bluuebunny/crossref_metadata_2025 huggingface dataset:
Going Away to School
Authors: Kluth Paula , Biklen Douglas , English-Sand Patricia , Smukler David
Published: May 2008

The central research question for this study was the following: What is the experience of families who move to seek inclusive opportunities for their children? Our sampling frame contained mothers and fathers of students with disabilities who had moved from one school district to another and, in some cases, from one county or one state to another, to find improved educational opportunities for their child. Data collection consisted of interviews and largely focused on storytelling. Findings indicated that families had faced a range of obstacles, including educational segregation, inappropriate curriculum, lack of appropriate supports and services (e.g., individualized programming), and social rejection. Making the decision to move had been challenging for all participants and was characterized by feelings of guilt (for not staying to fight the system), desire to end the personal and professional struggle with the district, and doubts about being able to create change in their current placement. Finally, in assessing their moves, the families experienced both frustration and relief. Although all of the families found that their children initially landed in placements they deemed more appropriate, desirable, and, of course, inclusive, several were also disappointed to face more struggles related to inclusive education in the years following their move. We offer considerations for promoting inclusive education and for supporting the families of students with disabilities in their quest for a quality education for their children.
An Analysis of the Relationship Between High School Exit Exams and Diploma Options and the Impact on Students With Disabilities
Authors: Gaumer Erickson Amy S. , Kleinhammer-Tramill Jeannie , Thurlow Martha L.
Published: May 2008

Nontraditional high school completion or exit documents are becoming increasingly publicized as more states adopt testing requirements for graduation. Research has shown that students who do not graduate from high school with a standard/traditional diploma often experience negative consequences, such as (a) limited admission into college or the military, (b) ineligibility for federal financial aid for postsecondary training, and (c) denial of employment opportunities (Bowers, 2004; Johnson & Thurlow, 2003; Zafft, Hart, & Zimbrich, 2004). Although research is beginning to explore the diploma options available in each state, there is a paucity of research surrounding students who receive nontraditional completion certificates. This study examined the relationship between alternative high school completion documents and graduation testing. Using preexisting data sets from the U.S. Department of Education, Office of Special Education Programs, this study profiled students with disabilities in the United States who earn nontraditional exit certificates in contrast to those who earn standard diplomas. Understanding how students with disabilities exit public education will lead to assessment of the impact each exit option has on students' postschool outcomes and the implications for society as a whole.
Federal Program Expenditures for Working-Age People With Disabilities
Authors: Goodman Nanette J. , Stapleton David C.
Published: May 2008

The authors estimated that the federal government spent $226 billion in 2002 on working-age people with disabilities, including both cash and in-kind benefits. These expenditures accounted for about 2.2% of the nation's gross domestic product and 11.3% of all federal outlays. States contributed an additional $50 billion under federal—state programs. The bulk of these expenditures provided income support and health care to working-age people with disabilities who were not employed or who had very low earnings. They provide a detailed accounting of the expenditures and question whether the distribution of expenditures is properly aligned with the evolving disability paradigm.
Lost in Translation?
Authors: Bouck Emily C.
Published: May 2008

Educational policies have a deep impact on the education of students. This article examines No Child Left Behind, the President's Commission on Excellence in Special Education, and the Individuals With Disabilities Education Improvement Act of 2004 for their intended and unintended consequences with respect to secondary students with mild mental impairment. The author discusses issues of highly qualified teachers, accountability, and evidence-based practice as they relate to this population of students and also addresses curriculum and instructional environments for this population. The author concludes by raising issues that practitioners and institutions of higher education need to consider, as well as questions that need to be explored in future research.
“Education for All?”
Authors: Peters Susan J.
Published: May 2008

Education for All (EFA) has been placed on the international policy agenda, but what is meant by “all”? This historical analysis focuses on 12 major international policy documents pertaining to education of disabled children and youth, over a period of approximately 40 years. Using Foucault's effective history and a conceptual framework of policy-as-discourse, this analysis reveals conflicted discourses and fragmented, reinterpreted, and reworked policies towards rights of individuals with disabilities in relation to EFA. These findings provide a lens for increased understanding of current educational inequalities and the lack of progress toward EFA for people with disabilities.
Services for Children With Autism Spectrum Disorders
Authors: Dymond Stacy K. , Gilson Christie L. , Myran Steve P.
Published: May 2008

Recommendations for improving school and community-based services for children with autism spectrum disorders (ASD) in the state of Virginia were investigated. Participants consisted of 783 parents of children birth to age 22 with a medical diagnosis of ASD. Data obtained through an open-ended survey question were analyzed both quantitatively and qualitatively. Parents recommended improving the quality, quantity, accessibility, and availability of services; educating and training individuals to work effectively with children with ASD; increasing funding for services; and creating appropriate school placements and educational programs. The findings from this study suggest the need for increased individualization of and accessibility to services. Future state-level research must examine the variables that affect parent recommendations and evaluate the quality of existing services for children with ASD.
Estimating the Prevalence of Substance Use, Abuse, and Dependence Among Social Security Disability Benefit Recipients
Authors: Brucker Debra
Published: May 2008

With the passage of Public Law 104-121, the Contract with America Advancement Act of 1996, the federal Social Security Administration was no longer allowed to grant disability benefits to persons whose primary diagnosis was one of substance abuse or dependence. The National Survey on Drug Use and Health (NSDUH; Substance Abuse and Mental Health Services Administration, 2004a), a nationally representative household survey, uses validated scales to measure rates of substance abuse and dependence among the U.S. population. In 2002, for the first time, the NSDUH also included questions about disability. Data from the 2002 survey is examined to determine whether issues of substance abuse and dependence are still relevant for the 2 Social Security programs that serve persons with disabilities: Social Security Disability Insurance (DI) and Supplemental Security Income (SSI). Results indicate that a substantial portion of DI and SSI beneficiaries continue to struggle with issues of substance abuse.
High-Stakes Testing and Students With Disabilities
Authors: Katsiyannis Antonis , Dalun Zhang  , Ryan Joseph B. , Jones Julie
Published: May 2008

The use of high-stakes testing has become an increasingly popular assessment for schools to use in demonstrating individual academic performance of students, and providingaccountability for school improvement. Given the potential negative consequences associated with mandatory testing (e.g., grade retention, withholding of high school diplomas, labeling failing schools), students, parents, and school districts all bear significant risks based upon student test scores. The historically poor performance of students with disabilities on these assessments has raised concerns over minimum standards, permissible test modifications, and alternate assessments. The authors provide a review of recent research literature, legislation, and court decisions pertaining to the use of high-stakes testing for students with special needs in support of : (a) federal legislation (i.e., No Child Left Behind and Individual With Disabilities Education Act), (b) Mandatory Competency Exams to determine grade promotion, and (c) Mandatory Exit Exams to meet graduation requirements.
Teacher Perceptions and the Consequential Validity of an Alternate Assessment for Students With Significant Cognitive Disabilities
Authors: Roach Andrew T. , Elliott Stephen N. , Berndt Sandra
Published: May 2008

The purpose of this investigation was to understand the variables that influence teachers' perceptions regarding one state's alternate assessment process and results. Elementary and secondary special education teachers (N = 113) from across Wisconsin participated, submitting case materials for one of their students. These materials included the a copy of the students' WisconsinAlternative Assessment (WAA) rating scale and current Individualized Education Program (IEP); a brief survey regarding their perceptions of the WAA; and a curricular access questionnaire that documented which WAA items were part of the student's curriculum during the current or previous school year. A stepwise multiple regression analysis was conducted to determine the relationship between predictor variables and teachers' perceptions as reported on the teacher survey. The results indicated student grade level accounted for the small amount of the variation in teacher's positive perceptions of the WAA. These results are discussed in the context of consequential evidence for the validity of the WAA.
Early Transition Experiences of Transition-Age Child SSI Recipients
Authors: Wittenburg David C. , Loprest Pamela J.
Published: May 2008

This article describes the challenges faced by pretransition-age (14 to 17 years) young people with disabilities receiving Supplemental Security Income (SSI) and outlines potential policy options to support their transition. The article is based on a descriptive analysis of newly released data from the 2001 National Survey of SSI Children and Families and the results of interviews with key policy experts. We find that in addition to their health status, these young people face a multidimensional set of difficulties in making a successful transition, including a high prevalence of family disadvantage, problems in school, and trouble with the police. In addition, despite the potential for losing SSI benefits and public health care coverage at age 18, they have generally low levels of participation in labor market preparation activities. The article discusses a variety of possible changes to improve the system of supports for transition-age young people with disabilities.
Development of the Policy Advocacy Behavior Scale: Initial Reliability and Validity
Authors: Donaldson Linda Plitt , Shields Joseph
Published: May 2008

Contemporary trends in social service delivery systems require human service agencies to engage in greater levels of advocacy to reform structures and protect programs that serve vulnerable populations. Objective: The purpose of this study was to develop an instrument to measure the policy advocacy behavior of nonprofit human service agencies. Method: Organizational demographic and policy advocacy behavior data were collected from 43 nonprofit human service agency executive directors. Results: The researchers determined that the Policy Advocacy Behavior Scale evidenced adequate reliability and validity. Conclusions: The Policy Advocacy Behavior Scale shows promise as a tool to inform future research on social work practice models that integrate policy advocacy methods.
Study Quality Assessment in Systematic Reviews of Research on Intervention Effects
Authors: Wells Kathleen , Littell Julia H.
Published: May 2008

Objective: The goal of this study is to advance an approach to the assessment of the quality of studies considered for inclusion in systematic reviews of the effects of social-care interventions. Method: To achieve this objective, quality is defined in relation to the widely accepted validity typology; prominent approaches to study quality assessment are evaluated as to their adequacy. Results: Problems with these approaches are identified. Conclusion: A formal, yet explicit, multidimensional approach to assessment grounded in substantive issues relevant to the intervention and the broader context in which it is embedded is promoted. Uncritical and exclusive use of indicators of study quality such as publication status, reporting quality, and single summative quality scores are rejected.
Narrative and the Cultural Psychology of Identity
Authors: Hammack Phillip L.
Published: May 2008

This article presents a tripartite model of identity that integrates cognitive, social, and cultural levels of analysis in a multimethod framework. With a focus on content, structure, and process, identity is defined as ideology cognized through the individual engagement with discourse, made manifest in a personal narrative constructed and reconstructed across the life course, and scripted in and through social interaction and social practice. This approach to the study of identity challenges personality and social psychologists to consider a cultural psychology framework that focuses on the relationship between master narratives and personal narratives of identity, recognizes the value of a developmental perspective, and uses ethnographic and idiographic methods. Research in personality and social psychology that either explicitly or implicitly relies on the model is reviewed.
A Randomized Trial About Glycemic Index and Glycemic Load Improves Outcomes Among Adults With Type 2 Diabetes
Authors: Miller Carla K. , Gutschall Melissa
Published: May 2008

Glycemic index (GI) represents the postprandial glucose response of carbohydrate foods, and glycemic load (GL) represents the quantity and quality of carbohydrate consumed. A diet lower in GI and GL may improve diabetes management. A 9-week intervention regarding GI and GL was evaluated among adults in the age range of 40-70 years who had had type 2 diabetes ≥1 year ( n = 103). Randomized pre—post test design with immediate and delayed treatment groups was employed. Dietary intake, knowledge, outcome expectations, self-efficacy, and empowerment regarding GI and GL and glucose monitoring were assessed. Four components were identified for outcome expectations using principal components analysis (dietary barrier, glycemic control, family support, and glucose monitoring), and two components were identified for self-efficacy (GI and self-regulation). Significant improvements in GI, knowledge, empowerment, self-efficacy, and outcome expectations (all p < .05) were observed except for glucose monitoring expectations. Only self-regulation efficacy significantly declined ( p < .05) at the follow-up assessment in the immediate group. Nutrition education regarding GI and GL can improve dietary intake, knowledge, outcome and efficacy expectations, and empowerment for diabetes management.
Effects of Low-Dose Mindfulness-Based Stress Reduction (MBSR-ld) on Working Adults
Authors: Klatt Maryanna D. , Buckworth Janet , Malarkey William B.
Published: May 2008

Mindfulness-based stress reduction (MBSR) has produced behavioral, psychological, and physiological benefits, but these programs typically require a substantial time commitment from the participants. This study assessed the effects of a shortened (low-dose [ld]) work-site MBSR intervention (MBSR-ld) on indicators of stress in healthy working adults to determine if results similar to those obtained in traditional MBSR could be demonstrated. Participants were randomized into MBSR-ld and wait-list control groups. Self-reported perceived stress, sleep quality, and mindfulness were measured at the beginning and end of the 6-week intervention. Salivary cortisol was assessed weekly. Significant reductions in perceived stress ( p = .0025) and increases in mindfulness ( p = .0149) were obtained for only the MBSR-ld group ( n = 22). Scores on the global measure of sleep improved for the MBSR-ld group ( p = .0018) as well as for the control group ( p = .0072; n = 20). Implications and future research are discussed.
Identifying Potential Communicative Acts in Children with Developmental and Physical Disabilities
Authors: Sigafoos Jeff , Woodyatt Gail , Keen Deb , Tait Kathleen , Tucker Madonna , Roberts-Pennell Donna , Pittendreigh Nicole
Published: May 2008

There is growing recognition of the communicative potential in many of the informal and idiosyncratic behaviors exhibited by children with developmental and physical disabilities. To assist in assessment and intervention planning, it would seem important to identify these potential communicative acts. To this end, the present article describes the development of the Inventory of Potential Communicative Acts (IPCA). The IPCA is an interview schedule designed to be completed by parents, teachers, and therapists of children with developmental and physical disabilities and severe communication impairment. It consists of 53 questions asking informants to indicate how the child communicates 10 distinct pragmatic functions. To date, pilot testing, development research, and field trials have involved 30 children. The results of this development work indicate that the IPCA is an efficient means of collecting accurate and verifiable data on the potential communicative acts of children with severe communication impairment associated with a range of developmental and physical disabilities. Use of the IPCA in communication assessment and intervention is discussed.
Acquisition of Definite Article + Noun Agreement of Spanish-English Bilingual Children with Specific Language Impairment
Authors: Eng Nancy , O'Connor Barbara
Published: May 2008

The objective of this study was to assess the ability of young, bilingual Spanish-English-speaking children with specific language impairment (SLI) to detect and produce grammatically valid "definite article + noun" forms in Spanish. We focused on this particular form because the Spanish language requires agreement between definite articles and their accompanying noun forms. In English, there is no translation equivalent for this obligatory agreement. We were interested in whether children with SLI in a bilingual environment would acquire this form in a predictable, developmental manner. Results of the study indicated that, despite their language handicap, our participants performed in a rather expected manner. That is, as a group, they were more likely to offer an accurate response when the response followed an implicit morphemic rule. Therefore, our study supports the notion that children with language delays make use of Slobin's (1973) Operating Principles, which predict that, in an attempt to understand language, children will pay attention to the occurrence of particular speech segments in the language.
Facilitating Storybook Interactions Between Mothers and Their Preschoolers With Language Impairment
Authors: Crowe Linda K. , Norris Janet A. , Hoffman Paul R.
Published: May 2008

Three mother-child dyads participated in a study evaluating the efficacy of storybook reading for facilitating mother-child interactions. The children with language impairment (LI), ages 38 to 41 months, and their mothers completed 15 study sessions. Mothers were taught to use a complete reading cycle (CRC) consisting of (a) attentional vocative, (b) query, (c) response, and (d) feedback. Measurable changes occurred in the mothers' number of CRCs, percentage of turns taken, and match in mother-child mean length of utterance (MLU). Measurable child increases occurred for frequency of verbal turns, MLU, and semantic level of storybook response. Results showed that CRC training produced changes in mothers' storybook interactions with reciprocal increases in their children's communicative performance.
Emergent Literacy Skills of Migrant Mexican American Preschoolers
Authors: Ezell Helen K. , Gonzales Maria Diana , Randolph Elizabeth
Published: May 2008

This study describes the emergent literacy skills of 48 4-year-old migrant Mexican American preschoolers and the extent to which the home and Head Start literacy environments affected those skills. Children's emergent literacy skills were assessed individually in their dominant language. Information about the amount of print available in the home and at the Head Start center and the frequency of reading with each child was collected from parents and teachers. Scores on the emergent literacy measures showed mixed performance overall. Results suggested that the home literacy environment had the greatest influence on children's emergent literacy skills.
Language Characteristics of Children with ADHD
Authors: Kim Okmi H. , Kaiser Ann P.
Published: May 2008

Language characteristics of 11 children with attention-deficit/ hyperactivity disorder (ADHD) and 11 typically developing children ages 6 to 8 were compared in terms of semantic, syntactic, and pragmatic language skills. Children were tested on the Peabody Picture Vocabulary Test-Revised (PPVT-R), the Test of Language Development-2 Primary (TOLD-2), and the Test of Pragmatic Language (TOPL). Samples of children's language were collected during free play with an adult conversational partner using the Pragmatic Protocol. Results indicated that there was no difference between the two groups on receptive vocabulary as measured by the PPVT-R. Children with ADHD performed worse than typically developing children on the sentence imitation, word articulation, speaking quotient, and overall speech and language quotient subtests of the TOLD-2 Primary. Children with ADHD produced more inappropriate pragmatic behaviors in conversational interactions, although their pragmatic knowledge as measured by the TOPL did not differ from that of the normally developing children. Results are discussed in terms of the relative strengths and weaknesses in the communication skills of children with ADHD.
Eyewitness Reporting by Navajo and Mainstream-Culture Children
Authors: Lindstedt D. Elise
Published: May 2008

This study examined culturally based differences in children's eyewitness reporting. The same live event was enacted with one mainstream-culture and one Navajo (Diné) third-grade class. Ten days later an interviewer used a forensic protocol to question each child. The children's answers were analyzed for amount and accuracy of reported information. Mainstream-culture children reported more information overall than the Navajo, but the groups did not differ in accuracy. Active participation affected the amount of information reported by mainstream-culture children, whereas Navajo children were equally informative as either participants or observers. Results indicate a cultural orientation to the recall of personally experienced events.
Maltreated Female Delinquents Speak About Their Communication Behaviors
Authors: Sanger Dixie , Scheffler Marilyn , Drake Brian , Hilgert Koree , Creswell John W. , Hansen David J.
Published: May 2008

Qualitative methodology was used to explore how incarcerated female delinquents described their communication behaviors in multiple contexts, including the influence of maltreatment experiences and their communication skills. Twenty youth ranging in age from 14 to 18 years of age were interviewed about their communications with friends, parents, and other authority figures and how maltreatment related to their communication skills. Data were triangulated through a review of school records, administration of the Clinical Evaluation of Language Fundamentals-3, and interviews. Four themes emerged: participant communication, feelings and emotions, trust, and maltreatment. Results revealed that four participants were potential candidates for language services but had never received any kind of intervention. Implications suggest that speech-language pathologists and educators need to be aware of how maltreatment affects communication. Recommendations include early identification of children with communication problems and collaboration between speech-language pathologists and special educators to address the needs of these children.
Case Studies in Inclusion
Authors: Brice Alejandro , Miller Robert J.
Published: May 2008

Over the last decade, the nature of special education services has become more inclusive. Four tenets are at the core of this inclusion movement: (a) the inclusive classroom setting is an integrated setting in which all children learn together, (b) the inclusive classroom setting does not unduly label or identify students as special needs learners, (c) the inclusive classroom maximizes educational benefit, and (d) the inclusive classroom minimizes the need for a separate curriculum. This article presents two real-life case studies that illustrate how inclusion can be successfully or unsuccessfully implemented. Case Study 1 demonstrates the appropriate use of inclusion and teaching strategies to maximize learning. Case Study 2 is an example of how inclusion was purported to be implemented in an elementary school setting when, in fact, it represented a most restrictive educational environment. Informal and formal teaching strategies are presented, along with specific recommendations on making classrooms inclusive.
Development of the Teacher Assessment of Student Communicative Competence (TASCC) for Grades 1 Through 5
Authors: Smith Ann R. , McCauley Rebecca , Guitar Barry
Published: May 2008

With increased calls for documenting the educational impact of communication deficits and treatment outcomes, the need for systematic measures of students' communicative effectiveness in the classroom has never been greater. Teachers are in an excellent position to observe and measure their students' verbal and nonverbal communicative abilities and use of compensatory strategies; thus, speech-language pathologists in schools may benefit from a use of teacher rating scales. This article describes the initial development and possible applications of such a measure, the Teacher Assessment of Student Communicative Competence (TASCC), for use with students in the first through fifth grades.
Comparing Traditional and Collaborative Settings for Language Intervention
Authors: Swenson Nora C.
Published: May 2008

Inclusive and collaborative intervention settings represent a restructuring of service delivery for students with special needs. This article contrasts traditional versus collaborative service delivery settings designed for students with language impairments. The Class Within a Class model (CWC) of collaborative practice is discussed and effective practices for adapting this model to use for a language intervention is explained. The described case study contrasts language gains when service delivery is changed from a pull-out model to the CWC model. Significantly more language gains were obtained when services were delivered through CWC.
Invented Spelling
Authors: Ahmed Sarah T. , Lombardino Linda J.
Published: May 2008

The literature on the acquisition of early literacy skills stresses the importance of invented spelling as a valid measure of phonological awareness in children and a good predictor of future reading skills. The present study provides clinicians with a practical tool for the assessment of invented spelling in kindergartners using the Invented Spelling subtest on the Early Reading Screening Instrument. Interpretations of assessment profiles are suggested, and guidelines for the development of intervention goals are presented.
Preparing Professionals to Serve English-Language Learners with Communication Disorders
Authors: Rosa-Lugo Linda I. , Fradd Sandra H.
Published: May 2008

The diversity of the nation's school-age population is increasing rapidly. The challenge of assuring that all students have access to appropriate opportunities for literacy development and academic instruction requires comprehensive educational reform and collaboration among professionals at all levels and across disciplines. The power of collaboration lies in the capacity and willingness of individual professionals to develop their own areas of expertise as well as to merge skills to develop cadres of personnel who can collaborate in promoting student achieve ment. This article discusses both the challenges and opportunities the nation faces in attaining educational equity through the preparation of cadres of professionals to meet the educational needs of English-language learners with communication disorders.

When 7-year-old Brian arrived from Puerto Rico, I noticed that he didn't participate with the other students in my first-grade class. Most of the time he was quiet. Because I thought he was just beginning to learn English, I wasn't initially concerned. Although he was receiving English for Speakers of Other Languages (ESOL) for 2 hours a day, he wasn't making progress in English, and I became concerned. I discussed the difficulties with his mother, and we decided to refer him for assessment. After testing, the speech-language pathologist reported that Brian had language delays and articulation errors in Spanish and that he was expe riencing similar difficulties in English. In addition to continuing ESOL, speech-language services in English and Spanish were recommended. As Brian's teacher, I want to be part of the "team" to help Brian become a successful student, but I don't know what to do. I've never had a student like Brian before. (teacher interview)
Preponderance of Lead Voice Onset Times in Stutterers Under Varying Constraints
Authors: Viswanath Nagalapura S. , Rosenfield David B.
Published: May 2008

Differences between stutterers and nonstutterers in temporal or ganization of fluent speech may offer clues to the elemental basis of fully elaborated, perceptible stuttering events. Guided by this hypothesis, we investigated voice onset time—the interval between voice onset and upper articulatory stop release—in voiced stop consonants under varying constraints. Under variation of rate, lexical stress location, and location of key words beginning with voiced stops, the stutterers realized voiced stops by voicing before release (prevoicing), whereas the controls realized voiced stops by voicing following the release. The significance of this phonetic strategy difference for understanding and treating stuttering is discussed.
"Mirror, Mirror On The Wall"
Authors: Roseberry-McKibbin Celeste
Published: May 2008

As mainstream speech pathologists in the United States, we are providing services to increasing numbers of multicultural clients. We need to be aware of our unconscious mainstream attitudes and values that might be affecting our service delivery to these clients. In this column, eight basic mainstream American values/beliefs are examined and discussed: the importance of time; the need for directness in communication; the appropriateness of informality in communication; the belief in equality of all people (regardless of age or gender); the necessity and efficacy of rehabilitation, including use of technology; the impor tance of independence and self-reliance; the necessity of family involvement in therapy/rehabilitation; and controlling one's own destiny.
Collaborative Practices Related to Augmentative and Alternative Communication
Authors: DePaepe Paris A. , Wood Lisa A.
Published: May 2008

Although speech-language pathologists (SLPs) are typically responsible for the treatment of communication problems, the development and implementation of augmentative and alternative communication (AAC) interventions requires the expertise and involvement of additional educational team members (e.g., general and special education teachers, physical therapists, parents). Effective collaboration by these team members is necessary to develop and implement appropriate AAC interventions for students with disabilities. However, it is unclear if university preservice training programs for SLPS are providing appropriate knowledge and skill training in the collaborative skills that are critical to the appropriate provision of services to students who require AAC. This article discusses specific collaborative skills required for AAC service delivery and examines available information about the state of the profession with regard to preprofessional preparation in collaboration skills for team members. Data from a pilot survey of the preservice professional training experiences in the area of collaboration for SLPs and special and general educators who teach students who use AAC are presented, as is information from university faculty who currently teach AAC courses. Suggestions are provided regarding further examination of issues related to preservice training for team members who provide AAC services to students in schools.
Relationship Patterns Between Central Auditory Processing Disorders and Language Disorders, Learning Disabilities, and Sensory Integration Dysfunction
Authors: Krüger Retha J. , Krüger Johann J. , Hugo René , Campbell Nicole G.
Published: May 2008

Central auditory processing disorders often present with language disorders, sensory integration dysfunction, and learning disabilities (LD). In this study, a multimodal assessment of children with LD was used to identify certain problem areas. Phylogenetic analyses established the nature of the relationship among these areas and grouped them according to shared problem areas. The majority of children presented with deficits involving both the visual and auditory modalities, as well as problems with motor abilities and concentration skills. Within this majority group, further subgroups of problem areas were found to occur together. The results suggest that a multimodal perceptual approach is useful for enhancing diagnosis of and choosing interventions for these children.
A Systemic-Dynamic Lurian Approach to Aphasia in Bilingual Speakers
Authors: Kotik-Friedgut Bella
Published: May 2008

This article presents an approach to a variety of syndromes and patterns of language disorders in the different languages of bilingual speakers and polyglots. The approach is based on the systemic-dynamic approach of Vygotsky and Luria in which the concept of extracortical organization of mental functions is especially important. This framework demands that in neuropsychological analysis, all the variables and dynamics of the process of bilingual development (language anamnesis) have to be taken into consideration, along with details of the neurological syndrome. Special attention is paid to the circumstances and manner of second language acquisition.
What About Linguistic Diversity?
Authors: Isaac Kim M.
Published: May 2008

Cultural diversity is a term often referred to in discussions relating to multicultural health care. Yet multicultural health care also often involves language differences between patients and health professionals. Linguistic diversity is an important issue to consider, especially when patients have limited English proficiency. Although interpreters are often used to bridge the communication gap, the question remains as to how familiar health professionals are with the complexities of the interpretation process and the risks of using a nontrained interpreter. This article explores the issue of linguistic diversity in health care, with a particular focus on interpreter-mediated interactions.
Written Language Awareness in Preschool Children from Low-Income Households
Authors: Justice Laura M. , Ezell Helen K.
Published: May 2008

This study examined written language awareness in preschool children from low-income households. A total of 38 preschool children (mean age = 53 months) participated. All children resided in households with incomes that fell at or below federal poverty guidelines; in addition, all children were currently enrolled in a Head Start program. A battery of six measures was individually administered to each child to examine skills in the following areas: print awareness, word awareness, graphic awareness, and metalinguistic awareness. Descriptive analyses of the children's performance on the battery revealed significant gaps in knowledge across all four dimensions of written language awareness. The highest levels of performance were observed with respect to these children's ability to attend to the visual details of letters. The lowest levels of performance were observed with respect to the children's ability to identify contextualized print within illustrations (print recognition) and their understanding of the concept of word as it pertains to written language. This information may be useful for designing early literacy programs to support written language awareness in children from low-income households. Clinical implications are discussed.
Important Distinctions in Measuring Maternal Responses to Communication in Prelinguistic Children with Disabilities
Authors: Yoder Paul J. , McCathren Rebecca B. , Warren Steven F. , Watson Amy L.
Published: May 2008

Two research hypotheses were tested in the research reported here: The first was that non linguistic maternal responses to intentional child communication, but not to preintentional communication, will predict later intentional communication but not later language development. The second hypothesis was that linguistic mapping of intentional communication, but not of preintentional communication, will predict later language development but not later intentional communication. Study participants were 58 children with disabilities or developmental delays and their primary caretakers. Receptive language, prelinguistic communication, and maternal responses were measured at Time 1 (entry into study) and Time 2 (6 months later). Vocabulary level was measured at Time 2. Expressive and receptive language were measured at Time 3 (12 months after entry into study). After controlling for initial measures of child communication or language, number of maternal nonlinguistic responses to intentional communication were positively related to Time 2 rate of intentional communication and to Time 3 expressive and receptive language scores. After controlling for initial child language, number of linguistic mapping responses to intentional communication was positively related to Time 3 expressive and receptive language scores. The results of this study showed no relationship between responsiveness to preintentional communication and later language or communication, thus emphasizing the importance of responding differentially to preintentional and intentional communications.
An Investigation of T-Units in African American English-Speaking and Standard American English-Speaking Fourth-Grade Children
Authors: Smith Tina T. , Lee Evan , McDade Hiram L.
Published: May 2008

This study investigated the dialectal sensitivity of the T-unit to determine if it provides a nonbiased alternative for assessing the oral grammatical skills of school-age, nonstandard English speakers. Language samples obtained from 9-year-old children (14 African American English [AAE] speakers and 14 Standard American English [SAE] speakers) were analyzed using words per T-unit, clauses per T-unit, and words per clause across three speaking conditions: questions task, picture task, and story task. The samples were also analyzed to examine the frequency of occurrence of complex syntax for speakers of AAE versus speakers of SAE. The results revealed no significant differences between the groups for any of the measures taken under any of the speaking conditions. The findings suggest that the T-unit may be a culturally fair, dialectally nonbiased measure with which to assess the language abilities of school-age children. However, the results also suggest that AAE and SAE fourth-grade children may not use all types of complex syntax in a similar manner.
Speech Recognition Thresholds for Multilingual Populations
Authors: Ramkissoon Ishara
Published: May 2008

An omnibus survey conducted in 1994 by the American Speech-Language-Hearing Association reported that 85% of audiologists were monolingual English-speakers. Speech audiometry is typically conducted with English materials. However, a large and growing segment of the U.S. population is from non-English-speaking families. In the current climate, monolingual English-speaking audiologists who serve a rapidly growing minority population are ethically and legally challenged to develop valid speech audiometry tests. This article traces the development of speech audiometry in the United States and reports on the current status, focusing on the needs of a multilingual population in terms of measuring speech recognition threshold.
Halliday's Communicative-Functional Model Revisited
Authors: Hossein Keshavarz Mohammad
Published: May 2008

The author of this study investigated the variety of functions used by a bilingual infant to provide further evidence for the communicative-functional approach to child language acquisition, compared the development of pragmatic functions in a monolingual and a bilingual child, and devised a categorization system that can be applied to child language acquisition data by other researchers in the field. Accordingly, data collected from a Persian-English bilingual child during a period of 10 months, as part of a longitudinal study, were analyzed, and a taxonomy of pragmatic functions the participant used was established. Analysis of the data indicated that despite certain differences in the frequency and distribution of pragmatic functions the participant employed in the present study (bilingual) and those used by Halliday's monolingual child, the two studies demonstrated that both children developed pragmatic functions from a very early age. The theoretical implication of this study is that the development of pragmatic functions is a natural tendency in young children, whether monolingual or bilingual. The practical outcome of the study is a proposed categorization system that is intended to facilitate the analysis of child language acquisition data from a communicative-functional perspective.
Delivering Clinical Services to Vietnamese Americans
Authors: Saenz Terry Irvine , Huer Mary Blake , Huong Diem Doan Julie , Heise Melinda , Fulford Lana
Published: May 2008

In order to prepare for a future in which speech-language pathologists (SLPs) might provide clinical services to an estimated 5% to 10% percent of the Vietnamese American community, this article offers a review and summary of the best of what we currently understand with regard to (a) Vietnamese history and immigration patterns; (b) probable demographics of consumers within the Vietnamese American community who would need services; (c) the culture and structure of the Vietnamese American family, including the influence of the community on the family; and (d) traditional Vietnamese medical practices contrasted to those of the European American community. The article summarizes six broad guiding principles for SLPs to follow when contemplating the provision of service delivery to Vietnamese American clients. Additional references are provided for practitioners wishing to extend their competencies beyond the scope of this preliminary review.
The Effects of Adding Dynamic Assessment Components to a Computerized Preschool Language Screening Test
Authors: Jacobs Ellen L.
Published: May 2008

Currently available screening tools and procedures are lacking in one or more of the criteria necessary for early identification of potential language impairment in children from culturally and linguistically diverse backgrounds. This article addresses the need to (a) explore the effectiveness of a new version of KIDTALK with preschoolers, including an additional ethnic/ linguistic group in the sample, and (b) determine the utility of adding more dynamic assessment features to the test. Results warranted further enhancement of this tool by incorporating dy namic assessment components throughout the test and continued investigation of its validity with culturally and linguistically diverse preschoolers.
Prevalence of Language Problems Among Adolescent Delinquents
Authors: Sanger Dixie , Moore-Brown Barbara , Magnuson Gina , Svoboda Nicole
Published: May 2008

This article describes the prevalence of language problems among delinquents and potential reasons they did not receive language services prior to their commitment to a correctional facility. Sixty-seven girls between the ages of 13 and 17 were tested on the Clinical Evaluation of Language Fundamentals-3 (CELF-3) and the Adolescent WORD Test (WORD Test). Three additional language measures, including a self-assessment measure, were administered to participants performing more than 1.3 below the mean on the CELF-3 and WORD Test. Findings provide clues to partially explain why some incarcerated adolescents are overlooked for language services. Implications for planning programs are provided.
Understanding the Vietnamese American Community
Authors: Huer Mary Blake , Saenz Terry Irvine , Diem Doan Julie Huong
Published: May 2008

Professionals who provide special educational services to as many as 10% of the children in the Vietnamese American community will benefit from increased knowledge of this population. This article serves two purposes: (a) to review Vietnamese immigration patterns, history and cultural beliefs, medical traditions, attitudes toward education, and family structure; and (b) to report the results from a survey of Vietnamese Americans regarding attitudes toward disabilities. Specifically, the attitudes of a group of 43 Vietnamese Americans toward children with disabilities are described. Through a discussion of the responses of two immigrant groups to a 29-item survey instrument, the first generation and the group known as the "1.5 generation" revealed their attitudes toward inclusion of children with disabilities and communication disorders. A deeper understanding of the Vietnamese American community might lead some practitioners to offer more appropriate educational programming that is mindful of the children served.
Transcription of English Influenced by Selected Asian Languages
Authors: Cheng Li-Rong Lilly
Published: May 2008

This article introduces a few of the diverse languages and dialects of the Asian Pacific area and describes the specific phonetic features that exist in these selected languages. It also delineates the speech characteristics of the English spoken by those individuals whose English has been influenced by their local or native tongues. As speech-language pathologists become more involved in providing services to enhance the English communication skills of nonnative speakers, they will need to be cognizant of these speech characteristics. Finally, some clinical challenges in transcription and beyond transcription are discussed.
Transcription of Spanish and Spanish-Influenced English
Authors: Goldstein Brian
Published: May 2008

In the United States alone, almost 9% of the population-22 million individuals-speaks Spanish (Grimes, 1996). The population of Hispanics/Latinos is predicted to increase to 51 million individuals by the year 2025 (U.S. Bureau of the Census, 1995). Many of these individuals will be native Spanish speakers who will be acquiring English. More than likely, their production of the English phonological system will be influenced by their pronunciation of Spanish (and vice versa in some cases). This article provides information on the transcription of Spanish, common dialects of Spanish, Spanish-influenced English, and English-influenced Spanish.
Applying Mediationist Theory to Communication About Terrorism and War
Authors: Coufal Kathy L.
Published: May 2008

This article serves as an introduction to Forum on Contemporary Issues: The Effects of and Response to Terrorism. The importance of communication in the transmission of social values and attitudes is discussed as it relates to current events. Mediation theory is applied to the role that parents and teachers play in assisting children to understand the images and rhetoric they encounter.