bluuebunny/crossref_metadata_2025 huggingface dataset:
Long-Term Sequelae of Pneumococcal Meningitis in Children
Authors: Pikis Andreas , Kavaliotis John , Tsikoulas John , Andrianopoulos Panayiotis , Venzon David , Manios Sotiris
Published: November 2007

The purpose of this study was to assess the long-term effects of pneumococcal meningitis in children. From 1967 to 1988, a total of 90 children were admitted to the Hospital for Infectious Diseases, Thessaloniki, Greece, with the diagnosis of pneumococcal meningitis. Sixteen patients died in the hospital as a direct result of meningitis. Eleven others were excluded from the study (neurologic deficits prior to onset of meningitis, two; death subsequent to hospitalization, two; recurrent meningitis, seven). Of the remaining 63 survivors, we were able to evaluate 47 patients (75%). Evaluation was performed 4 to 23 years (mean 12.3 ± 5.8 years) after discharge. Forty patients returned to hospital for evaluation, and seven were evaluated by their primary physicians, who sent information by a standardized questionnaire. The following examinations were carried out: history, physical and neurologic examination, ophthalmologic and hearing evaluation, and psychometric testing. Fourteen patients (30%) had at least one neurologic handicap; nine (19%) had mental retardation, eight (17%) hearing loss, seven (15%) seizure disorder, five (11%) motor defects, and one each (2%) behavioral problems and visual impairment. The presence of coma was the strongest predictor of increased morbidity. The high frequency of long-term sequelae observed in our study supports the need of an effective vaccine.
Physician Beliefs and Knowledge About Vaccinations
Authors: Siegel Robert M. , Schubert Charles J.
Published: November 2007

The purpose of this study was to examine the immunization beliefs and practices of physicians in our community. A two-page descriptive survey of immunization practices and knowledge of vaccine contraindications was sent to all community physicians on the staff of Children's Hospital Medical Center in Cincinnati, Ohio. More than 90% of practitioners used well-child visits for immunization, even if the child was ill. Although 83% of respondents correctly identified illness with fever as a false contraindication to immunization, only 25% (if the child is due for a visit) and 36% (if the child is overdue) would use ill visits to immunize if a child had fever. The chief concern over using ill visits for immunization was that children would not return for regular well visits. We conclude that greater efforts are needed to convince physicians that using ill visits to immunize children will not interfere with routine well care.
Accuracy of Injection Site Identification Among Children with Insulin Dependent Diabetes Mellitus: A Comparison of Traditional and New Visual Aids
Authors: Monaco Linda , Geffken Gary , Silverstein Janet H.
Published: November 2007

Children with insulin-dependent diabetes mellitus (IDDM) typically self-inject insulin twice daily. Injection sites must be rotated with each insulin administration to avoid lipohypertrophy. Lipohypertrophy results in erratic insulin release and threatens metabolic stability. To aid rotation, children are usually provided with a picture of a human figure with injection sites identified within a grid. Children often have difficulty using the charts or lack the skills necessary to identify injection sites. An alternative three-dimensional visual aid, a pair of "injection bears," simplifies injection site identification. Fifty-eight 6- to 11-year-old children with IDDM identified 10 injection sites using both the injection chart and the injection bears. Accuracy of injection site identification was compared on five subcomponents. Forty-four percent of informants recalled that their doctors recommended using injection charts. Of those recalling the recommendation, 81 % never or rarely used charts at home. Thirty-nine percent of the informants reported a history of lipohypertrophy. Matched sample t-tests demonstrated that children committed significantly fewer identification errors on all subcomponents (P ≤.05) when using the injection bears. Chi square analyses indicated a significant preference (P ≤.05) for the injection bears, which may be a useful tool for insulin injection rotation with younger children.
Neurodevelopmental Outcome of Infants with Viral Meningitis in the First Three Months of Life
Authors: Baker Raymond C. , Kummer Ann W. , Schultz Janet R. , Ho Mona , Gonzalez del Rey Javier
Published: November 2007

We prospectively evaluated the neurodevelopmental outcome of infants with documented viral meningitis to determine (1) whether deficits in physical growth, development, speech and language, hearing, or intelligence occur; and (2) if so, at what age these deficits can be detected. Sixteen infants with documented enteroviral meningitis under the age of 90 days and a control group of 13 patients matched for age, race, sex, and socioeconomic status were followed up prospectively for 3 years with annual evaluations, which included a developmental evaluation by a pediatric developmentalist, articulation and language tests by a speech-language pathologist (Sequenced Inventory of Communication Development, Receptive-Expressive Emergent Language Scale (REEL), Preschool Language Scale (PLS), Revised Peabody Picture Vocabulary Test (PPVT-R), Photo Articulation Test, audiometric screening), and intelligence tests by a psychometrist (Bayley Scales of Infant Development [BSID] and Stanford-Binet). No deficits were demonstrated in growth, development, hearing, BSID, articulation, and expressive language. Subtle but significant (P<0.05) deficits were documented in the study group compared with the control group in the receptive component of the REEL, all subsections of the PLS, the PPVT-R, and the verbal comprehension/ language-processing section (Factor II) of the Stanford-Binet. These differences could be reliably detected by 3 years of age. We conclude that viral meningitis in young infants may cause subtle deficits in language skills, particularly receptive language. We recommend that children who have had enteroviral meningitis during early infancy be monitored carefully for language development and, perhaps, receive increased language stimulation in the home prior to school entry in order to optimize their learning potential.
Hyperkalemic Cardiac Arrest During Anesthesia in Infants and Children with Occult Myopathies
Authors: Green Larach Marilyn , Rosenberg Henry , Gronert Gerald A. , Allen Gregory C.
Published: November 2007

In 1992, the Malignant Hyperthermia Association of the United States and The North American Malignant Hyperthermia Registry received reports of cardiac arrest in apparently healthy children given succinylcholine. Using data from 1990 to 1993, this study analyzes: (1) etiology of all reported pediatric arrests and (2) whether survival was associated with certain patient or treatment variables. We reviewed retrospectively all reports of pediatric (age <18 years) arrests occurring within 24 hours of anesthesia. Etiology of arrests and presence of myopathy were determined. Twenty-five patients (92% male, median 45 months old) arrested; 23/25 (92%) were scheduled for minor surgery. Before receiving a potent inhalational anesthetic (92%) and/or succinylcholine (72%), these patients were evaluated by the anesthesiologist as being healthy with no personal or family history of myopathy. Serum potassium during arrest was measured in 18/25 (72%) patients; hyperkalemia (mean [K+] =7.4 ± 2.8, median 7.5 mmol/L) was detected in 13/18 (72%) patients. Postarrest resuscitations lasted a median of 42 minutes (range 10-296). Ten (40%) patients died, 1 (4%) is vegetative, and 14 (56%) returned to baseline neurologic function. A previously unrecognized Duchenne dystrophy (n=8) or unspecified myopathy (n=4) was diagnosed in 12 (48%) patients. Eight of these 12 patients' arrests were associated with hyperkalemia. Ten (40%) patients had no postarrest evaluation to exclude occult myopathy. No patient or treatment variables were statistically associated with survival. We conclude that, whenever possible, pediatricians should evaluate their patients (especially male infants and children) preoperatively for the presence of occult myopathy. During perianesthetic resuscitations, the pediatric advanced life support protocol should be modified to detect and treat hyperkalemia, a potentially reversible state even after prolonged resuscitation efforts. Following anesthetic deaths, pathologists should examine body fluid electrolytes and skeletal muscle for myopathy and dystrophin. If a preanesthetic creatine kinase screen for myopathy in male patients and restrictions on succinylcholine had been used, 64% of arrests and 60% of deaths might have been prevented. A formal prospective risk/benefit analysis for preventive measures is needed.
Comparison of Topical Anesthetics with Lidocaine Infiltration During Laceration Repair in Children
Authors: Smith Gary A. , Strausbaugh Steven D. , Harbeck-Weber Cynthia , Shields Brenda J. , Powers Jean D.
Published: November 2007

This study is a randomized, blinded trial that compares the effectiveness of a new topical anesthetic preparation of 2% mepivacaine and 1:100,000 norepinephrine (Mepivanor); a topical solution of 1% tetracaine, 1:4,000 adrenaline, and 4% cocaine (TAC); and 1 % lidocaine infiltration during laceration repair in children. The study was conducted in the emergency department of a large academic children's hospital. Study participants were children 2 years of age or older with a laceration on the face or scalp, 5 cm or less in length, that required suturing. Patients were randomly assigned to receive Mepivanor topical solution, TAC topical solution, or lidocaine infiltration anesthesia prior to laceration repair. Seventy-one patients were enrolled in the study during a 2-month period. Outcome measures assessed pain perceptions using a Visual Analogue Scale (VAS) and a seven-point Likert scale. There was statistical power to detect differences of 1.2 to 1.7 units for the VAS outcome measures using alpha = 0.05 and beta = 0.20. There were no statistically significant (P >0.05) differences between TAC and 1% lidocaine infiltration in providing effective anesthesia. Mepivanor was generally less effective in providing adequate anesthesia during laceration repair than TAC and lidocaine infiltration, with Tukey's post hoc test for ANOVA demonstrating statistically significant (P <0.05) differences between Mepivanor and these agents for research assistant and suture technician VAS scores. Wound blanching was judged to be less with Mepivanor than with TAC, although this difference was not statistically significant. There were no adverse reactions, wound infections, or healing difficulties for any of the patients who received TAC or Mepivanor. It was concluded that non-cocaine-containing Mepivanor was generally less effective than TAC and lidocaine infiltration in providing adequate local anesthesia during laceration repair. TAC containing only 120 mg of cocaine (3 mL of 4% cocaine) was as effective as 1% lidocaine infiltration in providing local anesthesia during laceration repair. This will allow the amount of cocaine in TAC to be reduced, thereby decreasing costs and the likelihood of adverse reactions.
Nontraumatic Dental Emergencies in a Pediatric Emergency Department
Authors: Wilson Stephen , Smith Gary A. , Preisch James , Casamassimo Paul S.
Published: November 2007

The objectives of this study were to describe nontraumatic dental emergencies among children treated in a pediatric emergency department. The children studied received emergency treatment for a nontraumatic dental problem from December 1992 through November 1993. Among the 1,459 children treated for dental emergencies, 949 had a nontraumatic emergency (65%) and were enrolled in this study. Patients ranged in age from 1 month to 19 years, with a mean age of 6.9 years. Fifty-two percent of patients were male. The teeth were involved in 99% of cases. An abscess was present in 33% of patients; and among these patients, 26% also had a fistula. Pericoroni tis was seen in 4% of patients, primary viral stomatitis in 1%, and an eruption hematoma in 0.5%. Caries is the etiology of the problem prompting the emergency department visit in 73% of patients, and baby bottle caries accounted for 18% of all cases of caries. Other etiologies included the late effects of trauma (8%), iatrogenic (7%), idiopathic (3%), and periodontal processes (2%). Tooth ex traction was performed in 45% of patients. Findings of this large consecutive series provide a better understanding of this type of visit to the pediatric emergency department.
Evaluation of the Erythrocyte Sedimentation Rate in Children Presenting with Limp, Fever, or Abdominal Pain
Authors: Huttenlocher Anna , Newman Thomas B.
Published: November 2007

An erythrocyte sedimentation rate (ESR) is commonly ordered as part of the evaluation of patients with nonspecific but potentially serious symptoms. To investigate the performance of ESR in this setting, we used a computerized database and medical chart review to identify children (n=299) with ESR done for a previously undiagnosed condition. Medical records were reviewed to determine symptoms at presentation, referral status, and subsequent diagnoses, which were classified as serious (n=93) or benign (n=206). We found that serious underlying disease was about 7 times as likely in patients with ESR>50 mm/hr (57/102) than in patients with ESR<20 mm/hr (7/89). Although the prevalence of serious disease was higher among referral patients, the likelihood ratios were similar for referral and primary-care patients. An erythrocyte sedimentation rate greater than 50 mm/hr was most informative in patients presenting with limp (likelihood ratio [LR] =8.2) and abdominal pain (LR=6.0) and least informative in patients presenting with fever (LR=2.5). On the other hand, an ESR<20 mm/hr is reassuring in patients presenting with fever (LR=0) or limp (LR=0.3), but not in patients presenting with abdominal pain (LR=0.8). An ESR between 20 and 50 mm/hr (23% of the patients) provided little information (LR 1.2-1.5) in each of the three groups. These results suggest that the ESR often provides useful information about the likelihood of serious illness among children presenting with worrisome but nonspecific symptoms, in particular in patients presenting with limp.
Non-Insulin Dependent Diabetes Mellitus in African-American Youths of Arkansas
Authors: Pihoker Catherine , Scott Carla R. , Lensing Shelly Y. , Michaeleen Cradock Mary , Smith Juneal
Published: November 2007

Non-insulin dependent diabetes mellitus (NIDDM) occurs more frequently in certain adult populations, including African-Americans. Recently an increase in the incidence of NIDDM has been observed among African-American youths in Arkansas. Clinical presentations among these youths vary from asymptomatic to severe diabetic ketoacidosis. From a chart review, data were exam ined to determine which physical, biochemical, and autoimmune characteristics were most helpful in appropriate classification of NIDDM vs insulin dependent diabetes mellitus (IDDM). It is apparent that several diagnostic and treatment issues need to be addressed to improve the management of African-American youths with NIDDM. Clin Pediatr. 1998;37:97-102
Increased Incidence of Non-Insulin Dependent Diabetes Mellitus Among Japanese Schoolchildren Correlates with an Increased Intake of Animal Protein and Fat
Authors: Kitagawa Teruo , Owada Misao , Urakami Tatsuhiko , Yamauchi Kuniaki
Published: November 2007

Non-insulin dependent diabetes (NIDDM) was diagnosed in 188 of more than 7 million Tokyo schoolchildren tested between 1974 and 1994 for glycosuria followed by oral glucose tolerance testing. The incidence rate of NIDDM in youth has continued to increase since 1976. While the daily energy intake has not changed significantly, the consumption of animal protein and fat by the Japanese population has greatly increased during the past two decades, and this change in diet, with low levels of physical activity, may exacerbate insulin resistance and glucose intolerance. Clin Pediatr. 1998;37:111-116
Non-Insulin Dependent Diabetes Mellitus (NIDDM) in Minority Youth: Research Priorities and Needs
Authors: Rosenbloom Arlan L. , House Dorlinda V. , Winter William E.
Published: November 2007

The prevalence of non-insulin dependent diabetes mellitus (NIDDM) is increasing in Native American and African-American youth, with females more frequently affected than males. This increase is related to increasing rates of obesity and to the greater demand for insulin at adoles cence. This review examines the epidemiologic data about NIDDM in minority youth and addresses questions about the type of diabetes minority youth have, the relative contributions of environment and genetics to their diabetes, and whether prevention or control is possible. The heterogeneity of NIDDM in the minority youth population includes: typical NIDDM; atypical diabetes mellitus (ADM), which has been described in a substantial number of African-American youngsters; and a small pro portion with a range of defects in the pathway of insulin action. Clinical and experimental evidence that insulin resistance or insulin deficiency is the primary defect in NIDDM are reviewed, as is evidence that fetal undernutrition may be a contributing factor. The numerous reports of linkages, associations, and mutations or polymorphisms in candidate genes account for a very small propor tion of non-type 1 diabetes. Environmental and genetic contributors to obesity are also important. Research issues relating to the questions discussed include the need for data comparing various populations and assessing risk factors associated with the epidemic of NIDDM and obesity, costs to the health system and attendant personal and societal costs, clarification of the types of NIDDM in minority populations that will permit appropriate therapy and counseling, and extensive studies of environmental and genetic factors. Genetic studies include a genome wide search and continued analysis for candidate genes for both NIDDM and obesity. Environmental factors for study include the role of fetal and perinatal nutrition and drug exposure. Finally, collaborative multicenter studies are needed of prevention or control of obesity and NIDDM. Clin Pediatr. 1998;37:143-152
An Unusual Cause of Cholestasis in an Infant
Authors: Ukraincik Miro
Published: November 2007

The following Brief Report was written by a resident. A discussion by a member of the resident's faculty follows. We invite any resident to submit such articles, together with commentary by a faculty member.
“By the Silent Writing of Its a”
Authors: Leverette Marc
Published: November 2007

With communication as a medium, one is always already present in the economy of exchange, yet within that exchange there is a coetaneous presence of undecidability that haunts every act, where meaning is indeterminate and understanding is an impossible guarantee. This essay will illustrate how this gets literally performed visibly in the play of différance between speech and writing. This essay argues that the Derridean “neographism” différance should be the concern of communication scholars as a kind of rhetorical strategy that is medium based and cannot cross communication forms.
Clinical language sampling: analysing the analyses
Authors: Klee Thomas
Published: November 2007

Recent approaches to the identification and evaluation of language disorders in children have moved from reliance on tests and elicitation procedures to examination of the child's actual linguistic production in a conversational setting. The purpose of this paper is to present 14 clinical procedures that are available for use as language sample analyses, and to review and evaluate several of these procedures in detail.
A handwriting for life
Authors: Sassoon Rosemary
Published: November 2007

Handwriting is a motor skill. To be efficient, it must be automatic. Writing posture, implement, paper position, and the written trace are inter dependent. Systematic training in both practical matters and letter con struction is essential- a motor pattern, once established, is hard to change. An accurate diagnosis is essential for constructive remediation. Criticism alone leads only to increased tension. Early exposure to the skills needed for handwriting helps develop perception and hand/eye coordination. The early diagnosis of language/motor/perceptual problems should result in extra help and encouragement, not delay, in learning handwriting.
From coloured shapes to words: an experimental initial reading method
Authors: Hutt Ella
Published: November 2007

This article describes a method of initial reading used with an eight-year- old boy who had severe difficulties in expressive spoken language and in learning to read. He was introduced to written and typed words via the shapes of words colour-blocked in colours which code word-classes. He was given 50 hours' individual tuition in half-hour sessions, two or three times weekly. At the end of the year he could infallibly decode the 95 words with which he had worked, both when they were produced at random and when they were set in context.
Context-sensitive phonological patterns in children with poor intelligibility
Authors: Leonard Laurence B. , Devescovi Antonella , Ossella Teresa
Published: November 2007

Three context-sensitive phonological patterns observed in two children with poor intelligibility are described. Although the children used par ticular consonants correctly or exhibited common errors on these sounds, in certain contexts the errors were quite unusual. Examples are provided of how knowledge of the operative contexts can influence the direction taken for phonological treatment.
Assessing the receptive language development of you ng children from Panjabi-speaking homes: the Panjabi Bilingual Version of the Sentence Comprehension Test
Authors: Wheldall Kevin , Gibbs Dorothy , Duncan Deirdre , Saund Surinder
Published: November 2007

The development of the Panjabi Bilingual Version of the Sentence Comprehension Test is described. Comparison data on samples of children aged three to five years are reported.
Interactive data management software for language sample analyses
Authors: Gavin William J.
Published: November 2007

Professionals in education and health services are experiencing a growing number of possibilities for application of computer technology to aid in the delivery of services. Recent developments in database management soft ware for small, inexpensive computers now provide these individuals opportunities for radical departures from the more traditional ways of managing information. Software, known generically as interactive-data base management software, is being utilized for client record management, maintaining data on client progress, personnel management, and financial records. This article provides a brief presentation of a few basic concepts in database management techniques and simple examples of how interactive- database management software might be used by a professional in education and health.
Teaching language in the classroom to children with severe learning difficulties: a case study
Authors: Wright Judith , Cashdan Asher
Published: November 2007

A review of past work shows convincingly that subnormal children with severe language deficiencies should make substantial improvements through a behavioural language programme, especially if it is designed on functional rather than developmental principles. The paper describes one such programme carried out with nine children by their teacher under normal classroom conditions. The progress of Nicola is selected for detailed exposition, demonstrating how she moved over four school terms from largely two-word utterances to a repertoire of well-developed syntactic structures which she generalized to a number of non-training settings both within and outside the classroom.
'Working together': a joint phonology and reading programme
Authors: Newman Sally , Elks Elisabeth
Published: November 2007

This case-study of a 5-year-old shows how the speech therapist and language unit teacher can develop a child's phonological system and early reading skills simultaneously. The work indicates the importance of cohesive and detailed curricular planning between speech therapist and teacher to avoid dissimilar inputs confusing the child.
Taking a Metaphon approach to phonological development: a case study
Authors: Jarvis Joy
Published: November 2007

This case study outlines speech work undertaken with one child over an academic year. It discusses the decisions which were made with regard to the content and method of the teaching programme and details the activities which were used. The child's progress is described and questions are raised about the effectiveness of our programme.
Teaching expressive language to a non- speaking child with Down's Syndrome: classroom applications
Authors: Wright Judith , Cashdan Asher
Published: November 2007

In an earlier paper, we presented a case study of a child with some developed language. The present paper describes similar work with an initially non-speaking child. After four terms in the programme, he too made distinct progress, moving from a baseline of no speech to the acquisition of some expressive language. This included the production of elicited utterances of up to seven words in length, and the spon taneous use of one- and two-word combinations in a range of non- training settings. Although the success of the programme depended largely on the systematic implementation of a highly structured prog ramme, major breakthroughs in fact resulted from opportunistic man ipulations of learning and reinforcement contingencies.
Short-term syntax learning and generalization effects
Authors: Hughes Diana L. , Carpenter Robert L.
Published: November 2007

Two language therapy procedures - a structured, repetitive drill approach, and a story-based question and answer approach — were used to teach is and are to four language-impaired children aged 4;4 to 6;3, over a four-week period. Effectiveness was measured by three methods: within-therapy data, structured probe data, and at-home spontaneous probe data. While levels of correct productions were high in therapy, production on spontaneous probes remained low. Struc tured probe performance varied, but was generally substantially higher than spontaneous probe performance. Results indicate that syntax learning depends on how such learning is measured.
Six years on — do claims still hold? Four children reassessed on a procedure to identify developmental articulatory dyspraxia
Authors: Milloy Nancy , Summers Lesley
Published: November 2007

To test the predictive ability claimed for the Milloy Assessment of Praxis (MAP), four children were reassessed six years after the last administra tion of the procedure. Results indicate that the claim is justified: children diagnosed after three administrations of MAP at six-monthly intervals, either continue to present with characteristics of developmental articula tory dyspraxia or show the expected improvements predicted for immature articulatory praxis. Speech therapy intervention programmes in each case are discussed.
The reliability of phonetic transcriptions: a practical note
Authors: Van Borsel John
Published: November 2007

Reports on research that make use of phonetically transcribed data nowadays usually include a section on the reliability of the transcrip tions. The information that is communicated in such sections is often limited, however. The present note formulates a proposal as to which pieces of information should be discussed when reporting on the reliability of transcription data.
Sub-groups of school-age language impaired children
Authors: Fletcher Paul
Published: November 2007

Teachers and therapists are well aware that language-impaired children, particularly as they get older, present with a variety of linguistic difficulties. After a brief review of earlier typological studies, this paper addresses the issue of identifying sub-groups of school-age language- impaired children, using a language production process model. The analysis involves, in addition to measures of syntactic ability, features of the children's performance such as mazes, and the full range of 'errors' exhibited in their output. Results indicate that variation among the children on the measures applied can be utilized to construct profiles which identify distinct sub-groups in terms of their language production performance.
A picture-elicited screening procedure
Authors: Ward Elizabeth , Fisher John
Published: November 2007

The Picture Elicited Screening Procedure (PESP) grew out of an attempt to improve the scoring system for the Renfrew Action Picture Test (RAPT), and resulted in a set of 10 eliciting pictures and a scoring procedure based on LARSP. The PESP score indicates the syntactic complexity of the picture-elicited utterances. PESP scores were obtained for 25 prep (first school year) children of mean age 68.2 months. Norms are given for English-only and bilingual children. Interpretation of the PESP score is helped by scoring the number of utterances and the density (PESP score divided by number of utterances). Norms for density and utterance scores are given.
Educational and therapeutic approaches used with a child presenting with acquired aphasia with convulsive disorder (Landau-Kleffner Syndrome)
Authors: Vance Maggie
Published: November 2007

This article briefly describes Landau-Kleffner Syndrome and gives the case-history of one child, diagnosed as having this disorder, who presented with severe receptive aphasia. Several of the programmes used in speech therapy and classroom situations are described, including sign language, auditory training, cued articulation, daily diary, and graphic conversation. Some indication of the child's progress is given.
Musical notation and multisensory learning
Authors: Hubicki Margaret , Miles T.R.
Published: November 2007

A distinction is drawn between MUSIC (that is, the SOUND of music) and MUSICAL NOTATION. A summary is then provided of the main features of musical notation which have to be mastered if music is to be written down and read. This is followed by an indication of some of the difficulties which learners have been found to experience. Next comes an account of Colour Staff (a set of materials designed to overcome these difficulties) and some suggestions as to ways in which it might be used, the emphasis being on its flexibility. The final section calls attention to parallels between the teaching of music, the teaching of literacy, and the teaching of mathematics: in all three cases 'doing' should precede discussion of notation; the pupil should be shown regularities and patterns, and the approach should be multisensory.
Creating an environment to facilitate communication growth within a language unit
Authors: Withey Claire
Published: November 2007

An environment is described which aims to facilitate language growth within a language unit. One child's progress is recorded with discussion of which of the child's needs could be met by this environment. It is proposed that the significant progress made by the child is largely due to the interactive child-centred environment created within the classroom.
Effects of phonological versus language intervention in preschoolers with both phonological and language impairment
Authors: Tyler Ann A. , Watterson Kathye H.
Published: November 2007

Preschool children with both phonological and language impairment received either phonological intervention involving a 'cycles' approach or language intervention involving a 'script' approach. Pre- and post treatment measures of linguistic and phonological performance were compared to determine which domains exhibited the greatest improve ment. There were no significant differences for either intervention group; however, the language intervention group improved slightly in language and regressed in phonology, while the phonological interven tion group improved in both language and phonology. It is suggested that the observed interactions among linguistic domains during treat ment were influenced by both the type of treatment and different synergistic relationships between the subject groups' language and phonological disorders.
Visual discomfort in the classroom
Authors: Wilkins Arnold , Peck Ann , Jordan Betty
Published: November 2007

Treatment of reading difficulties with coloured overlays and Irlen filters is reviewed. The accumulated anecdotal evidence for beneficial effects in certain children can no longer be ignored, but scientific evidence is lacking. Advice for the classroom management of visual discomfort and associated perceptual distortion is offered.
Derbyshire Language Scheme in use: an appraisal for computer-assisted learning
Authors: Chandler Jane , Hand Stephen
Published: November 2007

The Derbyshire Language Scheme (DLS) is a widely-used structured method to aid in the teaching of both expression and comprehension to children with difficulties in learning their first language. This study examines the teaching strategies for comprehension within DLS em ployed by three speech therapists, with a variety of children ranging from the two-word to four-word level. The results indicate that a range of techniques were used by the therapists in response to the children, and these are discussed in relation to their inclusion in a computer-aided learning system to help speech therapists.
'I can read it with my eyes shut': a case-study of reading difficulty in a language-impaired child
Authors: Harris Jane
Published: November 2007

This paper outlines the progress made by a language-impaired child with reading difficulties over several months. After an initial account of the child and his specific problems, a month-by-month account is given of the classroom activities which were used during the period, along with some discussion of the child's reading behaviour.
Phonological disorder and lexical development: two case studies
Authors: Stackhouse Joy
Published: November 2007

Two children aged 10 and 11 years with speech and literacy difficulties are presented to illustrate the need to differentiate PHONOLOGICAL DISORDER in a linguistic sense from PHONOLOGICAL PROCESSING DISORDER in a cognitive sense. Although both children presented with a similar general pattern in their speech and literacy development, there were clear differences between them in terms of underlying phonological processing skills: one child had more difficulties with input tasks, while the other's persisting articulatory difficulties particularly affected her performance on output tasks. The children's lexical development and organization is discussed with reference to these different phonological processing profiles. When assessing such children for the purposes of planning remediation programmes, it is important to identify the underlying phonological processing skills as well as describing the child's speech difficulties, since it is the interplay of these speech and processing skills which determines the course of a child's lexical and literacy development.
Computers and language analysis: theory and practice
Authors: Baker-Van Den Goorbergh Lea
Published: November 2007

Language sample analysis (LSA) has an important role in therapy planning decisions. Since computers have entered the field of speech therapy, they could possibly provide invaluable help in the long process of analysing spontaneous speech samples. The state-of-the-art in com puter technology with reference to LSA is outlined and descriptions of some existing analysis programs are given, followed by a practical example of the use of one computerized LSA in treatment planning for a specifically language impaired child.
Dyslexia: the current status of the term, II
Authors: Miles T.R.
Published: November 2007

This paper reports on some of the more important developments in the dyslexia field which have taken place in the last ten years. These include the growth of public awareness of dyslexia on a worldwide scale, advances in knowledge of its anatomical basis, and increased under standing of dyslexics' strengths and weaknesses in mathematics and music. The 'phonological deficit' theory is briefly discussed, and some more speculative ideas are then considered. An important development has been the recognition that, despite their literacy difficulties, dyslexics may sometimes possess distinctive talents.
Changing phonological patterns
Authors: Grunwell Pamela
Published: November 2007

This paper reviews developments over the past decade in the clinical investigation and management of children with developmental phono logical disorders. It examines three aspects of this investigation: descrip tive assessment procedures, patterns of disorder, and treatment strategies. New approaches for clinical practice are described in all three areas.
Microcomputer-based joint activities in communication intervention with visually impaired children: a case study
Authors: Bozic Nick , Cooper Linda , Etheridge Annette , Selby Amanda
Published: November 2007

The limited perceptual abilities of visually impaired children can make the use of conventional toys problematic in naturalistic communication interventions with this client group. This study examined the feasibility of basing joint activities around more easily perceivable microcomputer software. A 4-year-old language-delayed visually impaired girl engaged in three different computer-based joint activities with her teacher — each one designed to give her opportunities to practise the expression of specific semantic relations. Results indicate that two out of the three activities were successful in eliciting their target forms.
Teaching phonological awareness and reading
Authors: Parkinson Elaine , Gorrie Barbara
Published: November 2007

The following is an account of a case study involving a group of Year 8 pupils, all of whom presented with specific language and literacy difficulties. Phonological awareness and reading skills were taught by two teachers and a speech and language therapist working together. The pupils were assessed at the beginning and end of the project, and their progress is discussed. The development of one of the assessment tools employed is also described.
Speech therapy with a group of hearing-impaired adolescents I: a sociolinguistic analysis of therapy sessions
Authors: Bench John , McNeill-Brown Donna , Backhouse Roxanne , Heine Chyrisse
Published: November 2007

Speech therapy conversations between five dyads, comprising senior speech pathology students and hearing-impaired adolescents enrolled in a Total Communication programme, were videorecorded for five weekly sessions. Samples over one-minute intervals at the start, middle and end of the sessions were analysed for topic initiations and initiators, conversational turns, and responses to questions according to the communication modes: speech; sign or gesture; and speech combined with sign or gesture. Statistical analyses explored differences between dyads, conversational partners, sessions, and intervals, and their inter actions, in relation to mode. The results are discussed with reference to changes in conversational competence with therapy.
Relationships between teachers and speech-language therapists: influencing practice by distance education
Authors: Miller Carol
Published: November 2007

There are now increased opportunities for teachers in the UK to undertake professional development to work with pupils with speech and language difficulties. This paper discusses an aspect of the evalu ation of a distance education course which suggests there is a potential to positively influence a whole work system. Specific aspects of course design appear to promote better working relationships between col leagues and can enhance collaboration between teachers and speech- language therapists.
Working collaboratively with teachers: supporting the newly qualified speech and language therapist in a mainstream school
Authors: Roux Judy
Published: November 2007

Traditionally, collaborative work with teachers in mainstream schools has been considered too demanding and difficult for the newly qualified speech and language therapist. Whilst acknowledging the difficulties inherent in collaborative work, this paper challenges this traditional view and offers a model of support for newly qualified therapists working in mainstream schools, which has been in development in an East London borough since 1992.
Infants' phonemic awareness and receptive language profiles: a follow-up study
Authors: Talay-Ongan Ayshe
Published: November 2007

The article presents a background on phonological awareness and its relationship to language and learning disabilities, and postulates that phonological discrimination skills are developmental in nature. Given the strong positive relationship found in the literature, the study investigated the phonological discrimination skills of two cohorts of infants between 0;8 and 1;6, and discovered that 65% of both groups of infants responded reliably to the task, while the remainder did not meet the reliability of response criteria. The groups of infants were re-assessed when the first group was 5 and the second group was 3 years of age, in matched groups of those who passed and failed the phonological discrimination task. The results, although preliminary in nature, indi cated that there were significant differences in the performance of both groups of children on a receptive language measure (PPVT), where those children who failed scored lower than the passing children. Preventive intervention implications from these findings are also discussed.
Communicative possibilities of written conversations with adolescents who have autism
Authors: Schairer Kim S. , Nelson Nickola Wolf
Published: November 2007

Oral and written conversations were held with three adolescents with autism in 15-20-minute sessions over a 15-week period. The discourse of several oral and written sessions was transcribed, and coded for mean length of utterance, communicative functions, turn-taking, and topic matching. These features were compared within and across participants for modality effects. Results showed a range of individual discourse styles, with two participants showing more elaborate language and two participants relying less on partners to carry the conversation in the written modality. One of the three participants also took significantly more non-obligatory turns and never passed an obligatory turn in writing but did orally. This individual also matched his partner's topic significantly more often in written than in oral conversations. If written capabilities exceed oral performance, written communication might provide supplemental or alternative methods to teach students with autism in the classroom or to enhance social communication across settings.
A case study in word finding
Authors: Wittmann Susan
Published: November 2007

A joint semantic and phonological approach to word-finding problems was employed in the treatment of a language-disordered child per forming confrontational naming tasks. The techniques used strengthened the child's semantic network and phonological awareness and encour aged self-cuing. Thirty pictures which the child could not name correctly were used. Ten pictures formed a control to test naming ability before and after treatment while the remaining twenty were used for both treat ment and testing. Three treatment sessions per week for eight weeks were given. Post-treatment results showed a marked improvement in naming both control and treatment pictures and a small improvement in self-cuing skills. Repeat testing two months later after the summer holidays showed the improvement in the control group had been main tained, but there had been some loss of skill in naming the treatment pictures. Nine treatment sessions over six weeks were then given and a second maintenance test performed. This showed an overall increase in naming skills and a small improvement in self-cuing ability. The reasons for the improvements are discussed.
Idioms in the classroom: an investigation of language unit and mainstream teachers' use of idioms
Authors: Kerbel Debra , Grunwell Pam
Published: November 2007

Contrary to the belief of six language unit teachers that they rarely used idioms in the classroom, this study reveals an average usage by these teachers of 1. 73 idioms per minute. While the idiomatic status of commonly-used expressions is apparently overlooked by native English speakers, frequently-occurring idioms may nevertheless present difficulties to some children with language disorders or autism. Rather than seeking to avoid these idioms in interaction with such children - as has been recommended - it is argued that teachers should use idioms with greater awareness, monitor children's understanding, provide explanations for unfamiliar expressions and reinforce comprehension across settings.
Teaching vocabulary to children with wordfinding difficulties using a combined semantic and phonological approach: an efficacy study
Authors: Easton Caroline , Sheach Sue , Easton Simon
Published: November 2007

This study evaluates a combined semantic and phonological approach to teaching vocabulary to children with wordfinding difficulties. Four subjects were treated as single cases for the purpose of measuring their progress from pre-test to maintenance. Target words were chosen according to age of acquisi tion. Naming ability on 80 words was tested pre- and post-intervention and at follow-up. Forty of these words were presented over 10 group teaching sessions in a five-week period, and the remaining 40 served as a control measure. All subjects demonstrated improved naming ability on the 80-word test following the intervention and this was sustained at follow-up.
Clinical language sampling practices: results of a survey of speech-language pathologists in the United States
Authors: Kemp Krystal , Klee Thomas
Published: November 2007

The results of a survey of 253 speech-language pathologists in the United States are presented. The survey was designed to provide information about the assessment practices of clinicians working with pre-school children, partic ularly with respect to language sample analysis. Information is presented on transcription and analysis practices as well as on problems encountered by clinicians in their use of language sample analysis. Some suggestions are made for how clinical language sampling procedures might be used more efficently.
The information needs of parents
Authors: Marden Mary , Nicholas David
Published: November 2007

The aims of this research were to determine the subjects about which parents needed information and the sources that provided the information they need ed. Parents in north London were contacted through their clinic, library or nursery. Initially, group interviews were held to explore the subjects on which parents needed information. These data were then used to frame the ques tions for individual interviews, which were held with 35 parents. In the main, the parents needed information on health, care and development. Oral sources of information were popular, and health visitors were the professionals most frequently mentioned.
Challenges to STS Education: Implications for Science Teacher Education
Authors: Mansour Nasser
Published: November 2007

As future citizens, students must make decisions requiring an understanding of the interaction of science and technology and its interface with society. STS education has been strongly identified with meeting this goal, but putting theory into practice has so far been difficult. This article asks, “What are the challenges influencing science teachers to implement STS education in the science classroom?” The author investigated using a mixed method research technique incorporating multiple sources of qualitative and quantitative data (questionnaire, interviews, field notes, and classroom observations). Constraints a fecting teachers' practices in teaching science through STS education were identified and can be categorized into impersonal, interpersonal, and personal constraints. Findings indicated interactions within and between external and internal constraints. Suggestions are made for implementing change in various aspects of science teacher education.