bluuebunny/crossref_metadata_2025 huggingface dataset:
Benefits of Total Communication as Perceived by Parents of Hearing-Impaired Children
Authors: Matkin Arlene M. , Matkin Noel D.
Published: July 2014

Responses to a parent questionnaire served as the basis for assessing the impact of Total Communication (TC) upon social, emotional, and educational growth, as well as upon speeehreading, and speech and hearing aid use. This study was restricted to parents whose hearing-impaired children had initially been enrolled in an aural/oral program for a minimum of 2 years and then subsequently had been in a TC class in a day school setting for at least 2 years. Results indicate a significant correlation between parents' overall perception as to the benefits of TC and their perception of their children's educational and emotional growth. Further, most parents did not perceive the use of TC as adversely affecting speechreading, speech production, or hearing aid use.
Comparison of Three Phonological Analysis Procedures
Authors: Paden Elaine Pagel , Moss Susan Arnold
Published: July 2014

This study was undertaken to compare three procedures used in phonological process analysis: Natural Process Analysis (Shriberg & Kwiatkowski, 1980), The Assessment of Phonological Processes (Hodson, 1980) and Procedures for Phonological Analysis of Children's Language (Ingram, 1981). Questions that are likely to occur to the speech-language pathologist as a potential user of these tests were investigated: (a) Does the type of speech sample alter results? (b) Do different analysis procedures identify different arrays of processes for a child? and (c) How much time is required for administration? Although only three subjects were evaluated the results suggest that any of the procedures would identify essentially the same phonological processes as remediation targets. Factors other than these results, therefore, may have greater influence on the user's selection of an analysis procedure.
Incidence of Fronting in Preschool Children
Authors: Lowe Robert J. , Knutson Patricia J. , Monson Mark A.
Published: July 2014

The speech of 1,048 children between the ages of 31 and 54 months was screened for the presence of velar and palatal forms of the phonological process of fronting. Sixty-seven children, 6% of the sample, were identified as exhibiting the fronting process. Velar fronting was found to occur more frequently than palatal fronting. All 67 children were observed to front velars; however, only 44 fronted palatals. In no instances were subjects observed to front palatals in the absence of velar fronting. In the speech of 23 subjects, velar fronting occurred in the absence of palatal fronting. A breakdown of the incidence of fronting arranged in four consecutive 6-month age groupings is included, incidence ranged from 23.3% for the youngest group (31–36 months) to 3.5% for the oldest (48–54 months).
Communication Board Use in Severely Handicapped Learners
Authors: Reichle Joe , Yoder David E.
Published: July 2014

Four severely retarded preschool children were taught to label four objects using a manual, direct select communication board. After acquisition, learners failed to generalize to either commenting or requesting using the trained vocabulary. It was hypothesized that learners failed because (a) they had never learned to request using their newly acquired vocabulary or (b) because the production of object labels was only under control of the verbal stimulus "What's this?" A second experiment, designed to test these hypotheses, suggested that teaching a pragmatic discrimination between requesting and object labeling resulted in improved performance for two learners. A procedure to shift stimulus control from a verbal cue ("What's this? ") to the presence of the object improved performance on spontaneous probes for a third learner. The remaining learner failed to acquire the spontaneous use of the acquired vocabulary.
The Linguistic Basis of Reading Disorders
Authors: Catts Hugh W. , Kamhi Alan G.
Published: July 2014

Recent theory and clinical insight have emphasized the linguistic aspects of reading and reading disorders. As a result, some speech-language pathologists are playing a more integral role in the identification, assessment, and remediation of reading disorders. This paper discusses the linguistic basis of reading and reading problems, and provides some guidance to speech-language pathologists on how they can use their knowledge of language to deal more effectively with developmental reading disorders.
The Effects of Treatment on Consonant Cluster and Weak Syllable Reduction Processes in Misarticulating Children
Authors: Young Edna Carter
Published: July 2014

In a multiple baseline across behaviors design, two children with articulation errors were trained to suppress the phonological processes of weak syllable reduction and consonant cluster reduction. Results of this investigation indicated that the treatment was effective in increasing correct responses on target words, and that training generalized to phonetically similar untrained words.
Qualitative Examination of Children's Naming Skills through Test Adaptations
Authors: Fried-Oken Melanie
Published: July 2014

A new procedure entitled the
Double Administration Naming Technique
is proposed to assist the clinician in obtaining qualitative information about a client's visual confrontation naming skills. It involves the administration of the standard naming test followed by a readministration of the instrument. A series of naming cues then are presented. By examining the number and types of naming errors produced during the two test presentations, the clinician distinguishes word-finding problems from expressive vocabulary limitations and qualitatively describes the language disorder. The cues that facilitate correct naming are used to plan effective treatment goals.
A Device to Mark Inaudible Behaviors on Audio Recordings
Authors: Shirkey Edward A. , Kelly Ruben D.
Published: July 2014

A need exists for speech-language pathologists to have convenient and inexpensive ways to record, on audio tape, occurrences of important inaudible speech- and language-related behaviors. The device described below can be used to mark occurrences of such events.
Elicited Imitation Revisited
Authors: Fujiki Martin , Brinton Bonnie
Published: July 2014

Although a number of recent studies have questioned the validity of elicited imitation as a language assessment tool, this procedure continues to enjoy wide clinical application. Most of the negative findings regarding the procedure indicate that a child's imitated productions do not reflect spontaneous productions. This study reassessed this issue by comparing elicited imitation and spontaneous language sampling as informal methods of language evaluation, and then examining performance on a within subject basis. Thirteen language-disordered subjects, ranging in age from 5:6 to 6:6, participated in the study. Two half-hour spontaneous language samples were elicited from each child. In addition, each subject was given an examiner-constructed elicited imitation test. The performance of each subject was examined, and it was observed that the comparability of the tasks was highly variable from subject to subject. When the results of the two procedures were compared with regard to structure mastery, results were also highly variable between subjects. These results are discussed with regard to the clinical application of elicited imitation.
Reliability of the S/Z Ratio in Normal Children's Voices
Authors: Fendler Marla , Shearer William M.
Published: July 2014

The S/Z ratio—a score related to the normal versus pathological condition of the larynx—was tested for reliability on 78 elementary school children who had normal voices. All children participated in a test-retest procedure, conducted by two speech clinicians in counterbalanced order. Results indicated no significant difference between the test-retest scores nor between scores from the two clinicians. In addition, the overall prolongation times for phonemes were not related to the S/Z values.
Structural Aspects of Phonological Development
Authors: Pollock Karen E. , Schwartz Richard G.
Published: July 2014

The relationship between syllabic structure and segmental development was examined longitudinally in a child with a severe phonological disorder. Six speech samples were collected over a 4-year period (3:5 to 7:3). Analyses revealed gradual increases in the complexity and diversity of the syllable structures produced, and positional preferences for sounds within these forms. With a strong preference for [d] and [n] at the beginning of syllables, other consonants appeared first at the end of syllables. Implications for clinical management of phonological disorders include the need to consider both structural position and structural complexity in assessing segmental skills and in choosing target words for intervention.
A Clinical Technique Helpful in the Elicitation of /er/
Authors: Wood James M.
Published: July 2014

Procedures for the elicitation of /er/ from the vowel /i/ are discussed. Emphasis is placed upon the maintenance of lingual tension throughout the transition from /i/ to /er/, and suggestions for demonstrating this to the child are provided.
S/Z Ratio in Dysphonic Children with and without Vocal Cord Nodules
Authors: Hufnagle Jon , Hufnagle Kathryn K.
Published: July 2014

The maximum duration times for /s/ and /z/ and the calculated s/z ratio were obtained from 123 dysphonic children, 69 with vocal cord nodules and 54 with no vocal cord pathology. Significant differences were found in the duration of /s/ versus /z/. The s/z ratio was found not to be significantly different for the two groups. The results indicate that the s/z ratio does not discriminate the presence of mass lesions in dysphonic children.
Computer-Aided Language/Concept Enrichment in Kindergarten
Authors: Schetz Katherine F.
Published: July 2014

A model program for language/concept enrichment was set up with 22 kindergarten students as participants. A total screening score during routine kindergarten screenings relative to the areas of articulation, language and concepts was low for each of these students, but not low enough to recommend indepth diagnostic testing. The objective of the program was to demonstrate the role of the speech-language pathologist as consultant, an alternate service delivery model for public school speech-language services. Language/concept enrichment was provided by volunteers using four educational software programs for the microcomputer. Concepts taught included quantity, quality, time/sequence, nouns, and verbs. Program structure, implementation, and evaluation are discussed.
The Need for Aggressive Pursuit of Healthy Childhood Voices
Authors: Kahane Joel C. , Mayo Robert
Published: July 2014

In this paper we argue for the aggressive management of voice disorders. Aggressive management includes early identification, prevention, and treatment of voice disorders. The argument for aggressive management is supported by current incidence trends, laryngologists' expectations, and the benefits of prevention programs.
A Standardized Method for Collecting and Analyzing Language Samples of Preschool and Primary Children in the Public Schools
Authors: Thomas Jo Anne
Published: July 2014

Language sampling is the "heart" of the language assessment process and is required in the State of California to determine eligibility, for language remediation services; however, it is time-consuming to obtain a sample, score it, and analyze it. In order to streamline the process, a modified format of the Multilevel Informal Language Inventory (MILI) was administered to 4-, 5-, and 6-year-old public school children. Scores obtained were used to compute normative data. Using this protocol, total administration, scoring and analysis time was reduced to approximately 35 minutes.
Arguments Against the Aggressive Pursuit of Voice Therapy for Children
Authors: Sander Eric K.
Published: July 2014

This polemic states the case against indiscriminate speech intervention, focusing on apparent voice problems in general and voice therapy with children in particular. School speech clinicians with conservative selection practices are urged to resist unwise expansions of their caseloads. Our profession will experience no loss of self-worth by admitting that it is best to do nothing on many occasions.
The Integrative Task-Maturity Model of Supervision
Authors: Mawdsley Brenda L. , Scudder Rosalind R.
Published: July 2014

Supervisory style in speech-language pathology should be as individualized as the needs of the supervisee. The Integrative Task-Maturity Model of Supervision was developed to help supervisors determine a supervisee's task-maturity level, adopt the appropriate supervisory style and decide which supervisory techniques to use.
Parents' Attitudes Toward Family Involvement in Speech-Language Services
Authors: Andrews James R. , Andrews Mary A. , Shearer William M.
Published: July 2014

As a means of assessing the views, needs, and characteristics of parents whose children are receiving speech-language services in the schools, a survey form was distributed to 4,780 such children in the northern Illinois area. One thousand six hundred eighty-four survey forms (35%) were completed by the parents and returned for analysis. Respondents were found to fall into three categories: 51% wished family involvement, 28% wished to be more involved with their present program, and 28% were satisfied with their present arrangement for services. Profiles for these three groups are described.
Self-Monitoring and Generalization in Preschool Speech-Delayed Children
Authors: Shriberg Lawrence D. , Kwiatkowski Joan
Published: July 2014

Self-monitoring and generalization were observed as eight preschool children progressed in management programs for their developmental phonological disorders. Changes in the production of target and non-target sounds and behaviors presumed to reflect self-monitoring were tallied as they occurred concurrently in conversational speech samples. With some notable exceptions, generalization data for target and non-target sound changes were consistent with linguistic patterns reported in the literature. Self-monitoring behaviors were observed to vary in type, frequency, and point of onset in relation to generalization data. A consistent observation across children was that self-monitoring behaviors neither always nor only occurred in temporal association with generalization. Alternative hypotheses concerning the occurrence of self-monitoring behaviors in stimulus and response generalization are considered.
A Comprehensive PEL-IEP Speech Curriculum Overview and Related Carryover and Summary Forms Designed for Speech Therapy Services for the Hearing-Impaired
Authors: Erlbaum Sheila Judith
Published: July 2014

In order to provide appropriate and individualized speech-language-communication skills therapy for deaf and hearing-impaired students, Present Education Levels (PEL) and Individualized Education Programs (IEP) must be developed. This article describes a combined PEL-IEP format which also serves as a curriculum overview for speech-language-communication skills for deaf and hearing-impaired students. Additional information on carryover procedures, parent/teacher contact, and report card format is also presented. Originally designed for preschool students in a school for the deaf, this material can be adapted for use with other populations, age groups, and in a variety of educational and therapeutic settings.
Spelling, Phonology, and the Speech-Language Pathologist
Authors: Hoffman Paul R.
Published: July 2014

Assumptions basic to the whole language philosophy of education are enumerated and exemplified with regard to facilitation of spelling and phonological abilities. It is suggested that development of spelling and phonological knowledge progress through similar stages and are enhanced by whole language experiences. Inasmuch as speech-language pathologists are the school-based professionals who are most knowledgeable regarding phonological development, they are encouraged to: (a) serve as a resource to teachers in the instruction of spelling, (b) be aware of potential problems in spelling development in phonologically delayed children, and (c) utilize whole language strategies that relate speech production to reading and writing within their phonological therapy.
Prevalence of Hearing Impairment Among School Children
Authors: Lundeen Conrad
Published: July 2014

During the 1968–69 school year, National Speech and Hearing Survey teams tested the hearing of over 38,000 school children from throughout the U.S. However, hearing-loss prevalence information from this comprehensive and carefully controlled survey has never been widely disseminated. A review of these data revealed that the total percentage of children in grades 1 through 12 with PTA’s greater than 25 dB HL was 2.63% (1.9% unilateral, 0.73% bilateral). In contrast, the most frequently cited prevalence rates are at least two-times higher (Eagles, Wishik, Doerfler, Melnick, & Levine, 1963; Roberts & Ahuja, 1975). Because the National Speech and Hearing Survey is by far the largest study of children’s hearing thresholds, and the only one in which all audiometers were calibrated to a modern standard of audiometric zero, its lower estimate appears to be a more precise representation of hearing-loss prevalence among U.S. school children.
School Children With Emotional Problems and Communication Deficits
Authors: Giddan Jane J.
Published: July 2014

Mounting evidence reveals that speech and language disorders are quite prevalent among behaviorally handicapped school children. This summary of recent research will address implications of new findings and several key issues facing clinicians who deliver services to these children.
Mainstreaming Hearing-Impaired Students
Authors: Luckner John L.
Published: July 2014

Increased emphasis has been placed on mainstreaming hearing-impaired students into regular classes with their hearing peers. The purpose of this study was to survey a large sample of regular education teachers who currently provide educational services to hearing-impaired students. Information regarding their attitudes about working with hearing-impaired students, administrative support, assistance from the teacher of the hearing-impaired, and student socialization were obtained and are reported. Concerns about current practices in teacher-training programs and existent approaches to mainstreaming hearing-impaired students are raised.
The Effectiveness of an Educational Hearing Conservation Program for Elementary School Children
Authors: Chermak Gail D. , Peters-McCarthy Elizabeth
Published: July 2014

An educational hearing conservation (HCP) program was designed and presented to 45 normal hearing third- and fourth-grade children enrolled in regular education programs. Questionnaires assessing knowledge of hearing, noise-induced hearing loss, and hearing conservation practices were administered prior to and following a HCP which consisted of a lecture, film, hearing screening demonstration, question and answer and discovery learning periods, and distribution of earplugs and a handout. Most children reported that they did not participate in noisy activities; however, of those who did participate an average of only 5.5% (2.5) reported use of ear protection. Knowledge about noise and noise-induced hearing loss increased an average of 23% following the HCP and 91.1% reported that they "learned something" from the HCP. Post-HCP responses revealed that 96.7% of the children intended to use ear protection when engaged in the depicted noisy activities. Although students indicated their intentions to pursue hearing conservation practices, follow-up studies are needed to determine whether hearing conservation programs are effective in establishing positive, long-term hearing health habits. School hearing conservation programs must be comprehensive in scope, including educational programming aimed at prevention and reduction of the prevalence of hearing loss, as well as identification and management of hearing loss.
Hearing Conservation Training of Industrial Technology Teachers
Authors: Plakke Bruce L.
Published: July 2014

Studies have shown the hazards of noise-induced hearing loss for industrial technology teachers and students. A teachers guide and materials were developed and workshops conducted for audiologists and industrial technology teachers 5 years ago in Iowa. Teachers’ attitudes and awareness of the hazards of noise were determined by a survey. The results show a need to increase the effectiveness of training and knowledge of industrial technology teachers regarding hearing conservation.
Assessing the Use of Age-Equivalent Scores in Clinical Management
Authors: Lawrence Carol W.
Published: July 2014

Speech-language evaluation reports from many institutions present age-equivalent scores as the evidence for speech-language deficits. Yet, the value and interpretation of this measurement criterion requires clinical scrutiny. This article reviews the concept and derivation of age-equivalent scores and presents arguments against their use in case management decisions.
The Effectiveness of School-Based Computer Language Intervention With Severely Handicapped Children
Authors: Schery Teris K. , O’Connor Lisa C.
Published: July 2014

Fifty-two severely handicapped children were trained on communication skills using microprocessor technology. A graduate student in Communication Disorders provided interactive supervision during the training. One-way analyses of covariance indicated positive effect for the additional computer language training when compared to regular classroom training alone. Effects were strongest on a direct criterion-referenced measure of the vocabulary taught. A cluster of more general language measures taken by the researchers, classroom teachers, and parents also indicated benefit to the computer enhancement condition. Additionally, the effect of this training was discernible on teacher and parent measures of social interaction skills.
Hearing Thresholds of Students in the Second, Eighth, and Twelfth Grades
Authors: Montgomery Judith K. , Fujikawa Sharon
Published: July 2014

Fifteen hundred students in grades 2, 8, and 12 were given puretone threshold hearing tests to determine if prevalence of hearing loss varied with age. A significantly higher prevalence of hearing loss was found in the older children. The proportion of students failing the hearing test in the 2nd and 8th grades was then compared with data collected over the last 10 years from the same school district. There was a greater prevalence of hearing loss among 2nd and 8th graders today than 10 years ago.
Model Programs for Increasing Parent Involvement Through Telephone Technology
Authors: Schubel Rebecca J. , Erickson Joan Good
Published: July 2014

This article describes several model programs that use telephone technology to link parents with professionals, such as teachers and speech-language pathologists. Strategies for developing and implementing a telephone call-in program to increase parent involvement in educational and clinical settings are discussed. Practical suggestions regarding content, manpower, and budget considerations are provided.
Public School Nurses’ Preparedness for a Hearing Aid Monitoring Program
Authors: Johnson Carole E. , Stein Ramona L. , Lass Norman J.
Published: July 2014

The purpose of this investigation was to survey public school nurses’ preparedness to participate in a hearing aid monitoring program. Thirty nurses completed a 19-item questionnaire surveying their prior experience with, attitudes toward, and knowledge of hearing aids, as well as their basic skill level with hearing aids, hearing aid batteries, and earmolds. Results of the survey indicated some deficiencies in key areas. Suggestions for preservice, inservice, and continuing education programs for nurses are provided.
The Need for a Broad-Based Model of Phonological Disorders
Authors: Kamhi Alan G.
Published: July 2014

My response to Fey’s article (1985; reprinted 1992, this issue) focuses on the confusion caused by the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. In addition to having no explanatory adequacy, such definitions/models lead either to assessment and treatment procedures that are similarly focused or to procedures that have no clear logical ties to the models with which they supposedly are linked. Narrowly focused models and definitions also usually include no mention of speech production processes. Bemoaning this state of affairs, I attempt to show why it is important for clinicians to embrace broad-based models of phonological disorders that have some explanatory value. Such models are consistent with assessment procedures that are comprehensive in nature and treatment procedures that focus on linguistic, as well as motoric, aspects of speech.
Developmental Markers in Adolescent Language
Authors: Nippold Marilyn A.
Published: July 2014

Adolescents with language disorders frequently manifest delays in syntactic, semantic, and pragmatic development. Proper assessment and intervention with these students requires the speech-language pathologist to have adequate knowledge of normal adolescent language development. In this article, selected aspects of normal development during adolescence are discussed in the areas of syntax, semantics, and pragmatics. Possible clinical implications of the developmental literature also are discussed.
Language Assessment in Adolescents
Authors: Damico Jack S.
Published: July 2014

The purpose of this article is threefold: (a) to briefly discuss the critical concerns that must be addressed when implementing successful language assessment in adolescents, (b) to suggest an assessment process, and (c) to present several specific procedures that may be used in the assessment process.
The Elicitation of Vocal Responses From Preschool Children
Authors: Champley Elizabeth Hyne , Andrews Moya L.
Published: July 2014

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.
Final Consonant Deletion in African American Children Speaking Black English
Authors: Moran Michael J.
Published: July 2014

The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.
A Support Program
Authors: Grunblatt Henna , Daar Lisa
Published: July 2014

A program for providing information to children who are deaf about their deafness and addressing common concerns about deafness is detailed. Developed by a school audiologist and the school counselor, this two-part program is geared for children from 3 years to 15 years of age. The first part is an educational audiology program consisting of varied informational classes conducted by the audiologist. Five topics are addressed in this part of the program, including basic audiology, hearing aids, FM systems, audiograms, and student concerns. The second part of the program consists of individualized counseling. This involves both one-to-one counseling sessions between a student and the school counselor, as well as conjoint sessions conducted—with the student’s permission—by both the audiologist and the school counselor.
A Non-Traditional Fluency Program Developed for the Public School Setting
Authors: Berkowitz Mozelle , Cook Harriet , Haughey Mary Jo
Published: July 2014

This article presents an alternative service delivery model for treating schoolchildren who stutter. Weekly treatment sessions with groups of students after the school day, along with monthly meetings with their parents, focused both on changing attitudes about stuttering and on controlling stuttering behaviors. Results supported the efficacy of a group treatment program with a parent involved. The significance of changing attitudes in both students and their parents is discussed.
Enhancing Emerging Literacy in a Language Preschool
Authors: Watson Linda R. , Layton Thomas L. , Pierce Patsy L. , Abraham Linzy M.
Published: July 2014

Preschool children with speech and language impairments (SLI) are at significant risk for later literacy learning difficulties. Current emerging literacy theory dictates the inclusion of reading and writing in preschool programs for children with SLI. Early literacy interactions are directed at developing all modes of communication and providing normalizing experiences for children with SLI. In addition, these experiences may lessen future academic learning problems. The purpose of this article is to describe a preschool program that fosters emerging speaking, listening, reading, and writing in children with SLI. Strategies used to incorporate literacy-related events and artifacts into the daily classroom schedule are discussed, and sample activities are given.
Middle Ear Disorders and Hearing Loss in Native Hawaiian Preschoolers
Authors: Pang-Ching Glenn , Robb Michael , Heath Robert , Takumi Mona
Published: July 2014

This study reported on the prevalence of middle ear disorders and hearing loss among native Hawaiian preschoolers. The subjects included children enrolled in the Kamehameha Schools on the islands of Kauai, Maui, and Oahu. At the beginning of the school year, each child received a battery of tests that included pure-tone audiometry, tympanometry, acoustic reflectometry, and pneumatic otoscopy. Approximately 15% of the children failed a majority of these tests. Serial testing, involving pure-tone audiometry and tympanometry, was administered at regular intervals throughout the school year. Approximately 9–15% of the children failed both audiometric and tympanometric tests at each of the serial screenings. The results are discussed in comparison to other indigenous groups at risk for middle ear disorders and hearing loss and as evidence of the need to develop systematic screenings for Hawaii’s preschool children.
Analysis and Commentary
Authors: Gregory Hugo H.
Published: July 2014

These articles are an excellent representation of the progress that has been made during the last 25 years in understanding the evaluation and treatment of fluency disorders in children. The authors have been fair in showing how their ideas draw on the contributions of others who have come before them or who are contemporary with them. This commentary will focus on topics that cut across early intervention with preschoolers and therapy for school-age and adolescent children.
Not Using a Computer in Language Assessment/Intervention
Authors: Cochran Paula S. , Masterson Julie J.
Published: July 2014

Clinicians who are not yet making direct use of computer applications with their school-age clients may have good reasons. Factors that hinder the clinical use of computers by school clinicians include limited access to computer resources, lack of training, concern that students will be intimidated by the computer, worry over the amount of time necessary to teach students to use the computer, and doubts regarding the efficacy of computer activities. On the other hand, some computer applications offer benefits that are compelling enough to cause clinicians to overcome these barriers. Clinicians are encouraged to explore such applications, which include use of the computer as a context for conversation, a tool for learning, a tool for linguistic and phonological analysis, a tool for treatment data collection, a treatment materials generator, and a biofeedback device.
Classroom Acoustics
Authors: Berg Frederick S. , Blair James C. , Benson Peggy V.
Published: July 2014

Classroom acoustics are generally overlooked in American education. Noise, echoes, reverberation, and room modes typically interfere with the ability of listeners to understand speech. The effect of all of these acoustical parameters on teaching and learning in school needs to be researched more fully. Research has shown that these acoustical problems are commonplace in new as well as older schools, and when carried to an extreme, can greatly affect a child's ability to understand what is said (Barton, 1989; Blair, 1990; Crandell, 1991; Finitzo, 1988). The precise reason for overlooking these principles needs to be studied more fully. Recently, however, acoustic principles have been clarified, and technologies for measuring room acoustics and providing sound systems have become available to solve many of the acoustical problem in classrooms (Berg, 1993; Brook, 1991; D'Antonio, 1989; Davis & Davis, 1991; Davis & Jones, 1989; Eargle, 1989; Egan, 1988; Everest, 1987, 1989; Foreman, 1991; Hedeen, 1980). This article describes parameters of the problem, its impact on students and teachers, and four possible solutions to the problem. These solutions are noise control, signal control without amplification, individual amplification systems, and sound field amplification systems.
Computer-Based Assessment of Word Knowledge in Teens With Learning Disabilities
Authors: Wiig Elisabeth H. , Jones Stephanie S. , Wiig Erik D.
Published: July 2014

Computer-based and standard administrations of the Test of Word Knowledge (TOWK)-Level 2 core subtests (Word Definitions, Synonyms, Figurative Usage, Multiple Contexts) (Wiig & Secord, 1992) were compared for 30 subjects with learning disabilities. Half completed the computer-based version first and half the standard version first. Three weeks later, subjects were given either the standard or computer-based version in a counterbalanced design. The total, receptive, and expressive composites and three subtest means were highest for the standard administration (
p
<.05). Correlation coefficients (
r
) ranged from .81 to .88 for composites (
p
<.01). Confidence intervals (at 90% level) overlapped in 93% for the total, 97% for the receptive, and 93% for the expressive composite. Paired total scores were within the same diagnostic category (below or at/above normal) for 87%, receptive for 83%, and expressive for 90% of the subjects. Differenes in task formats influenced the results, indicating the need for independent norms for computer-based adaptations of standardized language tests.
An Examination of the Quality of Narratives Produced by Children With Language Disorders
Authors: McFadden Teresa Ukrainetz , Gillam Ronald B.
Published: July 2014

A team of regular and special educators used a holistic scoring procedure to rate the overall quality of spoken and written narratives produced by students with language disorders and their age-, language-, and reading-matched peers. Students with language disorders earned significantly lower holistic scores than their age-matched peers. However, their holistic scores were similar to the scores earned by their language- and reading-matched peers. Correlations between holistic scores and structural measures of language revealed that quality judgments were moderately related to textual-level measures of form and content but were unrelated to sentence-level measures of form and content. Holistic scoring is shown to have clinical and research utility as a means for socially validating the effects of language disorders on storytelling. Clinicians who want to influence the overall quality of their students' stories may wish to focus their intervention on textual-level narrative features.
Sotos Syndrome
Authors: Shuey Elaine M. , Jamison Kristen
Published: July 2014

Sotos syndrome is characterized by high birth length, rapid bone growth, distinctive facial features, and possible verbal and motor delays. It may be the result of an autosomal dominant inheritance pattern and it is more common in males than females. Developmental deficits or specific learning problems may be present. Speech and language delays may occur, although reported cases vary from normal development to severe delays. Hoarse voice is not uncommon.
Cultural/Linguistic Variation in the United States and its Implications for Assessment and Intervention in Speech-Language Pathology
Authors: Quinn Rosemary , Goldstein Brian , Peña Elizabeth D.
Published: July 2014

This clinical forum focuses on effective practices in assessment and intervention for culturally/linguistically diverse preschool and school-age children. The contributors are innovative scholars who have published and presented their work nationally within recent years, and, in some cases, over many years. For each topic, the related literature and theories are integrated with practice through recommendations for intervention and discussions of clinical implications.
Oral Reading and Story Retelling of Students With Specific Language Impairment
Authors: Gillam Ronald B. , Carlile Rebekah M.
Published: July 2014

Students with specific language impairment (SL) and students matched for single-word reading ability read and retold stories that were approximately one grade level above their reading level. Children with SLI produced a significantly greater percentage of oral reading discrepancies (miscues) between printed and read words. Their miscues were less graphophonemically, syntactically, semantically, and pragmatically consistent with the original texts than the miscues produced by their reading-matched peers. Despite these differences in oral reading story retellings by students in the two groups were similar in terms of percentages of recalled vocabulary, story elements, and problem-resolution pairs. Holistic analysis of the retellings indicated that fewer retellings by students in the SLI group were complete, and more of their retellings were confusing. Lack of prior knowledge regarding the topics of the stories that were read, slowed language processing and/or working memory deficiencies could account for these results.
PACs
Authors: Blosser Jean L. , Kratcoski Annette
Published: July 2014

Changes in demographic and economic trends, as well as reforms in health care and education, have encouraged speech-language pathologists to expand the service delivery options they offer. Practitioners are searching for service delivery models that promote clients’ functional skills, are cost-effective, and reflect accountability and efficacy. There is increasing demand for models that incorporate team decision-making and participation. This article provides clinicians with a framework for decision-making and service delivery by encouraging speech-language pathologists and their colleagues to consider the unique combination of providers, activities, and contexts (PACs) necessary to meet the specific needs of each individual with a communication disorder.
Incidental Learning of Sight Words During Articulation Training
Authors: Stewart Sharon R. , Gonzalez Lori S. , Page Judith L.
Published: July 2014

The present study examined the acquisition of sight reading vocabulary learned incidentally during articulation training. A multiple probe design across behaviors with reinforced probe conditions was used to evaluate the effectiveness of an articulation training program that included incidental information to teach basic sight word reading. Specifically, beginning readers with sound production errors received articulation therapy paired with a procedure in which (a) words were printed below the stimulus pictures and (b) the experimenter drew an imaginary line under the word while saying, "Yes, (word). Look, (word)." as part of feedback for articulatory performance. Results indicated that the subjects learned to read sight words incidentally during articulation training, and this learning generalized beyond printed words on cards to printed words on a list.
Integrating Technology Into School Programs
Authors: Fitch James L. , McRay Laura Beth
Published: July 2014

Responses to a questionnaire that were previously reported (McRay & Fitch, 1996) were examined to determine the primary factors that affect computer use by public school speech-language pathologists. It was found that the primary factors could be grouped into three areas: motivation, training, and opportunity. An analysis of the questionnaire responses is presented and suggestions for planning for the integration of computers into public school settings are included.
Clinicians’ Training and Confidence Associated With Treating School-Age Children Who Stutter
Authors: Brisk Deborah J. , Healey E. Charles , Hux Karen A.
Published: July 2014

The purpose of this survey was to obtain updated information on school-based speech-language pathologists’ training, confidence, attitudes, and perceptions associated with treating school-age children who stutter. A second goal was to investigate the impact of impending specialization training in fluency on service delivery to children who stutter. A total of 278 out of 500 (56%) randomly selected school clinicians certified by the American Speech-Language-Hearing Association (ASHA) responded to the survey. The results showed a general improvement over previous reports in clinicians’ training, confidence, and attitudes concerning providing assessment and intervention services to school-age children who stutter. However, clinicians who received their degrees in the mid-to-late 1970s were less positive regarding their preparation to evaluate and treat preschool children who stutter than those clinicians who received their degrees within the last 10 years.

The results also showed that respondents have fewer successes with adolescents who stutter than with any other student age group. Although a large majority of respondents would consult and request assistance from a "fluency specialist" if one were available, only 40% reported that specialists in fluency were needed in the schools. The results suggest that university training programs need to continue offering clinical experiences with school-age children who stutter and courses devoted exclusively to fluency disorders in order to develop clinicians who feel confident evaluating and treating fluency disorders.
Formal Classroom Lessons
Authors: Sturm Janet M. , Nelson Nickola Wolf
Published: July 2014

Quantitative and qualitative methods were used to analyze the discourse expectations of formal classroom lessons in order to provide an informational base for curriculum-based language intervention. Samples of oral communication exchanges between general education teachers and their students in five classrooms each at first-, third-, and fifth-grade levels (15 total) were audiotaped. Grade level changes included significant increases in the syntactic complexity of teachers' language from third- to fifth-grade level, as well as findings that fifth-grade teachers conveyed content more frequently than first-grade teachers and that first-grade teachers called on students by name more often than either third- or fifth-grade teachers. Ten rules were generated from these discourse samples and from prior research to summarize the expectations that students must infer in order to participate successfully in formal lessons. Implications for students with communicative disorders are considered.
The Establishment of a Dominant Interpretive Framework in Language Intervention
Authors: Damico Jack S. , Damico Sandra K.
Published: July 2014

One aspect of therapeutic discourse that has not been fully investigated in language intervention is the way that interactional dominance is established and maintained within the therapeutic encounter. Using various data collection strategies, therapeutic discourse from 10 language intervention sessions was collected and analyzed. By employing an analytic device known as the "dominant interpretive framework," the interactional styles and strategies of two speech-language pathologists were investigated. Data revealed several systematic patterns of interaction that constrained the ranges of interaction between the clinician and the client. Several implications regarding client empowerment, mediation, and assimilation into the school culture are discussed.
Listen and Learn? A Software Review of Earobics®
Authors: Diehl Sylvia Farnsworth
Published: July 2014

The evaluation of software in the treatment of a language-learning disability requires analysis of both the technical and conceptual aspects of software development. The Earobics® program is reviewed with this dual purpose. The Earobics® program, as reported by the publisher, is an auditory development and phonics software program that is designed to provide auditory processing and phonemic awareness training. Considered first are the technical aspects of the program, including the program description, hardware requirements, and user friendliness. Next, the conceptual framework motivating the software development is assessed through an analysis of the six games that make up the program. These six games appear to be premised on a combination of auditory processing and phonological awareness principles, which are not necessarily compatible. Finally, the strengths and limitations of the program are examined for the developmental sequence presented in its games and utility of the game sequence in the reading acquisition process.
Performances of At-Risk, African American Preschoolers on the Peabody Picture Vocabulary Test-III
Authors: Washington Julie A. , Craig Holly K.
Published: July 2014

This study examined the performance of 59 at-risk, African American preschoolers on the Peabody Picture Vocabulary Test-III (PPVT-III, Dunn & Dunn, 1997). The subjects were considered at-risk based on low-income status and/or social status variables such as family density and teenage parents. A mean standard score of 91 and a standard deviation of 11 were achieved by these children. Although these scores are below those reported for the PPVT-III standardization sample, the performance spread resulted in a normal distribution of scores. Differences in performance based on gender and income were not apparent, but level of education of the primary caregiver significantly influenced performance. The findings indicate that unlike the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981) the PPVT-III is a culturally fair instrument that is appropriate for use with this population.
Assessment of Complex Sentence Production in a Narrative Context
Authors: Gummersall Dawn M. , Strong Carol J.
Published: July 2014

This study focused on eliciting and assessing complex sentence structure in a meaningful discourse context. The effect of clinician support (modeling of specific structures and practice with the structures) on the subsequent use of complex sentence structures in story retelling was studied. Experiment 1 was conducted with students demonstrating language abilities within normal limits. Because these initial results were promising, Experiment 2 was conducted with students demonstrating language impairments. The results of these experiments indicated, first, that amount of exposure to the stimulus is a critical variable affecting length and syntactic complexity in story retelling. Evidence further supported the use of modeling and practice of specific structures when assessing students’ syntactic skills. The assessment protocol used in these experiments was found to be useful for eliciting a large number and variety of complex syntactic structures in a meaningful context from children with and without language impairments.