use of curriculum content and contexts for measuring a student's intervention needs and progress in such a way that they are relevant to the academic setting. Five kinds of curriculum are presented. Techniques are then described for addressing assessment questions related to the language demands of curriculum and a student's current abilities. A framework for managing the complexities of school language is used to outline assessment and intervention needs as they relate to modifying students' abilities and the curriculum. In the final section, selection of a service delivery model and individualized intervention targets are discussed.
Speech and Language Assessment of Spanish-English Speaking Children
Authors: Kayser Hortencia
Published: July 2014

The purpose of this paper is to provide a framework and specific suggestions concerning the assessment of the Spanish-English speaking student. This proposed framework utilizes qualitative and quantitative procedures to assess the limited English proficient student's language status, linguistic-cultural background and socioeconomic status, and communicative abilities. Qualitative and quantitative measures may include observations, interviews, questionnaires, test instruments, and language samples. Suggestions concerning the assessment battery include the use of modified testing procedures, adapted test instruments, and naturally elicited language samples. The accurate diagnosis of speech and language disorders in LEP children is dependent upon the availability of these data.
A Delivery System of Comprehensive Language Services in a School District
Authors: Koenig Linda A. , Biel Claire D.
Published: July 2014

The Language Services Department in the Cleveland Heights-University Heights City School District is described. Its framework can serve as a model for the extension of language support services in the public schools. Traditional Language/Speech/Hearing Services are offered in accordance with PL 94-142 including Early Childhood Intervention. Bilingual Education and English as a Second Language (ESL) are other programs under the auspices of the department. It is the first program in the State of Ohio to include English as a Standard Dialect (ESD) as part of Language Services. The Bilingual Education, ESL, and ESD programs are comprehensively explained.
Adaptation of a Screening Test for Bilingual and Bidialectal Populations
Authors: Norris Marylee K. , Juárez Manuela J. , Perkins Mary N.
Published: July 2014

Screening for language problems in minority preschool children is not straight-forward because of these children's diverse cultural, economic, and linguistic backgrounds. Over 68% of the 540 preschool English-speaking children in the Fort Worth Head Start program obtained scores at least one standard deviation below the mean on the Hannah-Gardner Test of Verbal and Nonverbal Language Functioning. This high failure rate suggested that a local adaptation was needed for language screening. The procedures used to calculate local norms and other issues involved in screening minority population are discussed.
Getting into the Classroom and Making it Work!
Authors: Christensen Susan S. , Luckett Catherine H.
Published: July 2014

Since 1988, speech-language pathologists of the San Luis Coastal Unified School District (San Luis Obispo, California) have met the needs of some elementary students with speech-language IEPs by providing "whole class" language experiences in the regular education classroom. This paper provides techniques that the authors have found effective in this type of service delivery and suggestions to aid other school-based speech-language professionals in initiating such a model.
An Improvised Eye-Pointing Communication System for Temporary Use
Authors: King Thomas W.
Published: July 2014

The construction and use of an improvised eye-pointing communication device is described. It is suggested for temporary, ad hoc use to establish and enhance initial communication with an appropriate client in situations where no other augmentative communication system or assistive technology is yet available. The device is made of materials that are commonly available in most settings, and allows use of single-item or encoded selection techniques.
Health Educators' Knowledge of Hearing, Hearing Loss, and Hearing Health Practices
Authors: Lass Norman J. , Woodford Charles M. , Lundeen Conrad , English Phylisa J. , Schmitt John F. , Pannbacker Mary
Published: July 2014

A questionnaire on hearing, hearing loss, and hearing health practices was constructed by the authors and completed by 89 school health educators in West Virginia, Alabama, Louisiana, Mississippi, Pennsylvania, and Maryland. Results of their responses indicate some deficiencies in knowledge of hearing, hearing loss, and the effect of noise on hearing. Implications of these findings and suggestions for preservice and continuing education programs for school health educators are discussed.
Meniere’s Disease in Childhood
Authors: Hance Susan E.
Published: July 2014

The incidence of Meniere’s disease in childhood has been reported to range between 1% and 7% of all patients diagnosed with the disease. The classic triad of symptoms including tinnitus, fluctuating hearing loss, and vertigo presents specific problems in the school setting. This paper is a review of the literature including incidence, symptoms and diagnosis, eitology, treatment, and implications for management in the school environment. Description of an actual case study is also presented.
A Remediation Sequence to Improve Speech Intelligibility for Students With Down Syndrome
Authors: Swift Edie , Rosin Peggy
Published: July 2014

This paper describes an approach to remediation of speech intelligibility for students with Down syndrome. Proposed is a series of intervention techniques organized using a developmental framework. This sequence emphasizes procedures that address deficits in the processing of sequential information and also includes some procedures that focus on reduced hearing acuity and limited oral-motor control.
Children With Developmental Disabilities
Authors: Flexer Carol , Millin Joseph P. , Brown Lisa
Published: July 2014

Because teachers manage and instruct students through verbal communication, it would seem logical that improvement of pupil's abilities to detect and attend to the teacher's speech could improve pupil performance. Using sound field amplification which increased the intensity of the teacher's voice by 10 dB, nine children who attended a primary-level class for children with developmental disabilities, made significantly fewer errors on a word identification task than they made without amplification. Observation showed the children to be more relaxed and to respond more quickly in the amplified condition.
Textured Communication Systems for Individuals With Severe Intellectual and Dual Sensory Impairments
Authors: Murray-Branch Jamie , Udavari-Solner Alice , Bailey Brent
Published: July 2014

This article presents the development of texture communication systems for use by individuals with severe intellectual and dual sensory impairments. The systems consist of tactually salient materials which refer to concrete objects and activities. A transdisciplinary team model was employed in teaching the use of the systems for requesting and choice-making purposes. General phases of instruction, contextually based intervention strat-egies and criteria for selecting textures are discussed.
Assessment of Language Proficiency of Limited English Proficient Speakers
Authors: Adler Sol
Published: July 2014

This article presents an assessment instrument relevant to the speech-language skills of limited English proficient children. The function of the speech-language specialist as a member of the assessment team is stressed.
Specific Language Impairment as a Clinical Category
Authors: Leonard Laurence B.
Published: July 2014

Many children are diagnosed as "specifically language-impaired" principally on the basis of their low scores relative to the norm on language measures. Yet it is often assumed that such children must suffer from a subtle disruption or defect in some peripheral or central mechanism that is involved in language learning. In this paper, an alternative view is offered: Many of these children may simply be limited in language ability in much the same way that others may be poor in musical, spatial, or bodily kinesthetic abilities.
Children's Development of Irregular Past Tense Verb Forms
Authors: Shipley Kenneth G. , Maddox Mary A. , Driver Joyce E.
Published: July 2014

In Brown’s (1973) classic studies of language development, he found that irregular past tense verbs developed rather early in the developmental sequence. Several other researchers have also noted this early development of irregular verb forms. However, other researchers and clinicians have suggested that irregular verbs continue developing much later into the school-age years. The purpose of this study was to gain a preliminary view of children’s development of 49 irregular verbs. One hundred and twenty children between 3:0 and 9:0 were examined as they responded to a picture of the target verb with a sentence-completion task. It was found that some irregular verbs (e.g., hit) were correctly produced by the three year olds, but other irregulars (e.g., bent) were still not mastered by age 9. A preliminary order of development of the irregular verbs and possible clinical implications are offered.
The Awareness Phase of Voice Therapy
Authors: Andrews Moya L. , Summers Anne C.
Published: July 2014

Adolescent students with voice disorders need information concerning the physiological, environmental, and psychosocial aspects of voice production. This paper describes a multiple choice quiz format that has been used effectively as part of the awareness phase of vocal reeducation.
Varying Signal-to-Noise Ratios in Adolescent Voice Therapy
Authors: Saniga Richard D. , Carlin Margaret F.
Published: July 2014

In our society competing noise has become part of most everyday activities. Vocal abusers need to learn to compensate for this auditory distractor. The present paper describes a voice therapy program for adolescent vocal abusers that utilizes a varying signal-to-noise ratio. Once this compensation is learned, vocal abusers can maintain an appropriate fundamental frequency and vocal intensity in their speaking voice.
Facilitating Phonological Awareness
Authors: Catts Hugh W.
Published: July 2014

Research demonstrates that the facilitation of phonological awareness is an important component of intervention programs for children at-risk for reading disabilities. In this paper, the principles and techniques that should be considered in designing a phonological awareness training program are discussed. It is argued that speech-language pathologists have the training and clinical expertise, as well as the opportunity to play an integral role in the development and implementation of these programs.
Four Grammatic Completion Measures of Language Ability
Authors: Channell Ron W. , Ford Charlene T.
Published: July 2014

Sixty normally hearing children from preschool, kindergarten, or second grade each received four commonly used grammatic completion measures: The Berry-Talbott Developmental Guide to Comprehension of Grammar, the Grammatic Closure subtest of the Illinois Test of Psycholinguistic Abilities, the Grammatic Completion subtest of the Test of Language Development-Primary, and the Morphological Rules section of the Bankson Language Screening Text. Moderately high overall correlations were found among the four measures. Older children scored higher than younger children. Performance of females and males was similar. Patterns of association among tests remained stable even when effects of age were removed using partial correlations or when standard scores were examined. Children missed the highest proportion of items on the Berry-Talbott test and the lowest proportion of items on the Bankson Screening Test.
How Long To Treat
Authors: Campbell Thomas F. , Bain Barbara A.
Published: July 2014

When should a child be discharged from language intervention? We address this issue by integrating the concept of multiple treatment outcomes into existing frameworks of treatment dismissal. Rosen and Proctor (1978) define three dimensions of treatment outcome: ultimate, intermediate, and instrumental. This article provides definitions of each of these and offers techniques for evaluating a child’s progress toward their attainment.
Remediating Humor Comprehension Deficits in Language-Impaired Students
Authors: Spector Cecile C.
Published: July 2014

Language-impaired children and adolescents, in general, have been found to have significantly poorer comprehension of humor than their peers with normal language development. This paper discusses sources of difficulty for these students in understanding the various aspects of humor and describes general and specific techniques for remediating comprehension deficits.
Considering Arrested Language Development and Language Loss in the Assessment of Second Language Learners
Authors: Schiff-Myers Naomi B.
Published: July 2014

The evaluation of a child who is a second language learner should include an evaluation of the primary language (e.g., Spanish) as well as English. However, the discovery that a child is deficient in both languages does not necessarily mean that the child is not a normal language learner. The dialect and other variations of the language used in the child’s home may be different from the standard language used in the assessment. Furthermore, the learning of a second language before competency in the first language is fully developed may result in arrested development or loss of proficiency in the primary language. This negative effect on the primary language occurs most often if the native language is devalued.
Teachers’ Perceptions of Stutterers
Authors: Lass Norman J. , Ruscello Dennis M. , Schmitt John F. , Pannbacker Mary D. , Orlando Mary Banyas , Dean Kathy A. , Ruziska Julie C. , Bradshaw Karen Harkins
Published: July 2014

A questionnaire asking respondents to list adjectives describing four hypothetical stutterers (a typical 8-year-old female, 8-year-old male, adult female, and adult male stutterer) was completed by 103 elementary and secondary teachers. The majority of reported adjectives were negative stereotypical personality traits, indicating perceptions of stutterers similar toother groups, including speech-language pathologists. Implications of these findings and suggestions for pre-service and continuing education programs for teachers are discussed.
Effect of Dialect on the Determination of Speech-Reception Thresholds in Spanish-Speaking Children
Authors: Schneider Bonnie Sue
Published: July 2014

Word lists spoken in Castillian, Caribbean, and Mexican dialects were compared as stimuli for the determination of speech-reception thresholds (SRT) in 12 6- to 7-year-old Spanish-speaking, Puerto Rican children, using a balanced, crossover design. No statistically significant differences were found among dialects. All subjects had SRTs that were 2 dB lower than (
p
<0.01), but highly correlated with, their pure-tone averages (
r
s
>0.85). The lower SRTs were not deemed clinically significant. The results indicate that dialect is of minor importance in SRT testing of Puerto Rican children in this age range.
The Voiced/Voiceless Phonation Time in Children With and Without Laryngeal Pathology
Authors: Sorensen David N. , Parker Pamela Ann
Published: July 2014

Eleven children with vocal pathology were matched to 11 normal speaking children. All subjects produced maximum duration of phonation for /s/and /z/from detailed instructions and clinician models. The s/z ratio also was calculated. Results showed no difference in /s/durations between groups, but /z/durations and s/z ratios were significantly different. The /z/durations and s/z ratio results differ from those of previous research. Possible reasons for these differences are task construction and instructional variables. Results are discussed in relationship to these variables, as well as in relationship to reduced glottal efficiency.
Effects of Phonological Impairment on Word, Syllable, and Phoneme Segmentation and Reading
Authors: Webster Penelope E. , Plante Amy Solomon
Published: July 2014

The primary purpose of this study was to compare the phonological awareness ability of children with persistent phonological impairment to that of phonologically normal children. We also studied the impact of speech intelligibility on beginning reading skills. Eleven moderate to severely unintelligible children and 11 phonologically normal children between the ages of 6:5 (years:months) and 8:6 were administered four measures of phonological awareness and one measure of word recognition (reading) ability. Phonologically normal children scored significantly higher on three of the four phonological awareness measures. There were no significant differences for word recognition. Multiple regression analysis yielded speech intelligibility as a highly significant predictor of performance on three of the four phonological awareness tasks. We concluded that phonological awareness is closely associated with productive phonological ability independent of mental age, chronological age, and educational experience.
Language Abilities in Boys With Chronic Behavior Disorders
Authors: Mack Alison E. , Warr-Leeper Genese A.
Published: July 2014

Oral language abilities in 20 boys with chronic behavior disorder (CBD) were investigated using 20 standardized language measures. As a group, boys with CBD performed significantly more poorly than the normative population, with 16 of the subjects scoring in the below-average range on at least four of the language measures. Compared to expected language levels based on IQ scores, 10 of the subjects presented inconsistent language skills. It appears that boys with CBD display a much higher prevalence of language disorders than the population at large. Overall, abstract language and concepts, as well as linguistically complex structures, were shown to be difficult for the boys with CBD.
Articulation and Phonology
Authors: Fey Marc E.
Published: July 2014

For many speech-language pathologists, the application of the concepts of phonology to the assessment and treatment of phonologically disordered children has produced more confusion than clinical assistance. At least part of this confusion seems to be due to the expectation that, since new terms are being used, new clinical techniques should differ radically from the old ones. The basic intent of this paper is to show that adopting a phonological approach to dealing with speech sound disorders does not necessitate a rejection of the well-established principles underlying traditional approaches to articulation disorders. To the contrary, articulation must be recognized as a critical aspect of speech sound development under any theory. Consequently, phonological principles should be viewed as adding new dimensions and a new perspective to an old problem, not simply as refuting established principles. These new principles have resulted in the development of several procedures that differ in many respects from old procedures, yet are highly similar in others. Whether phonological approaches are better than existing procedures remains an important, but unanswered question.
Synergistic Development of Phonetic Skill
Authors: Hoffman Paul R.
Published: July 2014

Fey (1985; reprinted 1992, this issue) described children’s disordered speech sound production using a combination of phonological and traditional articulatory constructs that are not specifically related to levels of language organization higher than the morpheme or word form. This theoretical viewpoint coincides with current testing and treatment procedures that focus on production, perception, and categorization of word pairs that have been selected by the clinician because of their phonological properties. This article will argue that such an approach is not necessarily the most efficacious for preschool children with phonological delay who also exhibit delayed semantic-syntactic development. A model of verbal communication that unites phonetic, phonological, and higher organizational levels will be described. Treatment strategies related to this model will be exemplified.
Performances of Low-Income, African American Preschool and Kindergarten Children on the Peabody Picture Vocabulary Test-Revised
Authors: Washington Julie A. , Craig Holly K.
Published: July 2014

This study examined test performances of 105 low-income, urban, African American preschool and kindergarten boys and girls on the Peabody Picture Vocabulary Test-Revised (PPVT-R). Most children performed more than one standard deviation below the mean, and a scoring adjustment to the test failed to change this distribution substantially. The findings indicate that the PPVT-R is not appropriate for use with this population.
Assessing Narratives of Children From Diverse Cultural/Linguistic Groups
Authors: Gutierrez-Clellen Vera F. , Quinn Rosemary
Published: July 2014

This article examines issues in the assessment of oral narratives of children from diverse cultural/ethnic backgrounds. First, we argue that narrative contextualization processes are culture-specific and must be considered in assessment. Second, we present an approach to the evaluation of narratives that takes into account differences in narrative experience, exposure to narrative tasks, and assumptions about audience involvement. Finally, we propose dynamic assessment as a method for teaching children from diverse cultural/linguistic groups the context-specific narrative rules that are valued in American schools.
Metaphoric Comprehension in Adolescents With Traumatic Brain Injury and in Adolescents With Language Learning Disability
Authors: Towne Roger L. , Entwisle Laura M.
Published: July 2014

The purpose of the present study was to compare comprehension of figurative language in the form of metaphors between adolescents with traumatic brain injury (TBI) and adolescents with language learning disability (LLD). The metaphoric comprehension subtest of the Test of Language Competence (Wiig & Secord, 1985) was administered to adolescents and young adults with TBI, to those with LLD, and to subjects without TBI and LLD (normal subjects). The results indicated that the subjects with TBI comprehended metaphors little differently than did the normal subjects. The subjects with LLD, in contrast, demonstrated significantly poorer comprehension of metaphors than both the normal subjects and subjects with TBI. These results are discussed in relation to appropriate special education needs and placement of the student with TBI.
Supervisory Training, Objective Setting, and Grade-Contingent Performance
Authors: Dowling Susann
Published: July 2014

This study assessed the impact of grade-contingent goal setting on the ability of graduate student supervisors-in-training to modify their conference behavior as a result of a formal academic supervision course. Pre- and post-measures of conferencing skills were collected. The intervening supervisory training consisted of over 35 hours of lecture, role-playing, and participation in a three-part simulation game. Of the 29 participants, 23 achieved three objectives, 5 obtained two, and 1 person obtained one. This finding was significant at the
p
<.0005 level. Supervisory training did make a difference. With an incentive, supervisors-in-training modified their conference behaviors and achieved pre-set goals.
A Socioemotional Perspective for Understanding Social Difficulties of School-Age Children With Language Disorders
Authors: Hummel Lauren J. , Prizant Barry M.
Published: July 2014

Recent research clearly has established that many school-age children with language disabilities have significant socioemotional problems. These children likely make up a significant portion of the caseload of school speech-language pathologists. This article provides a perspective for recognizing, understanding, and treating the social behavior problems of children with language disorders who have or who are at risk for developing emotional or behavioral disorders. This view is derived from studies of social and emotional development of children who are normally developing and those who are socioemotionally challenged.
Interaction Analysis and Self-Study
Authors: Shapiro David A.
Published: July 2014

This article introduces supervisors and supervisees to interaction analysis and self-study in the supervisory process in speech-language pathology and audiology. Four interaction analysis systems served as the basis of a descriptive self-study in which 10 consecutive, individual supervisory conferences were transcribed, coded, and analyzed. Results are reviewed for the purposes of profiling a supervisor’s and supervisee’s conference behavior, monitoring changes in specific supervisory objectives, critiquing the instruments utilized, and demonstrating the importance of self-study. Collecting, analyzing, and sharing objective data are emphasized as components of self-study and as a foundation for understanding the supervisory process and for facilitating professional growth in school-based and other professional settings.
School Administrators’ Perceptions of People Who Stutter
Authors: Lass Norman J. , Ruscello Dennis M. , Pannbacker Mary , Schmitt John F. , Kiser Angela Marsh , Mussa Ashraf M. , Lockhart Patricia
Published: July 2014

A questionnaire asking respondents to list adjectives describing four hypothetical stutterers (a female child, male child, female adult, and male adult) was completed by 42 school administrators in Alabama, Louisiana, Texas, and West Virginia. The majority of reported adjectives were negative stereotypical personality traits, indicating perceptions of people who stutter similar to perceptions held by other groups, including teachers, special educators, and speech-language pathologists. Implications of these findings and suggestions for pre-service and continuing education programs for school administrators are discussed.
The Complex Syntax Skills of Poor, Urban, African-American Preschoolers at School Entry
Authors: Craig Holly K. , Washington Julie A.
Published: July 2014

The present study examines complex syntax production by a sample of 45 preschool-age African-American boys and girls (chronological age [CA] 4:0 to 5:6, years:months) from urban, low-income homes. The results provide quantitative descriptions of amounts of complex syntax and suggest a potential positive relationship between amounts of complex syntax and amounts of nonstandard English form usage in the children's connected speech. Clinical applications are discussed.
Using a Facilitating Phonetic Context to Reduce an Unusual Form of Gliding
Authors: Stringfellow Kim , McLeod Sharynne
Published: July 2014

A case study is presented that describes the use of a facilitating phonetic context to decrease the occurrence of an unusual form of gliding. Initially, the child realized the phonemes /l/and /j/as the phone [1]. The process of developing differential phones involved systematic changes that were different from the expected route of development. The intervention technique, based on a facilitating phonetic context, resulted in adult productions of /l/and /j/. This study indicates the potential value of a key word approach in treatment for a recalcitrant phonological disorder.
The Effects of Structured Turn-Taking on Disfluencies
Authors: Winslow Mary , Guitar Barry
Published: July 2014

The purpose of this study was to examine the effects of structured conversational turn-taking on the amount and types of disfluencies as well as on the speech rate of a 5-year-old boy who stuttered. A single subject design with measures of disfluencies under conditions of structured turn-taking versus no turn-taking was used (ABAB withdrawal design). All analyses were performed on tape recordings of dinner-time conversations in the subject’s home. Results appear to indicate that disfluencies decreased when structured conversational turn-taking was instituted and increased when turn-taking conditions were not enforced. The implications for counseling parents of children who stutter are discussed.
Speech-Language Pathologists’ Perceptions of Integrated Service Delivery in School Settings
Authors: Elksnin Linda K. , Capilouto Gilson J.
Published: July 2014

Results of a survey of speech-language pathologists who had adopted (i.e., adopters) or who were considering adopting (i.e., nonadopters) integrated speech and language services are presented. The survey was designed to obtain information regarding speech-language pathologists’ perceptions of their expertise and the expertise of classroom teachers (CTs), integrated service delivery approaches they had adopted, the types of speech and language services provided in the classroom, and the characteristics of students served. Adopters’ and nonadopters’ perceptions regarding factors that contribute to effective integrated service delivery are reported, along with perceived advantages and disadvantages for speech-language pathologists, CTs, caseload students, and noncaseload students. Implications of survey results for inservice and preservice training and the future implementation of integrated speech and language services are considered as well.
Effectiveness of a Collaborative Consultation Approach to Basic Concept Instruction With Kindergarten Children
Authors: Ellis Lee , Schlaudecker Cindy , Regimbal Celia
Published: July 2014

The effectiveness of a collaborative consultation approach to basic concept instruction with kindergarten children was investigated. Following 8 weeks of intervention by a school speech-language pathologist, university faculty, a classroom teacher, and a physical education teacher, children in the experimental group demonstrated significantly higher performance on target concepts than a control group who received the regular education program. Suggestions for further use of the approach are discussed.
Power
2
Authors: Blood Gordon W.
Published: July 2014

This article describes a cognitive-behavioral treatment package for relapse management in adolescents who stutter. The package includes training techniques in problem solving, general communication skills, and assertiveness, as well as coping responses for stuttering episodes and realistic expectations for fluency and relapse. Three high school students were included in a multiple baseline across subjects design used to evaluate the treatment package. All subjects met the criterion of ≤ 3% disfluencies and positive changes in attitudes and feelings at the 12-month follow-up phase. Implications for the use of a game therapy for counseling/relapse prevention are discussed.
Treating the Child Who Stutters With Concomitant Language or Phonological Impairment
Authors: Ratner Nan Bernstein
Published: July 2014

When children who stutter also demonstrate speech or language problems, establishing efficacious and reasonable therapy objectives can be difficult. This article discusses diagnostic considerations in identifying coexisting communication disorders and in differentiating between stuttering and secondary fluency disorders related to language formulation. A number of options for structuring therapy for coexisting problems are evaluated, including blended, lagged, and cycled approaches. Concerns implicit in the treatment of coexisting linguistic and fluency problems also are reviewed.
Measures of Syntax in School-Age Children and Adolescents
Authors: Scott Cheryl M. , Stokes Sharon L.
Published: July 2014

Syntactic measures developed for preschool children are insensitive to later-developing forms produced by older children. Information concerning syntax in school-age children and adolescents is available but has not yet emerged as a set of measures widely used by speech-language pathologists. This article identifies several sources of information about syntax from language samples (spoken and written) and from standardized language tests. Language samples yield information on sentence length, clause density, and use of higher level, discourse-motivated structures. Syntactic subtests from three standardized language tests for school-age children and adolescents are analyzed in order to determine structural content and processing format.
School-Age Children and Adolescents
Authors: Nippold Marilyn A.
Published: July 2014

Word definition, as it is usually examined, is a prime example of decontextualized language use. Current trends in speech-language pathology emphasize the use of contextualized activities for assessing language development, and increasingly view decontextualized activities as outmoded. Word definition, however, should represent an exception to this trend, particularly with respect to school-age children and adolescents. This article describes various types of word definitions, explains the importance of the ability to define words, and reviews the growth of word definition during the school-age and adolescent years. It also offers suggestions for expanding the normative database for this sophisticated semantic ability.