bluuebunny/crossref_metadata_2025 huggingface dataset:
Auditory Selective Attention in Cerebral-Palsied Individuals
Authors: Laraway Lee Ann
Published: July 2014

The purpose of this study was to determine whether there is a statistically significant difference between the auditory selective attention abilities of normal and cerebral-palsied individuals. Twenty-three cerebral-palsied and 23 normal subjects between the ages of 5 and 21 were asked to repeat a series of 30 items consisting of from 2 to 4 digits in the presence of intermittent white noise. Results of the study indicate that cerebral-palsied individuals perform significantly poorer than normal individuals when the stimulus is accompanied by noise. Noise was not a significant factor in the performance of the normal subjects regardless of age.
An Exploratory Investigation of the Comprehension of English Through Sign English (Siglish) and Seeing Essential English (SEE
1
)
Authors: Deal Randolph E. , Thornton Rutha Bendele
Published: July 2014

The purpose of this paper was to explore comprehension levels of deaf children for English stories via Seeing Essential English (SEE
1
) and Sign English (Siglish). Eleven children using SEE
1
and 11 children using Siglish were utilized as the experimental subjects. Each child received visually the first three narrative passages and accompanying questions in manual form from the Listening Comprehension subtest of the Durrell Analysis of Reading Difficulty. Correct responses were then tabulated. Although the data indicated that the deaf children trained in SEE
1
were generally superior to those trained in Siglish regarding comprehension of these English narratives, generalizations appeared tenuous. Thus, an hypothesis that a manual communication system representative of English morphology, vocabulary, and syntax provides more efficient comprehension of English than signing systems not employing a similar English base deserves further investigation.
A Comparison of Two Tests of Auditory Selective Attention
Authors: Glass Myrene R. , Franks J. Richard , Potter Robert E.
Published: July 2014

A weak but significant correlation was found between the two tests of auditory selective attention, the FATSA and GFW-A, which suggests that although each test purports to measure auditory selective attention, (ASA), they do not appear to evaluate entirely the same constructs. Comparison of test scores with auditory profile scores derived from teacher judgments of auditory behavior were not statistically significant. Also, the formalized tests did not consistently identify children classified as having weak auditory profiles. Although low, significant correlations were shown between each test and reading level; no correlation was shown between the auditory profile scores and reading level. Implications are discussed.
Conversational Responsiveness and Assertiveness in Language-Impaired Children
Authors: Rosinski-McClendon Mary Kay , Newhoff Marilyn
Published: July 2014

It has been suggested that language-disordered children may be less conversationally responsive and/or assertive than their normal matched counterparts. This investigation compared these abilities in 10 language-impaired children ranging in age from 4:1 to 5:9, and 10 normal children matched for language ability (2:8 to 4:2). Comparisons were based on subjects' responses to systematic probes that occurred within examiner-child dialogues. Total scores were derived from: (a) the number of questions answered, (b) the number of attempts to continue a topic following a no-response, and (c) the number of attempts to maintain the original topic after the examiner changed the topic. Results indicated that although language-impaired children responded to questions significantly less often than did their normal peers, they were equally assertive both in continuing a topic after no comment by the examiner and in maintaining the topic following a topical change.
Teachers' Knowledge of, Exposure to, and Attitudes Toward Hearing Aids and Hearing Aid Wearers
Authors: Lass Norman J. , Tecca John E. , Woodford Charles M.
Published: July 2014

A questionnaire concerned with various aspects of hearing aids and hearing aid wearers was completed by 113 teachers employed in county school systems in West Virginia. Results of their responses indicate some deficiencies in knowledge of, academic and experiential exposure to, as well as attitudes toward hearing aids and hearing aid wearers. Implications and suggestions for preservice and continuing education programs for teachers are discussed.
A Model for Training and Using Communication Assistants
Authors: Jimenez Beatrice C. , Iseyama Dee Ann
Published: July 2014

The article describes a model for training and using communication assistants to provide services to students with speech and language disorders. The steps include: Orientation, Demonstration, Participation, and Implementation. These steps are explained and examples are provided.
Otolaryngologists' Opinions of Voice Therapy for Vocal Nodules in Children
Authors: Moran Michael J. , Pentz Arthur L.
Published: July 2014

Otolaryngologists were surveyed to determine their professional opinions about the role of voice therapy in the treatment of vocal nodules in children. Questionnaires were sent to physicians in five geographic regions of the United States (Northeast, Southeast, Midwest, Southwest, and West). Results indicated that, of the respondents, most otolaryngologists have a positive opinion about the role of voice therapy. However, a sizeable minority of respondents did not consider therapy an effective means of treating vocal nodules.
Temporary Hearing Loss and Rock Music
Authors: Danenberg Mary A. , Loos-Cosgrove Margaret , LoVerde Marie
Published: July 2014

In order to investigate the effects of exposure to live rock music on the hearing of adolescents and adults attending a typical school dance, pre and postexposure binaural pure-tone air-conduction thresholds were obtained for 2,000, 4,000, and 6,000 Hz from 20 students (13 girls, 7 boys, ages 12 to 17 years) and 7 adult chaperones (37 to 43 years). All but one student and one adult experienced at least a 5 dB threshold shift at one or more frequencies, with average threshold shifts at all frequencies significant at the .05 level of confidence. Fifteen of the 19 students and all the adults who experienced shifts also reported tinnitus. Of the 6 subjects randomly selected to be retested 3 days postexposure, 4 demonstrated only partial recovery to preexposure thresholds. Implications of repeated rock music exposure are discussed.
Acquisition of Spanish Consonants in Children Aged 3–5 Years, 7 Months
Authors: Jimenez Beatrice C.
Published: July 2014

The study examined the Spanish articulation skills of 120 Spanish-speaking children of Mexican descent. The children ranged in age from 3 to 5:7 years. The median ages (50%) and upper age limits (90%) of customary production are given for 18 Spanish consonants.
The Effect of Phonological Analysis Procedure on the Selection of Potential Remediation Targets
Authors: Dyson Alice T. , Robinson Thomas W.
Published: July 2014

Clinicians electing to target phonological processes in remediation are faced with several choices of phonological analysis procedures. This study was designed to test the hypothesis that the phonological analysis procedure used will influence the selection of potential remediation targets even when the basis for selection of such targets is held constant. Speech samples from five phonologically disordered children, aged 3:5 (years:months) to 6:5, were analyzed using the Assessment of Phonological Processes, Natural Process Analysis, and a modified form of the Procedures for the Phonological Analysis of Children's Language. Potential first remediation targets for each child were generated from the results of each procedure using four criteria for target selection taken from recent literature. In general, the targets selected were similar regardless of the analysis used. However, some differences due to the type of sample analyzed suggest that a combination of spontaneous speech sampling and selected single words should probably be used for target selection.
Bias Effects in Speech-Language Assessment and Decision-Making
Authors: Grossman Fred M. , Franklin N. Kathleen
Published: July 2014

Within recent years, much research has been conducted with regard to possible biasing factors that impact upon the placement of children in special education programs. The present study examined the effects of a child's sex and socioeconomic status on referral, assessment, and decision-making in speech-language pathology. Results suggested that some referral and assessment decisions may be biased solely by the child's sex and socioeconomic status.
A Behavioral Approach to Language Generalization
Authors: Warren Steven F.
Published: July 2014

The problem of generalization continues to be a major issue in the search for effective approaches to language remediation. In this essay a broad-based behavioral approach to language generalization is presented. It is argued that such an approach is warranted because of the complexities involved in the learning and use of language. Generalization is viewed as a critical dimension of the learning process that is affected by basic cognitive processes, behavioral learning strategies, environmental variables, and the child's present knowledge base. Different types of language generalization are defined. These distinctions reflect the multifaceted and interactive nature of the language system. Implications of this behavioral approach for the study of language generalization and for application of a "systems approach" to intervention are discussed.
A Reconceptualization of Generalization and Generalization Problems
Authors: Kamhi Alan G.
Published: July 2014

In this essay, I argue that issues of language generalization are best viewed as part of the broader issue of how individuals apply existing knowledge to situations that range from familiar to novel. The ability to flexibly apply existing knowledge is influenced by at least four factors: (a) the type of knowledge in question; (b) the level at which this knowledge is represented; (c) the similarity of the transfer situation to the original learning situation; and (d) performance factors that relate primarily to the limitations of the human information processing system. Children with speech or language impairments tend to be less flexible than others in applying knowledge. However, this inflexibility is underpinned by (a) deficient reasoning abilities that lead to difficulty acquiring language knowledge and noticing the occasions in which existing knowledge should be applied; and (b) greater vulnerability to linguistic processing demands.
Preferential Seating Is Not Enough
Authors: Flexer Carol , Wray Denise , Ireland JoAnn
Published: July 2014

Hearing-impaired students are the largest single population of children requiring special services in schools, and the majority of these children are being mainstreamed into regular classrooms. Because of the dearth of educational audiologists who are the most appropriate professionals to manage hearing loss, the job of providing "need-to-know" information and in-service to classroom teachers often falls to the school's speech-language pathologist. The information necessary for a hearing-impaired child's survival in regular classrooms revolves around three main issues: understanding the nature of hearing and consequences of hearing loss; the essential use of technology to enhance the signal-to-noise ratio (typically FM equipment); and educational management strategies. The purpose of this article is to provide information which will enable the speech-language pathologist to deliver adequate services and to answer pertinent questions posed by teachers who have hearing-impaired children in their classrooms.
Stimulus Equivalence and Receptive Reading by Hearing-Impaired Preschool Children
Authors: Osborne J. Grayson , Gatch Michael B.
Published: July 2014

In a conditional discrimination task, two 5-year-old, profoundly hearing-impaired preschool children were taught relations between 20 manually signed words, pictures of the words, and their printed forms. One student was taught relations between manually signed words and their pictures and between manually signed words and their printed forms. For this student, no relations were taught between the pictures and the printed words; however, testing showed that these relations emerged after the prior training. A second student was taught relations between manually signed words and their pictures and the pictures and their printed words. For this student, no relations were taught between the manually signed words and the printed words; however, testing showed that these relations emerged after the prior training. The results replicate and extend findings by Sidman (1971) to profoundly hearing-impaired preschool children.
Data-Based Supervision Methods for Speech-Language Pathology
Authors: Glaser Ann Johnson , Donnelly Carole
Published: July 2014

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.
Electroacoustic Performance of Direct-Input Hearing Aids with FM Amplification Systems
Authors: Thibodeau Linda M.
Published: July 2014

The purpose of this paper was to provide audiologists practical information regarding the use of direct-input hearing aids with FM systems. The degree to which the electroacoustic characteristics of direct-input hearing aids were preserved when used with two different personal FM systems was evaluated. Although there were limited changes in saturation sound pressure level and harmonic distortion, there was an increase in equivalent-input noise and full-on-gain. The frequency response curve of the aid + FM condition relative to the aid alone differed in the high frequencies for the two FM systems. Aids with equivalent gain values had varying amounts of gain when tested with the FM systems set at a constant volume control setting. This variability in the electroacoustic response of a given aid when coupled to a personal FM system suggests that one may not assume characteristics of the hearing aid are maintained when it is used with an FM system.
Computer-Generated Information Packets for Parents
Authors: Masterson Julie , Swirbul Therese , Noble Deborah
Published: July 2014

Procedures for using word-processing or data base software to generate information packets for parents are described. The packets highlight the nature of a child's speech-language disorder and provide home activities. Packets can be easily and quickly tailored to meet the needs of individual clients and their families.
The Diagnostic Conference Planning Questionnaire for Speech-Language Pathology
Authors: Houle Gail Ruppert
Published: July 2014

This article presents a tool developed to increase professional effectiveness in supervisory conferencing in speech-language pathology based on the dual areas of role expectations for clinicians and personal needs as derived from Maslow's hierarchy of needs. The conferencing tool is a structuring device for recognizing the needs of the supervisee, stating problems, and agreeing on objectives. Users of the conferencing tool expressed a high degree of satisfaction with conferences and their conferences contained few expressions of unresolved conflict. The tool is appropriately designed for use in the school settings.
Best Practices in Educational Audiology
Authors: English Kris
Published: July 2014

A survey was conducted of the membership of the Educational Audiology Association (EAA) to determine the emerging level of best practices in the field. An enthusiastic response from the membership provided information about optimal amplification monitoring, the application of the consultation model, and the appropriate use of some clinical expertise. The results of this study may serve as a springboard for further discussion regarding the development of professional identity and the provision of optimal audiological services to students with hearing impairments.
Attitudes of Fourth and Sixth Graders Toward Peers With Mild Articulation Disorders
Authors: Hall Barbara J. Crowe
Published: July 2014

This study examined attitudes of fourth and sixth graders toward peers with and without mild articulatory errors. A video-tape was developed with the following peer speakers: a boy with no errors, a girl with no errors, a boy with /r/ errors, a girl with /r/ errors, a boy with /s/ and /z/ errors, and a girl with /s/ and /z/ errors. This videotape was shown to 348 fourth and sixth graders. Attitudes toward speaking ability, the speaker as a peer, and what the speaker would be like as a teenager were measured through the use of semantic differential instruments. Significantly more negative attitudes were found toward the peers who exhibited articulatory errors. Implications for school district policies were discussed.
Chronic Communicable Diseases and Risk Management in the Schools
Authors:   Committee on Quality Assurance, Kulpa Judith I. , Blackstone Sarah W. , Clarke Christina C. , Collignon Margaret M. , Griffin Elizabeth B. , Hutchins Bradley F. , Jernigan Lesley R. , Mellott Kathleen Eccard , Rao Paul R. , Frattali Carol M. , Seymour Charlena M.
Published: July 2014

This paper provides information about four chronic communicable diseases. Both legal and professional considerations are discussed. Guidelines for speech-language pathologists and audiologists, particularly applicable to those who work in public and private schools, day care centers, and other institutional environments, are suggested. The goal of the paper is to increase awareness and to encourage use of appropriate risk management procedures. Speech-language pathologists and audiologists are encouraged to share this information with their administrators and colleagues. The role of the speech-language pathologist and audiologist in the schools includes protection of their clients, themselves, and coworkers.
Decision Making in Assessment and Early Intervention Planning
Authors: Crais Elizabeth R. , Roberts Joanne E.
Published: July 2014

This article presents a series of decision trees to help in planning assessment and intervention with handicapped children between 3 months and 5 years of age. The decision trees consist of a series of assessment questions leading to suggestions for intervention. Steps in using the decision trees are described and a case example presented.
Using Collaborative/Consultative Service Delivery Models for Fluency Intervention and Carryover
Authors: Cooper Crystal S.
Published: July 2014

Approaches to working with school personnel to enlist their involvement and assistance in fluency assessment and treatment programs in their schools are described. An environmental approach to the evaluation of fluency, including observations of students in a variety of academic and social situations in addition to information-exchange meetings and interviews between clinician and school personnel is described. A classroom-based fluency program using collaborative service delivery models is presented.
Perspectives From The Field
Authors: Achilles Judy , Yates Rebecca Riegler , Freese Judy McCormack
Published: July 2014

Efforts to provide speech-language therapy services in a collaborative effort with classroom teachers are not always successful. In our experience, the two most significant obstacles encountered with implementation of collaborative efforts have been access to the classroom and extension of language goals into the classroom curriculum. Strategies used to overcome these obstacles are discussed.
Adjusting Adolescents’ Vocal Self-Perception
Authors: Haskell John A.
Published: July 2014

Vocal self-perception is defined and discussed with specific relevance to adolescent voice and voice disorders. Methods to explore and modify vocal self-perception in clinical intervention are presented. These methods include an attitudinal questionnaire and procedures for audio- and videotaping in vocal self-confrontation and vocal self-assessment with direct magnitude production and estimation.
Reducing Vocal Abuse
Authors: Burk Kenneth W. , Brenner Laurie E.
Published: July 2014

In this clinical commentary, the importance of listening
first
to the feelings the adolescent has concerning a voice difference is emphasized. This is regarded as preferable to immediately taking an "action-oriented" approach to creating voice changes. Even a program of vocal abuse/use reduction may threaten the vocal/personal identity of the speaker. With this as the basic concept, a strategy for behavioral charting is described, and suggestions given on ways of facilitating voice changes.
Selective Auditory Attention and Children With Attention-Deficit Hyperactivity Disorder
Authors: Dalebout Susan D. , Nelson Nickola W. , Hletko Paul J. , Frentheway Barbara
Published: July 2014

The Selective Auditory Attention Test (SAAT) was given to children diagnosed as having Attention-Deficit Hyperactive Disorder (ADHD) twice: after the administration of methylphenidate, and after the administration of a placebo. Children in the control group were tested twice, but without drugs or placebos. Results revealed no simple drug effect, but a strong order effect. The implications of using the SAAT as a predictor of auditory attention deficits and concerns regarding its test-retest reliability are discussed.
Speech and Language Therapy
Authors: Zampella Jack , Blake Richard
Published: July 2014

This article presents several rationales for improved contracting and record keeping. Contracting, therapy, and recording are conceptualized as inseparable, interrelated components of a wholistic approach to student improvement.
A Social Partnership Model for Assessing Early Communication Development
Authors: MacDonald James D. , Carroll Jennifer Y.
Published: July 2014

Recent mandates for early intervention with infants and young children at risk require that speech-language pathologists have available to them clinical tools that address not only the critical interactive processes of communication development, but also the vital roles that adults play in a child’s development. Assessment of early preverbal and verbal communication must reflect the dimensions of both the child’s and adult’s behavior during the initial processes of interaction development. A new model for assessing the interactive sources of communication development is proposed, which focuses on the reciprocal behaviors of both adults and children as communication evolves from natural play, learning, and caregiving. The assessment model proposed integrates theoretical and empirical findings from a wide range of studies of the development of first relationships and is designed for parallel diagnostic and treatment purposes. The article provides rationale and illustrations of the five developmental stages the model addresses: social play, turn taking, nonverbal communication, language, and conversation.
In Support of Phonological Processes
Authors: Edwards Mary Louise
Published: July 2014

Fey (1985; reprinted 1992, this issue) argues for using
rule
(or
invented rule
, as in Kiparsky & Menn, 1977) rather than
process
as a general term for children’s consistent patterns of errors. He rejects the term
process
because of possible confusion with the construct of "natural phonological processes" and the "theoretical baggage" carried with it. In contrast, this article presents arguments and examples in support of phonological processes, along with other constructs from Stampe’s (1969, 1973) theory of Natural Phonology, such as constituent processes and process ordering. Rather than considering them as theoretical baggage to be discarded, it is argued that these constructs have potential clinical usefulness that has not yet been fully explored, both in assessing and treating phonological disorders in children. There is a need for research directed toward investigating the clinical significance of these constructs, as well as research comparing various approaches to phonological remediation, such as cycles versus minimal pairs, and minimal versus maximal contrast treatment.
Applied Phonology
Authors: Hodson Barbara W.
Published: July 2014

Phonological principles and procedures provide a framework for identifying broad deviation patterns and for expediting intelligibility gains. The number of clinicians currently incorporating phonological research findings in their assessment and remediation procedures, however, is rather small. In this article, possible factors that may have deterred clinicians from employing phonological constructs are explored, and phonological assessment and remediation issues, principles, and practices are discussed. In addition, underlying concepts and target patterns that have helped expedite intelligibility gains are explained.
Informativeness As a Clinical Principle
Authors: Sorensen Patti , Fey Marc E.
Published: July 2014

This study was designed to evaluate the effectiveness of a lexical facilitation strategy that employed an adaptation of the experimental paradigm developed by Snyder (1978). This paradigm is intended to increase the salience or novelty (i.e., informativeness) of target objects relative to other objects and actions in the context. Although the treatment met with moderate success in helping the children to use words they did not previously produce, there was no evidence that the experimental paradigm contributed to the treatment effect. Some of the complications in employing the experimental task in the intervention setting are discussed, and some suggestions for modifying the task for treatment purposes are presented.
Self-Monitoring Effects on Articulation Carryover in School-Age Children
Authors: Gray Shelley I. , Shelton Ralph L.
Published: July 2014

The purpose of this study was to field-test a treatment strategy for bringing about articulation carryover in school-age children. Subjects were 8 elementary school students who misarticulated /s/ or /r/ in conversation outside the treatment setting, but who correctly articulated the target phoneme 80% or more of the time in conversation with the speech-language pathologist in the treatment setting. The self-monitoring treatment strategy of Koegel, Koegel, and Ingham (1986) and Koegel, Koegel, Van Voy, and Ingham (1988) was selected for field-testing. Data were collected in the context of a multiple-baseline-across-subjects research design. Results of this study did not replicate the positive treatment effects found in the Koegel et al. studies. The results are discussed in relation to the subject, treatment, environment, and measurement variables that may have accounted for the discrepancy in treatment effectiveness.
Educational Considerations in Traumatic Brain Injury
Authors: Russell Nancy K.
Published: July 2014

The role of the speech-language pathologist in service provision to children and youth with traumatic brain injury in educational settings has become blurred with that of numerous disciplines. In view of recent federal legislation, PL 101-476 (IDEA), which designates a new educational disability category for brain injury, this article describes various concerns and assessment techniques that define the role of speech-language pathologists in service provision.
Alternative Models for Collaboration
Authors: Russell Steven C. , Kaderavek Joan N.
Published: July 2014

Recently, collaborative consultation has been proposed as a viable means of service delivery for speech-language pathology services in the schools. This article responds to these discussions by suggesting alternative models that may assist speech-language pathologists in overcoming potential barriers to effective collaboration. Two alternative approaches for collaborative partnership are discussed: peer coaching and co-teaching.
A Survey of Professionals Delivering Speech-Language Services to Children With Hearing Loss
Authors: Moseley Mary June , Mahshie James J. , Brandt Fred D. , Fleming Linda Frazer
Published: July 2014

A survey was conducted to describe the demographic characteristics and perceived adequacy of pre-professional training of those providing speech-language services to children with hearing loss. Results indicated that, while speech-language pathologists are the major providers of speech-language teaching, audiologists and educators also provide these services. Speech-language pathologists reported that they felt they were better prepared in the fundamentals of speech and language, but least prepared in specific areas related to audiology, deafness, and clinical procedures with clients who are deaf or hard of hearing.
Metapragmatic Awareness of Explanation Adequacy
Authors: Kaufman Sheri Skurow , Prelock Patricia A. , Weiler Ernest M. , Creaghead Nancy A. , Donnelly Carole A.
Published: July 2014

A third-grade classroom participated in a communication skills unit (CSU) that was designed and implemented collaboratively by a teacher, speech-language pathologist, and student speech-language pathologist. The CSU was developed to increase the students' metapragmatic awareness of explanation adequacy. To assess the efficacy of the CSU, two third-grade classrooms were compared. One participated in the CSU, and the other did not. A pre- and post-test were administered to students in both classrooms, requiring them to view a videotape of two children helping each other with math problems, rate the explanations viewed on tape, and justify their ratings. The students' justifications were then coded on three levels by the researcher. Results indicated that only the students who participated in the CSU showed significant improvement in their ability to rate and justify the adequacy of an explanation. The teacher who participated in the CSU observed marked improvement in her students' abilities to ask questions and respond to requests for information solicited by peers.
Analysis of Successful Initiations of Three Children With Hearing Loss Mainstreamed in Kindergarten Classrooms
Authors: Hulsing Melissa Murphy , Luetke-Stahlman Barbara , Loeb Diane Frome , Nelson Peggy , Wegner Jane
Published: July 2014

The communicative interactions of three mainstreamed children who are deaf or hard of hearing (deaf/HOH) were investigated. These children were matched with a classmate who had normal hearing (NH) according to chronological age, sex, race, and socioeconomic status (SES). All subjects were white females approximately 5 years of age. The subjects were videotaped while involved in normal classroom activities. The videotaped interactions were coded for: (a) activity, (b) play level, (c) partner, (d) interactive status, and (e) mode of communication.

Dyad interactions were analyzed for average length, frequency, and total number of interactions. The children’s interactions varied by child and classroom setting. Results regarding the success of initiations were that one subject who is deaf initiated less often and was more successful than her peer with NH; the other subject who is deaf initiated less often and was less successful than her peer with NH; and the subject who is HOH initiated more often and was less successful than her peer with NH. Factors found to affect the success of initiations were the number of children involved and the accompaniment of actions and/or gestures with spoken or signed communication. These results suggest that children who are deaf/HOH often are less successful at initiations than children with NH, but the success of the initiations by children who are deaf/HOH may depend on more variables than past research has led us to believe (Arnold & Tremblay, 1979; Lederberg, Ryan, & Robbins, 1986; Levy Shiff & Hoffman, 1985; Vandell & George, 1981). Possible factors that contribute to interactions and successful initiations by children who are deaf/HOH are discussed.
Clinical Management of Cluttering
Authors: Louis Kenneth O. St. , Myers Florence L.
Published: July 2014

Cluttering is a fluency disorder that often coexists with stuttering but occasionally occurs in pure form. Individuals with cluttering typically manifest rapid or erratic speech rates, reduced intelligibility, and language deviations. This article conceptualizes these problems within a synergistic, interactive model. Clinical strategies from a number of authors are presented in a framework of several working assumptions about cluttering. Despite a number of encouraging reports, there is still a critical need for research into the nature and treatment of cluttering.
Legal Issues and Computer Use by School-Based Audiologists and Speech-Language Pathologists
Authors: Wynne Michael K. , Hurst David S.
Published: July 2014

The purpose of this report is to review the ethical and legal issues regarding the integration and application of computer technologies into the schools, particularly when used by speech-language pathologists and audiologists. Four broad issues are addressed: (a) software copyright and licensed use, (b) information access and the right to privacy, (c) computer-assisted or computer-administrated assessment and intervention, and (d) documentation. When using computer technologies, the practicing clinician should focus on clinical competencies and professional responsibilities in order to avoid the ethical pitfalls and legal traps associated with the integration of these technologies into schools. This is best achieved when the clinician has a current and broad knowledge domain, displays sound clinical judgment, and demonstrates competent clinical skills when applying computer technologies.
Expanding Language Norms for School-Age Children and Adolescents
Authors: Norris Jan
Published: July 2014

Despite decades of research, we currently have only limited norms of pragmatic development and use. These generally consist of skills that are aspects of pragmatic functioning, but in themselves do not capture the pragmatic difficulties exhibited by children in classroom, home, and social environments. A discussion of some of the problems associated with deriving pragmatic norms is presented, along with some of the current insights we have concerning the pragmatic abilities of older children and adolescents. These diverse findings are organized into a single coherent model for analyzing and comparing pragmatic performance across tasks. Implications for further research also are presented.
Reading and Communication
Authors: Canady Claudia J. , Krantz Susan G.
Published: July 2014

The views of children toward literacy can provide insight into the relationship between areas of reading and communication abilities and suggest possibilities for classroom language intervention and the use of written materials. This investigation examined differences in the opinions of fourth-grade readers with good and poor reading skills. Interviews were conducted with 270 fourth-grade students, 142 above average (AAR) readers and 128 below average (BAR) readers. Data analysis revealed significant differences between the two groups of readers on nine of 22 questions. The subjects accurately identified themselves as good or poor readers. The AAR group reported understanding more of what they read, whereas the BAR group reported problems in comprehending written information. As oral communicators, the AARs reported talking more and being understood more often when they talked than the BARs. Significant differences were found between the AAR and BAR groups regarding how often they read at home by themselves and how often they read for fun. However, no differences existed between the groups in their opinions of the value and importance of reading.
Hearing and Listening in a Typical Classroom
Authors: Palmer Catherine V.
Published: July 2014

In the past, many educational audiologists dedicated the majority of their time to assessing the hearing status of students and providing listening solutions to those students with hearing loss. More recently, educational audiologists are positioning themselves (rightfully) as experts not only in hearing loss, but also in the acoustical environment for all students. In this role, audiologists are being called on to provide solutions for improving the listening environment in average classrooms that are full of students with normal hearing and with mild hearing impairment.

Although Flexer, Wray, and Ireland (1989) and Crandell, Smaldino, and Flexer (1995) have recently provided excellent reviews of classroom listening for the hearing professional, there is a need for a simple description of classroom listening for the educator, administrator, and parent. To assist local educational audiologists and classroom teachers in obtaining technology to enhance the classroom listening environment, the following article has been developed for use with administrators, school board members, and parents. The style is purposefully "chatty," and some terminology is simplified for the target audience.
Task Familiarity
Authors: Peña Elizabeth D. , Quinn Rosemary
Published: July 2014

Two studies compared the performance of Puerto Rican and African American Head Start children on presumably familiar (description) and unfamiliar (one-word labeling) test tasks. Results indicated that children performed significantly better on the familiar test task, and that the familiar task was more sensitive in differentiating children who were typically developing from those with low language ability. Implications for the use of standardized tests, local norms, and dynamic assessment with culturally/linguistically diverse children are discussed.
The Challenge of Assessing Language in Children With Hearing Loss
Authors: Yoshinaga-Itano Christine
Published: July 2014

This article challenges current practices in language evaluation for school-aged children with significant hearing loss. In light of recent theoretical beliefs, arguments supporting an interactional approach to assessment are presented, along with specific recommendations for the interpretation of test results. Application of current connectionist and competition theories of language acquisition promotes the concept of differential weighting of aspects of language (semantics, syntax, pragmatics, and phonology) at various stages of development.
Educational Considerations for At-Risk/Marginal Students Who Are Deaf or Hard of Hearing
Authors: Kretschmer Robert E.
Published: July 2014

The teaching of children who are at risk, marginally deaf, or hard of hearing is considered in this article, primarily from the framework provided by Ogbu (1990), Sinclair and Ghory (1990), Cromer (1993), and the contemporary writings of others working with multiethnic populations of children who are hearing and hearing-impaired. Emphasis is put on the social constructive nature of this complex phenomenon, the heterogeneity (both inter- and intraculturally) of the populations involved, and some of the processes that students go through in becoming marginalized. Finally, consideration is given to how one might address some of the problems of educating these children. Descriptions and examples of some successful intervention projects are presented.
Trying to Make Sense of Developmental Language Disorders
Authors: Kamhi Alan G.
Published: July 2014

In this article, I share my thoughts concerning what children with developmental language disorders should be called, how they should be defined, and how we might differentiate children with specific language impairment (SLI) from other children with developmental language disorders. Among other things, I attempt to show why a lack of congruence between clinical and research constructs should be expected.

Researchers and clinicians use different identification criterion and procedures because clinical and educational objectives are different from research objectives. While recognizing these differences, I suggest several possible ways to differentiate a subgroup of children with SLI from the general population of children with developmental language disorders without using nonverbal IQ. Even if researchers are able to identify this unique group of children, clinicians may never embrace the SLI construct.

In the best of all possible worlds, clinicians would be familiar with how researchers define SLI and appreciate the value of research that attempts to identify distinct subgroups of children with developmental language disorders. Researchers, in this ideal world, would recognize and acknowledge the lack of congruence between the research populations of SLI and the larger clinical population of children with developmental language disorders.
Constructivist Strategies in Phonological Intervention
Authors: Ertmer David J. , Ertmer Peggy A.
Published: July 2014

This tutorial describes an instructional approach for school-age children who have difficulty achieving phonological carryover. Behavioral, cognitive, and constructivist instructional strategies are examined in regard to their usefulness during the establishment, transfer, and carryover phases of phonological intervention. The advantages of using constructivist strategies to facilitate carryover are presented. A model of self-regulated learning is then applied to constructivist carryover activities (performances) so that children who have difficulty attaining carryover might develop metacognitive abilities similar to those of children who easily achieve carryover. Ideas for implementing a constructivist approach to facilitating self-regulated carryover are presented and examples are provided.
Speech-Language Hearing Interventions in the Schools
Authors: Logemann Jeri A. , Baum Herbert M.
Published: July 2014

Prevalence of studies of speech, language, and hearing disorders do not yet adequately define the frequency of specific communication disorders in children. Such data are needed to provide a strong rationale for funding of research on the effectiveness of our interventions. Establishing the effectiveness of our treatments is critical to continued support of our services. This article emphasizes the importance of collecting prevalence data and of measuring both the short-term and long-term impact of our interventions in the schools.
Effects of Familiarity on Idiom Comprehension in African American and European American Fifth Graders
Authors: Qualls Constance Dean , Harris Joyce L.
Published: July 2014

In order to test the language experience hypothesis, the comprehension of high-, moderate-, and low-familiarity idioms was examined in African American (N= 24) and European American (N= 24) fifth-grade students in the Mid-South. This study was designed to augment the existing literature on cross-cultural idiom comprehension, of which there is a paucity of research, and provide a look from a culturally diverse perspective at idiom comprehension in youth. Results indicate a significant effect of group on idioms rated as low-familiarity, whereas idioms rated as high- and moderate-familiarity did not distinguish the groups. Additionally, the current results indicate a pattern of comprehension that is different from that found in previous studies, based on levels of familiarity (Nippold & Rudzinski, 1993) that were established in a different U.S. geographic location. The influences of social and regional culture on idiom comprehension and familiarity is discussed, and a preliminary hypothesis is proposed to explain these influences.
The Effectiveness of Audiologists’ Information Sources for Classroom Teachers
Authors: Blair James C. , EuDaly Mary , Benson Peggy Von Almen
Published: July 2014

This study investigated how well 273 teachers in Georgia understood the needs of mainstreamed children who were hard of hearing who were in their classrooms. A survey was sent to 273 teachers of students with hearing loss who were not receiving special education services. The survey sought information regarding the teachers’ awareness of their students’ hearing loss and what they knew about the loss. Teachers were also asked how they received information about the hearing loss and how they preferred to receive it. Deficiencies were found in the teachers’ level of awareness and knowledge regarding their students’ hearing loss across all grade levels. Teachers generally preferred the information sources with which they were most familiar. Recommendations are offered to improve communication with classroom teachers regarding students’ hearing loss.
Auditory Integration Training
Authors: Tharpe Anne Marie
Published: July 2014

Since its introduction in this country at the beginning of the decade, auditory integration training (AIT) has generated enthusiasm in parents and some clinicians, and harsh criticism by others. AIT has been promoted as a non-invasive treatment for auditory disorders that are believed to lead to attention and behavior problems. It has been particularly popular as a treatment for autism. Although parents cite numerous anecdotal reports of treatment success, many professionals frown on AIT's widespread practice prior to undergoing scientific scrutiny. The reasons for cautious evaluation of AIT prior to implementation in clinical practice are reviewed, along with a brief summary of current research findings.
Classroom Amplification Technology
Authors: Smaldino Joseph J. , Crandell Carl C.
Published: July 2014

Many children are struggling to listen and learn in noisy and reverberant classrooms. Some of these children have hearing loss; others have essentially normal hearing but are at risk for accurate speech perception. Hearing aid fitting protocols and technology can be effective for children with hearing loss, but the aids must be selected and adjusted for classroom environments. For many children, personal amplification may not provide enough benefit for listening and learning to occur. For children who require more than a hearing aid and for at-risk children who have difficulty separating the teacher's message from background noise, technology that is specifically designed to improve the classroom signal-to-noise ratio (SNR) may be required. In addition to the use of technology, children must learn to listen effectively in order for a meaningful signal to be received and used.
Incomplete Locked-In Syndrome
Authors: McGann William M. , Paslawski Teresa M.
Published: July 2014

Two patients with diagnoses of locked-in syndrome (LiS) following basilar artery infarcts were admitted to the Rehabilitation Institute at Santa Barbara in 1987 and 1990. Both progressed from communication based on minimal eye movement to successful use of computerized communication devices. Details of the therapeutic intervention used are presented along with a consideration of cognitive issues as they relate to the syndrome’s definition.