bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects of Adult Interaction Style on Conversational Behavior in Students with Severe Communication Problems
Authors: Mirenda Patricia L. , Donnellan Anne M.
Published: July 2014

Children with severe communication handicaps such as autism and mental retardation often experience significant problems in conversational interactions. These problems are typically attributed to the well-documented social, linguistic, and cognitive deficits of the children. Some authors have suggested, however, that the interaction behavior of the conversational partner also affects the children's spontaneous verbal output. This study investigated this issue using a small group design to compare the verbal output of adolescent subjects with autism or mental retardation with adults who used two different sets of verbal behaviors during conversational interactions. The results indicated that when the adults used a facilitative rather than a directive (or question-based) style, subjects initiated a significantly higher proportion of main topics and produced significantly higher proportions of both spontaneous comments and questions in their conversational exchanges. They produced higher proportions of direct answers to adult questions with directive adults. The implications of these results for language assessment of autistic and retarded children as well as for future intervention and research efforts are discussed.
Responses of Language-Disordered Children to Wh-Questions
Authors: Parnell Martha M. , Amerman James D. , Harting Roger D.
Published: July 2014

Nineteen language-disordered children aged 3—7 years responded to items representing nine wh-question forms. Questions referred to three types of referential sources based on immediacy and visual availability. Three and 4-year-olds produced significantly fewer functionally appropriate and functionally accurate answers than did the 5- and 6-year-olds. Generally, questions asked with reference to nonobservable persons, actions, or objects appeared the most difficult. Why, when, and what happened questions were the most difficult of the nine wh-forms. In comparison with previous data from normal children, the language-disordered subjects' responses were significantly less appropriate and accurate. The language-disordered children also appeared particularly vulnerable to the increased cognitive/linguistic demands of questioning directed toward nonimmediate referents. A hierarchy of wh-question forms by relative difficulty was very similar to that observed for normal children. Implications for wh-question assessment and intervention are discussed.
Multiphonemic Scoring of Articulation in Imitative Sentences
Authors: Haynes William O. , Steed Susie F.
Published: July 2014

The present study gathered preliminary data on clinicians' ability to reliably score children's productions of consonants. Nine articulation-disordered children were asked to imitate 65 sentences. The consonants tested occurred in two words in each sentence. A total of 337 consonants were tested. Clinicians scored the children's productions on pretranscribed scoring sheets. Data were gathered on test-retest and interjudge reliability and efficiency of the task in minutes and a correlation coefficient was computed between the children's imitative sentence performance and their Percent Consonant Correct (PCC) from a spontaneous speech sample. Both types of reliability were above .80 for the imitative sentence task and the administration and scoring time suggest that such procedures are efficient. Finally, there was a correspondence between the imitative sentence performance and the percent of consonants correct in spontaneous speech. The results suggest that multiphonemic scoring in imitative sentences may be an economical adjunct to other clinical procedures used to assess articulation.
A Retrospective Study of Spontaneous Generalization in Speech-Delayed Children
Authors: Shriberg Lawrence D. , Kwiatkowski Joan
Published: July 2014

Programming for rapid generalization of target responses to spontaneous speech is perhaps the central goal of management. To determine whether any child or management factor was associated with generalization within a sample of preschool,speech-delayed children, a retrospective study of 73 case records was undertaken. Children had been given 14 different management programs over a period of 7 years of clinical research. Results suggest that age and error type may prove to be robust predictors of the potential for spontaneous generalization. Also, these data suggest that the inclusion of self-monitoring procedures may increase the probability of early spontaneous generalization of target sounds to continuous speech.
Effects of Treatment on the Topic Performance of a School-Age Child
Authors: Bedrosian Jan L. , Willis Tracy L.
Published: July 2014

The effects of a pragmatic treatment program on the topic performance of a 5-year-old child were examined. Cognitive and language comprehension levels of development were normal, with a delay in language production. Treatment goals involved an increase in the frequency of memory- and future-related topic initiations. A multiple baseline design across behaviors was employed. Within a 6-month period, the child met criteria for both goals. A clinically significant increase in the child's general level of syntactic development was also exhibited. Clinical implications are discussed.
Phonological Skills of 2-Year-Olds
Authors: Stoel-Gammon Carol
Published: July 2014

Conversational speech samples from 33 2-year-olds were analyzed to determine the word and syllable shapes produced, the inventories of initial and final consonantal phones and the percentage of consonants correct. The findings provide a profile of the phonological skills of normally developing 2-year-olds which can be used to assess young children with possible phonological disorders.
The Attitudes of Parents of Black Hearing-Impaired Students
Authors: Jones Ronald C. , Kretschmer Laura W.
Published: July 2014

The parents of 46 black hearing-impaired students were surveyed regarding their attitudes, feelings, and knowledge about their children's hearing handicaps. Previous research in this area is scanty and misleading, suggesting that these parents tend to be apathetic and insensitive to the communication needs of their children. The findings of this study reveals that these parents are highly satisfied with their children's educational programs, but involve themselves only minimally in the formal educational process. The findings also reveal that these parents were unfamiliar with many of the methods and procedures commonly used by teachers, when working with hearing-impaired students. The overall findings offer several areas for further research.
A Perspective on the Evaluation of School Children's Narratives
Authors: Scott Cheryl M.
Published: July 2014

This paper examines two issues that have been neglected to date in the clinical literature on narrative evaluation in children. First, it is shown that there are many types of stories and several contexts for telling stories. Within limits, these variations affect narrative form. A second topic examines those structural systems that contribute in a distinctive way to narrative meaning; such systems are found both within and across utterance boundaries. The applicability of both topics to the evaluation of children's stories is illustrated with reference to four narrative samples. Two stories were produced by normally developing children and two were told by a language-disordered child.
Strategies for Teaching Writing Skills to Hearing-Impaired Students
Authors: Wray Denise , Hazlett Joan , Flexer Carol
Published: July 2014

The purpose of this article is to explore a vital component of a language program for hearing-impaired adolescents—the development of writing literacy. A discussion of the writing process precedes the presentation of a detailed step-by-step program employed to teach writing skills to two hearing-impaired college students. This writing approach attempts to maximize students' residual hearing and improve listening skills through oral readings.
Teaching Chaining to Unintelligible Children
Authors: Johnson Hettie P. , Hood Stephen B.
Published: July 2014

This procedure, developed over the past 12 years, is designed for unintelligible children who persist in the use of open syllables. The approach, which attempts to achieve syllable closure and improve syllable shape, hinges on the teaching of chaining. Chaining simultaneously teaches consonants in pre, post, and intervocalic contexts using functional phrase combinations and offers the clinician enhanced effectiveness with unintelligible children.
Language-Impaired Children's Comprehension of Synthesized Speech
Authors: Massey Holly J.
Published: July 2014

The Token Test for Children was given in a synthesized-speech version and a natural-speech version to 11 language-impaired children aged 8 years, 9 months to 10 years, 1 month and to 11 control subjects matched for age and sex. The scores of the language-impaired children on the synthesized version were significantly lower than (a) the synthesized-speech scores of the control group and (b) their own scores on the natural-speech version. Task complexity was a significant factor for the experimental group. Language-impaired children may have difficulty understanding some synthesized voice commands.
Speaking Rates of Young Children
Authors: Pindzola Rebekah H. , Jenkins Melissa M. , Lokken Kari J.
Published: July 2014

Conversational samples were elicited from 3-, 4-, and 5-year-old normal-speaking children. Speech rates were measured per age group by the traditional overall method and by the articulatory rate method, which uses only fluent sequences. No statistically significant differences in speaking rate were observed across the three age groups. The clinical utility of normative rates is discussed with regard to fluency assessment and intervention.
Classroom-Based Language Intervention
Authors: Miller Lynda
Published: July 2014

This set of Clinical Forum articles focuses on classroom-based service delivery: what it is, how it developed, types of classroom-based intervention, and three descriptions of classroom-based language programs. The purpose of this first article is to acquaint the reader with three aspects of classroom-based service delivery: how it developed within speech-language pathology, types of classroom-based models, and issues attending classroom-based intervention.
Serving the Language Learning Disabled Adolescent
Authors: Buttrill Judith , Niizawa Judy , Biemer Carole , Takahashi Candace , Hearn Stella
Published: July 2014

A service delivery model for Language Learning Disabled (LLD) adolescents is described. The model involves a daily classroom format. The class focus is on teaching language-based academic skills with an emphasis on learning strategies: teaching students how to learn. Philosophical and historical rationales are presented, along with a description of a curriculum implemented within a public school setting.
The Truth About Scores Children Achieve on Tests
Authors: Brown Jonathan R.
Published: July 2014

The standard error of measurement (SEm) and true score are identified as real and hypothetical statistical concepts that must be understood and used when interpreting test scores. Published tests, however, frequently do not report SEm information. A description of SEm and procedures to calculate SEm are presented.
Oral Language Comprehension Using Hearing Aids and Tactile Aids
Authors: Proctor Adele
Published: July 2014

Three prelinguistic, profoundly deaf children used a wearable, single channel, vibrotactile communication aid in conjunction with hearing aids for nearly 2 years during individual speech and language therapy at school for an average of 35 hours per year. Results of two different standardized language tests, the Scales of Early Communication Skills for Hearing Impaired Children (SECS) and the Test for Auditory Comprehension of Language (TACL), revealed that subjects exhibited a faster than average rate of learning to understand spoken language after onset of vibrotactile stimulation. An analysis of mean percent correct for individual test items on the TACL was completed for the first time that the test could be administered according to protocol and for the last test administration, 14, 12, and 16 months later for Subjects 1, 2, and 3, respectively. Results of item analysis of test content showed that, from the first to the last test administration, understanding of orally presented vocabulary improved by 27%, morphology improved by 22% and syntax improved by 6.4%.
Cooperative Learning = Effective Therapy
Authors: Perry Terri L.
Published: July 2014

Many school districts have adopted a "cooperative learning" philosophy that utilizes group interaction as a means of achieving goals and developing a sense of community responsibility. This essay encourages speech-language pathologists to consider cooperative learning as a useful tool for group therapy situations.
Reliability of Children's Ratings of Vocal Roughness
Authors: Deal Randolph E. , Belcher Ruth Ann
Published: July 2014

The purpose of this study was (a) to determine the reliability associated with school-age children's judgments of vocal roughness, (b) to obtain normal-abnormal cut-off values for these judgments, and (c) to compare children's ratings to adult clinician ratings of the same samples. Ten first, third, and fifth-grade children's ratings of normal and simulated abnormally rough vowel /a/ productions are described. Pupil ratings of normalcy and degree of severity are presented. Findings indicated that these judgments differentiated both degree and type of vowel roughness with inter and intrajudge reliability commensurate with that of graduate and postgraduate clinicians. These findings suggest a level of listening sophistication in children that is potentially useful, but not currently exploited, in most voice therapy programs.
A Test of the Test of Problem Solving (TOPS)
Authors: Bernhardt Barbara
Published: July 2014

In recent years, a number of new speech and language tests for children have appeared. Of interest is whether these new tests help to define language disorders in such a way as to identify children with problems, delineate their problems, and provide useful intervention strategies. The focus of this paper is the Test of Problem Solving (1984). The designers claim that their "cognition-language" test assesses integration of semantic, linguistic and reasoning ability and taps skills needed for academic success and social acceptance. The content validity of the test is challenged through a replication experiment.
Use of Music Activities in Speech-Language Therapy
Authors: Zoller Mary B.
Published: July 2014

Musical activities stress nonverbal forms of communication and often surpass physical, cultural, intellectual, and emotional limitations. Actively using music in learning experiences involves the whole child through incorporation of rhythm, movement, and speech. Within the public school setting, traditional communication training methods can be supplemented with musical activities. General application and specific uses of music within speech-language therapy will be described.
A Signalling Device for Non-Oral Communicators
Authors: King Thomas W.
Published: July 2014

Partially speaking students and users of augmentative/alternative communication systems commonly benefit from a method of signalling to initiate or repair their communicative efforts. This article describes a simple way of modifying a common, inexpensive 9-volt portable transistor radio to serve as a durable, cosmetically attractive audio oscillator signalling device that can be operated by a single external switch. The unit can still be used as a radio receiver in the usual fashion. Instructions for modification and use are described, with suggestions for switches and mounting.
Referential Communication Skills
Authors: Bunce Betty H.
Published: July 2014

Referential communication skills involve the ability to provide and understand specific information. Typical skills include giving and following directions, asking questions, and making explanations. These skills are important in classroom discourse. This article outlines some of the critical skills needed in referential communication and then reviews some of the deficits in the referential communication skills of learning-disabled and/or language-impaired children. Finally, suggested therapy procedures based on training studies are provided.
Training Teachers to Use Naturalistic Communication Strategies in Classrooms for Students With Autism and Other Severe Handicaps
Authors: Dyer Kathleen , Williams Lori , Luce Stephen C.
Published: July 2014

There is a growing body of literature suggesting that effective communication intervention for children with autism and other severe handicaps should be focused in the child’s natural environment. This article describes a teacher training program which uses the speech-language pathologist to train classroom teachers in the use of communication intervention strategies in the classroom. Descriptive data support the usefulness of this model in the classroom setting.
Current Trends in the Training and Utilization of Paraprofessionals in Speech and Language Programs
Authors: Coufal Kathy L. , Steckelberg Allen L. , Vasa Stanley F.
Published: July 2014

Administrators of programs for children with communicative disorders in 11 midwestern states were surveyed to assess trends in the training and utilization of paraprofessionals. Topics included: (a) current trends in employment, (b) paraprofessional training, (c) use of ASHA and state guidelines, and (d) district policies for supervision. Selection criteria, use of job descriptions, training programs, and supervision practices and policies were examined. Results indicate that paraprofessionals are used but that standards for training and supervision are not consistently applied across all programs. Program administrators report minimal training for supervising professionals.
Treatment Effectiveness of Large Group Basic Concept Instruction With Head Start Students
Authors: Seifert Holly , Schwarz Ilsa
Published: July 2014

The ability to understand and use basic concepts is a key to academic success. This study demonstrated that short-term, large-group basic concept instruction significantly improved the basic concept scores of children in Head Start as measured by the Boehm Test of Basic Concepts-Revised (Boehm, 1986a). The intervention combined direct instruction, interactive and incidental teaching techniques, and enabled the speech-language pathologist to serve children effectively.
The Notion of Clinically Significant Change
Authors: Bain Barbara A. , Dollaghan Christine A.
Published: July 2014

Determining if treatment results in a significant change in a client’s communication ability can be a difficult task for clinicians. We addressed this issue by proposing a definition of clinically significant change that contains three dimensions. A clinically significant change is a change in client performance that (a) can be shown to result from treatment rather than from maturation or other uncontrolled factors, (b) can be shown to be real rather than random, and (c) can be shown to be important rather than trivial. Additionally, some methods are described for evaluating the clinical significance of improvements in client performance during treatment.
Hunter’s Syndrome and Its Management in a Public School Setting
Authors: Alpern Carol Sober
Published: July 2014

Hunter’s syndrome is a progressive, degenerative, genetic disorder that results from faulty functioning of the enzymes responsible for breaking down mucopolysaccharides, the complex carbohydrates found in connective tissue. When incompletely degraded mucopolysaccharides accumulate throughout the body, numerous muscular and skeletal changes occur. Typically, hearing loss and eventual upper airway obstruction result in a degeneration of speech and language functioning. Presented here is a case study of a child with the mild form of Hunter’s syndrome. This study demonstrates the typical delay in diagnosis and shows how a team approach can maintain such a child in a regular public school setting.
Speech-Language Pathologists’ Perceptions of Administrative Support and Non-Support
Authors: Schetz Katherine F. , Billingsley Bonnie S.
Published: July 2014

The purpose of this study was to investigate speech-language pathologists’ perceptions of administrative support and non-support. Structured interview questions were used to elicit responses from 20 master’s level speech-language pathologists. Their perceptions of administrative support and non-support were divided into four primary areas: working conditions/resources, advocacy, staff development, and program assistance. Findings indicated that support has many dimensions, including provisions for adequate working conditions and resources, advocacy for the speech-language pathologist and the speech-language program, and facilitation of professional staff development. Implications for supervisors and administrators of speech-language pathologists’ perceptions of administrative support and non-support are suggested.
Students as Active Participants in Hearing Aid Maintenance
Authors: Lipscomb Marsha , Almen Peggy Von , Blair James C.
Published: July 2014

Twenty students between the ages of 6 and 19 years who were receiving services for students with hearing impairments in a metropolitan, inner-city school system were trained to monitor their own hearing aids. This study investigated the effect of this training on the percentage of students who wore functional hearing aids. Ten of the students received fewer than 3 hours of instruction per day in the regular education setting and generally had hearing losses in the severe to profound range. The remaining 10 students received greater than 3 hours of instruction per day in the regular education setting and had hearing losses in the moderate to severe range. The findings indicated improved hearing aid function when students were actively involved in hearing aid maintenance programs. Recommendations are made concerning hearing aid maintenance in the schools.
Clinical Applications of Recent Advances in Phonological Theory
Authors: Schwartz Richard G.
Published: July 2014

Historically, the behavioral theory of articulation that was applied to clinical assessment was consistent with the behavioral theory of developmental change that was applied to intervention. However, more recent applications of cognitively oriented linguistic theories have not been accompanied by novel intervention approaches. This article reviews some recent advances in phonological theories, including autosegmental, metrical, and lexical phonology, and their potential applications. A new theory of developmental change that also is cognitive in its orientation is presented, along with some preliminary suggestions for clinical applications.
Articulation and Phonology
Authors: Fey Marc E.
Published: July 2014

In this addendum to my lead article for this forum, I will resist the temptation to reply to each point of disagreement raised by my colleagues in their commentaries or to emphasize crucial points of agreement. Instead, I will update and clarify my comments on the application of phonological principles to the treatment of children with phonological disorders, responding to their comments only where appropriate to reach these objectives.
A Comparison of Tactful Messages by Children With and Without Language Impairment
Authors: Bliss Lynn S.
Published: July 2014

The purpose of this investigation was to compare the level of tactfulness produced in messages constructed by school-age children with language impairment (LI) and school-age children with normal language development (NL). The LI children were enrolled in special classes for children with language impairments. They ranged in age from 8 to 12 years. They were matched by gender and chronological age to a group of NL children from the same school district. The subjects were presented with role-playing situations that required the construction of tactful messages. The responses were coded according to a five-point heirarchical system that reflected tactfulness. The procedures and scoring systems were adapted from the research of Pearl, Donahue, and Bryan (1985). The LI children gave significantly less tactful messages than the NL children. Developmental advances in the scores were noted only for the NL children. The results are discussed in terms of the nature of language impairment and clinical significance.
Integration of Self-Contained Children With Severe Speech-Language Needs Into the Regular Education Classroom
Authors: Roller Elinor , Rodriquez Terry , Warner Joy , Lindahl Peggy
Published: July 2014

A model for the full integration of children with severe speech-language problems into the regular classroom is presented. After the diagnostic characteristics and educational profiles of the severe speech-language population are defined, the structure and roles of the collaborative teaching teams of speech-language pathologists, regular educators, and paraprofessionals are specified. The critical importance of administrative and parental support, as well as the active involvement of the staffing team, are indicated. The implications of collaborating to create a language-rich environment where all children belong and are taught according to their individual needs also are discussed.
Adolescent Language Programs
Authors: Work Rhonda S. , Cline JoAn A. , Ehren Barbara J. , Keiser Diane L. , Wujek Christine
Published: July 2014

In recent years, many states have mandated that all students have access to diploma options rather than a single standard diploma. As a result, school districts have restructured programs and curricula to meet the needs of a wide range of students with varying learning styles. Services to middle and high school students with communication disorders have been evaluated, and new or modified programs have been designed to meet the needs of adolescent learners. Programs for students with language disorders have been developed, based on secondary-school organization and on the philosophy that earning credit for classes in speech-language is appropriate for these students. Four school programs from across the United States are described in this article, which presents sample segments of individual education plans (IEPs) from these programs.
Assessing Phoneme Awareness
Authors: Ball Eileen W.
Published: July 2014

Phonological awareness has been shown to be an important component of early reading success. The purpose of this article is to review the importance of phonological awareness within the broader context of language/literacy learning. Consideration for a broad continuum of phoneme awareness skills is discussed. Specific techniques are offered to guide the speech-language pathologist in the assessment of phonological awareness skills.
Language Skill and the Development of Social Competence in School-Age Children
Authors: Gallagher Tanya M.
Published: July 2014

The normal course of children's development of social competence from preschool through high school levels is reviewed, and its relationship with developing language skills is discussed. Peer aspects of developing social competence, particularly those relating to friendship development and the development of interpersonal understanding, are highlighted.
A Survey of the Extent to Which Speech-Language Pathologists Are Employed in Preschool Programs
Authors: Wolery Mark , Venn Martha L. , Schroeder Carol , Holcombe Ariane , Huffman Kay , Martin Catherine G. , Brookfield Jeffri , Fleming Lucy A.
Published: July 2014

This report describes a mail survey of general early childhood educators to determine the extent to which they employ speech-language pathologists. Respondents represented a variety of programs, including Head Start, public school pre-kindergarten, public school kindergarten, and community preschool/child care. Participants were selected randomly from the nine U.S. Bureau of the Census regions. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. The respondents indicated that (a) with the exception of the community preschool/child care programs, a majority of the other program types enrolled children with speech-language impairments; (b) mainstreamed programs were more likely to employ speech-language pathologists than non-mainstreamed programs; (c) the employment of speech-language pathologists was not distributed evenly across the four program types; and (d) more programs enrolled children with speech-language disorders than employed speech-language pathologists, even on a part-time, consultant basis. The implications of these findings for policy and practice are discussed.
Using Field Trips to Enhance Language Treatment
Authors: Gilmore Susan E. , Norris Glenn L.
Published: July 2014

Class field trips are a time-honored tradition in public school education. In this article, I describe how to use field trips to enhance vocabulary skills and to provide a setting for meaningful communicative interaction.
Serving Children With Limited English Proficiency in the Schools
Authors: Roseberry-McKibbin Celeste A. , Eicholtz Glenn E.
Published: July 2014

A national survey of public school clinicians (
N
=1,145) was conducted to assess these clinicians' services to limited English proficient (LEP) children. The main findings of the survey follow:

1. The ethnic group served most commonly by clinicians was Hispanic.

2. The type of treatment provided most frequently for LEP children was language treatment.

3. Ninety percent of the respondents did not speak a second language fluently enough to provide services in that language.

4. Approximately 76% of the respondents had no previous coursework or classes addressing services for LEP children.

5. Problems encountered most frequently by the respondents were the lack of appropriate assessment instruments and the inability to speak the languages of the children they served.

In terms of continuing education topics, respondents were most interested in learning about assessment and treatment procedures for LEP children. Eighty-five percent of the respondents indicated that they felt the best service delivery model for the continuing education of LEP children was workshops offered by school districts. They also expressed interest in coursework offered by universities. Implications of the survey findings for the profession are discussed.
An Analysis of the
Phonetic Level Evaluation
Authors: Miskiel Lynn Weissler , Carney Arlene Earley , Johnson Cynthia J. , Carney Edward
Published: July 2014

The
Phonetic Level Evaluation (PLE)
(Ling, 1976) was administered to 30 preschoolers (chronological age [CA] 3:0 to 5:0, years:months) with normal hearing. Each child received the entire segmental portion of the
PLE
to determine if the children's overall scores of percent correct sound production increased with increasing age, and whether the elicited speech tasks were observed to be ordered according to difficulty, as described by Ling. Two judges scored each production. Results indicated that: (a) older children received significantly higher percent correct scores than younger children, (b) approximately the same error rate was observed for vowel productions as for simple consonants, and (c) scores for all children were considerably poorer for initial consonant blends than for final consonant blends. The latter two results ran counter to the proposed order of task difficulty designed by Ling. This study provides speech production data from children with normal hearing in this frequently used speech-elicitation task for children with hearing loss. These data are useful to clinicians in setting developmentally appropriate goals for speech production in young children with hearing loss. In addition, the results suggest that clinicians might change the order of presentation of word-initial and word-final blends in the administration of the
PLE
in order to provide a better approximation to developmental task difficulty.
Effect of Verbal Routine Contexts and Expansions on Gains in the Mean Length of Utterance in Children With Developmental Delays
Authors: Yoder Paul J. , Spruytenburg Heidi , Edwards Anne , Davies Betty
Published: July 2014

This study tests the hypothesis that verbal routines and expansions increase generalized child mean length of utterance (MLU). Verbal routines were built through repeated interaction with the same picture book across several intervention sessions. The subjects were four young children with developmental delay. One of the subjects experienced two rounds of the intervention (i.e., two intervention phases with two different books) to provide the opportunity for more replication and extension of the effects. Generalization sessions were conducted with a different adult, different modality of material (i.e., objects), and different interaction style than were used during the intervention. The pattern of the results provides strong evidence that the intervention increased generalized MLU in children in the first stage of language development more than in children in a later language stage. The secondary analyses support the notion that verbal routines and expansions were responsible for the effects. Future research is needed to determine why the intervention was not effective for the developmentally older cases but was effective for the developmentally younger cases.
The Effects of Training Phonological, Semantic, and Syntactic Processing Skills in Spoken Language on Reading Ability
Authors: Gillon Gail , Dodd Barbara
Published: July 2014

The efficacy of a program designed to remediate the spoken language deficits of students with specific reading disability was evaluated. The study investigated the learning of program content and the effects of training spoken language on reading accuracy and reading comprehension ability. The program consisted of two parts: one providing explicit instruction in phonological processing skills and the other providing training in semantic-syntactic skills. Ten students, aged between 10–12 years, who had demonstrated severe difficulties on written and higher-level spoken language tasks during the 2 years before the current study, participated in the intervention program. Subjects were randomly divided into two groups. Group 1 received the phonological training program first followed by the semantic-syntactic training program, and Group 2 received the programs in the reverse order. Subjects were trained for 12 hours over a 6-week period on each of the programs in their regular school environment. Results indicated that the phonological and semantic-syntactic deficits of students with specific reading disability can be remediated successfully. Improvement in these skills had significant positive effects on reading accuracy and comprehension performance. Training in phonological processing skills had a greater impact on reading accuracy than training in semantic-syntactic skills, but both programs contributed to improved reading comprehension ability. Results are discussed in terms of current theories of reading disability and implications for speech-language pathologists are addressed.
Fluency Intervention for Preschoolers and Their Families in the Public Schools
Authors: Gottwald Sheryl Ridener , Starkweather C. Woodruff
Published: July 2014

Early intervention for stuttering has been proven to have dramatic and lasting results in the remediation of the disorder. The mandates of P.L. 99–457 (now P.L. 102–119, the Individuals with Disabilities Education Act or IDEA) provide a vehicle for fluency management at the preschool level through the public schools. This article describes a conceptual framework for developing a multifaceted, individually tailored treatment program for young children who stutter, their families, and their preschool or daycare staff. Suggestions are provided for reducing environmental demands through education, affective support, and behavior change facilitation. Direct therapy techniques designed to reduce struggle and enhance fluency also are identified.
Language Norms in School-Age Children and Adolescents
Authors: Nippold Marilyn A.
Published: July 2014

The four articles in this clinical forum developed out of a series of two miniseminars presented at the 1992 and 1993 Annual Conventions of the American Speech-Language-Hearing Association (ASHA). The miniseminars, entitled "School-Age Children and Adolescents: Establishing Language Norms" (Parts I and II), were sponsored by Special Interest Division I, now known as "Language Learning and Education." The sessions were offered in response to requests from a number of public school speech-language pathologists for additional normative information on various aspects of later language development. The authors of the forum (and their topics) are Cheryl M. Scott and Sharon L. Stokes (syntax), Marilyn A. Nippold (word definition), Cynthia J. Johnson (narration), and Janet A. Norris (pragmatics).
Elective Mutism
Authors: Harris Holly F.
Published: July 2014

Elective mutism is a "persistent refusal to talk in one or more major social situations&despite [the] ability to comprehend spoken language and to speak" (American Psychiatric Association, 1987, p. 89). This article serves as a tutorial, providing information on elective mutism, a disorder potentially encountered by speech-language pathologists typically inexperienced in its diagnosis and management. It is the first article concerning elective mutism in a major speech-language pathology journal since the 1950s. The history, characteristics, classification, differential diagnosis, and treatment of elective mutism are discussed.
The Effectiveness of an Interactive Hearing Conservation Program for Elementary School Children
Authors: Chermak Gail D. , Curtis Lori , Seikel J. Anthony
Published: July 2014

An educational hearing conservation program (HCP) emphasizing student participation and supplemental in-class activities led by a teacher was presented in two 1-hour sessions to two classes of fourth-grade children enrolled in regular education programs. Questionnaires assessing their knowledge of hearing, noise-induced hearing loss, and hearing conservation practices were administered before and after the HCP. Significant increases in knowledge concerning noise-induced hearing loss and hearing conservation practices were seen in both classes, with greater gain seen among students receiving more extensive supplemental activities. Post-HCP responses revealed that the majority of the children intend to use ear protection when engaged in noisy activities. Teachers indicated they would increase coverage of hearing and hearing conservation in their classrooms and use hearing protection when exposed to loud noise.
Adolescent Pragmatic Skills
Authors: Brice Alejandro , Montgomery Judy
Published: July 2014

The purpose of this study was to compare the pragmatic performance of students from two adolescent groups—students receiving. English as a second language (ESL) instruction versus bilingual students receiving speech-language (BSL) therapy. A pragmatics screening scale (i.e., the Adolescent Pragmatics Screening Scale, Brice, 1992a) was used to measure pragmatic performance. The findings of this study indicated that the BSL students different from the ESL students in expressing thereselves, establishing greetings, initiating and maintaining conversations, listening to a speaker, and cueing the listener regarding topic changes. Both groups of students had difficulties regulating others through language. Thus, even language-infact students may have some difficulty acquiring the Euro-American pragmatic feature of language. Academic failure and possible school dropout may result for the BSL students as a result of their difficulties. Implications of this study for the speech-language pathologist and other school professionals are given.
Phonological Patterns in Normally Developing Spanish-Speaking 3- and 4-Year-Olds of Puerto Rican Descent
Authors: Goldstein Brian A. , Iglesias Aquiles
Published: July 2014

This study presents a quantitative and qualitative description of the phonological patterns in Spanish-speaking preschoolers of Puerto Rican descent. Phonological processes and nontargeted process errors were analyzed for 24 3-year-old and 30 4-year-old Spanish speakers. Analyses were made in reference to the Puerto Rican dialects of Spanish, yielding a number of patterns that characterize the phonological patterns in these children.
By Their Tests We Will Know Them
Authors: Sabers Darrell L.
Published: July 2014

An examination of the tests clinicians use can expose the clinicians’ beliefs. Their definition of a construct should be evident in the description of the test they use to measure the construct. Further examination of the test should provide evidence of aspects they endorse or at least tolerate in the measurement of the construct. In this article, striking differences in philosophical views behind a construct are demonstrated through an examination of a type of scale found in personality and vocational preference inventories. Next, several subtests of sentence production as a particular type of language expression are examined to demonstrate differences in authors’ views. The subtests are examined to disclose definitions of expressive language as found in sentence production and the restrictions on those definitions imposed by the measurement methods chosen. A clinician’s choice regarding which measure to use should be based on agreement with the test authors regarding essential aspects of measuring expressive language.
A Performance/Competence Model of Observational Assessment
Authors: Westby Carol E. , StevensDominguez Meave , Oetter Patti
Published: July 2014

The nature of the questions asked concerning a child determines the procedures used to generate the answers. This article describes a variety of assessment procedures and discusses the situations under which each procedure would be used. The Project NEW TeamS (neurological, ecological, wholistic team system) observational assessment procedure designed for infants, toddlers, and preschool children is presented. The goal of this assessment process is to link assessment with intervention by determining what supports and what compromises a child’s perfomance.
Treatment of Vocal Hyperfunction in Adolescents
Authors: Andrews Moya L.
Published: July 2014

The treatment of adolescent clients with hyperfunctional voice disorders is discussed from a developmental perspective. Facilitating techniques, treatment strategies, and materials are provided. The treatment approach focuses on enhanced awareness of the relationship between voice use and interpersonal skills in addition to the behavioral modification of voice symptoms.
The Early Identification of Language-Based Reading Disabilities
Authors: Catts Hugh W.
Published: July 2014

Research and clinical practice clearly demonstrate that many reading disabilities are language-based. Because the language deficits associated with reading disabilities are often present during the preschool years, these deficits can serve as early indicators of risk for reading disabilities. This exchange briefly reviews the language basis of reading disabilities and provides a checklist of language deficits frequently associated with reading disabilities. It is intended that this checklist be used by professionals for the early identification of reading disabilities.
Selective Mutism in Elementary School
Authors: Giddan Jane J. , Ross Gloria J. , Sechler Linda L. , Becker Bonnetta R.
Published: July 2014

Selective mutism is an infrequent phenomenon, often first identified in the school setting. This article presents the historical background for the treatment of selective mutism and current diagnostic symptoms of selective mutism, and then elaborates with a case study illustrating successful multidisciplinary treatment outcomes of a child who was selectively mute. Issues relevant to speech-language pathologists working with elementary school children are discussed, and treatment guidelines are provided.
Enhancing the Conversational Skills of Children With Hearing Impairment
Authors: Johnson Carole E.
Published: July 2014

The conversational skills of children with hearing impairment have been found to resemble those of children with learning disabilities and are often inadequate for successful mainstreaming. The pragmatic skills of children with hearing impairment can be enhanced by maximizing the opportunities to practice conversational behaviors in therapy. The purpose of this article is to discuss the use of clinician-designed thematic role-play scenarios during auditory training to enhance the conversational skills of preschool and elementary school children.
Guidelines for Using Portfolios in Assessment and Evaluation
Authors: Kratcoski Annette Manning
Published: July 2014

In selecting assessment tools and procedures, school-based speech-language pathologists are frequently faced with the dilemma of meeting stringent district, state, and federal regulations while trying to evaluate the language and communication of learners in ways that are holistic and educationally relevant. The purpose of this article is to provide guidelines for the use of portfolios for conducting various types of speech-language evaluations and assessments in school settings. Emphasis will be placed on the use of portfolios as a tool for functional assessment.
An Audiological Fear Reduction Program for a Child
Authors: Daar Lisa , Grunblatt Henna
Published: July 2014

This article presents a program for reducing the fear of audiological procedures in a 6-year-old female student who is deaf. Developed by a school audiologist and the school counselor, this eight-session program involved several interventions. These included familiarizing the subject with the procedures and providing reassurance, hands-on activities, graded exposure to the procedures, peer modeling, and reinforcement for cooperation with the procedures. A significant reduction in anxiety and an increase in cooperation with audiological procedures at the school was noted. At 8-month follow-up, the client was cooperative when earmolds were made for her at the school. In addition, some generalization to another audiological setting was reported.
Using Photography to Enhance Language and Learning
Authors: Tarulli Nancy J.
Published: July 2014

Speech-language pathologists often face the challenge of engaging children with language and learning disabilities in active conversation that allows opportunities to develop more elaborate linguistic and discourse abilities. School-based speech-language pathologists often search for tools that will aid them in creating meaningful and effective techniques in their work with an emphasis on: developing therapy plans that reflect more natural language environments; collaboration with classroom teachers on curriculum and communication skills objectives; and involvement of parents in the treatment program.
Phonological Awareness Screening to Identify At-Risk Readers
Authors: Gilbertson Margie , Bramlett Ronald K.
Published: July 2014

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.