bluuebunny/crossref_metadata_2025 huggingface dataset:
Task Administration Variables Affecting Phonation-Time Measures in Third-Grade Girls with Normal Voice Quality
Authors: Reich Alan R. , Mason Julie A. , Polen Samuel B.
Published: July 2014

Maximum and mean phonation times as a function of coaching were obtained from 28 third-grade girls with normal voice quality. All subjects produced three prolonged//trials in each of two experimental sessions, the sessions being separated by 1 week. Coaching was counterbalanced across sessions, resulting in four groups of seven subjects each: (a) Group NC-C did not receive coaching during the first experimental session but did receive coaching during the second, (b) Group C-NC received coaching during the first but not the second session, (c) Group C-C received coaching during both sessions, and (d) Group NC-NC received no coaching during either session. Coaching during the//prolongations produced significantly longer maximum and mean phonation times but did not reduce within-subjects variability. No familiarization effects were apparent across the two experimental sessions.
Coarticulation Testing of Kindergarten Children
Authors: Prather Elizabeth M. , Kenney Kathryn W.
Published: July 2014

The purpose of this study was to compare two coarticulation tests with each other and with the original standardization data. The Coarticulation Assessment in Meaningful Language (CAML) (Kenney & Prather, 1984) and the Screening Deep Test of Articulation (SDTA) (McDonald, 1976) were administered to 46 kindergarten students. The results indicate that the CAML yielded significantly more errors than the SDTA. Boys and girls had similar error rates and the articulation of students from an upper socioeconomic class district did not differ from students in a lower socioeconomic class area. The results are interpreted to suggest that the close similarity of percent correct production by phoneme with the original standardization data represents stable estimates of percent of correct articulation at the kindergarten level.
Predicting Articulatory Performance during Treatment Breaks
Authors: Manning Walter H. , Hadley Shannon W.
Published: July 2014

Auditory masking procedures have shown promise as a means of identifying children who have begun to stabilize correct phoneme production. However, these procedures typically have been employed with children who have achieved high levels of acquisition. In the present investigation 28 children with relatively low levels of phoneme acquisition (30%–80% correct) were studied. The masking procedure helped to distinguish those children who showed no change in their performance from those children who subsequently improved the accuracy of their production during a 3-week break from treatment. The results suggest that the masking procedure predicts the articulatory stability of children with relatively low levels of correct acquisition and may provide useful information for making decisions concerning scheduling and dismissal from treatment.
"I Can't Talk Anymore; My Mouth Doesn't Want To." The Development and Clinical Applications of Modal Auxiliaries
Authors: Bliss Lynn S.
Published: July 2014

This paper focuses on the modal auxiliary system in English. The syntactic, semantic, and pragmatic functions of modals are described. Developmental data are presented as well as assessment and intervention guidelines.
A Grammatical Judgment Screening Test for Young Elementary School-Aged Children
Authors: Fujiki Martin , Brinton Bonnie , Dunton Sheryl
Published: July 2014

This study examined the effectiveness of a grammatical judgment screening task in separating linguistically normal and language-disordered first, second, and third-grade children. Ten language-disordered and 10 linguistically normal children were selected from each of these grade levels, for a total of 60 subjects. The children were individually presented with a set of 30 ungrammatical sentences and required to judge the grammaticality of each sentence. If the sentence was judged to be ungrammatical, the child was asked to correct the sentence. Results indicated that there were statistically significant differences between the performance of the normal and language-disordered children at the first and second grade levels.
Speech Assessment of Hearing-Impaired Children and Youth
Authors: Abraham Suzanne , Stoker Richard , Allen William
Published: July 2014

Demographic information was gathered from programs providing speech assessment services to hearing-impaired children and youth in the United States. Frequency of use scores and rankings are reported for test instruments used by at least 10% of the respondents to assess the speech of the hearing impaired at the infant, preschool, primary, and secondary educational levels. Domains tested and stimulus-response demands of the instruments are discussed in view of speech assessment needs of the hearing impaired. Information regarding the educational settings in which speech and language assessment services are provided and the current positions of employment of those providing the services is also included.
Rebus Symbol Communication Training with a Severely Handicapped Preschool Child
Authors: Pecyna Paula M.
Published: July 2014

This case study describes the procedures used with and the results obtained for a preschool child with Down's syndrome who received communication training which incorporated Rebus symbols (a graphic symbol system). Training focused on comprehension and expressive use of Rebus symbols representing five new words and generalization of symbol use to the classroom. Results showed significant increases in the child's comprehension and expression Scores and in generalized symbol use. Further, the results indicated that symbol training may have facilitated development of the child's verbal expressive skills and that overall developmental level and level of communicative functioning are important factors to consider when planning a graphic symbol communication training program for a child.
Language Assessment of Hearing-Impaired Children and Youth
Authors: Abraham Suzanne , Stoker Richard
Published: July 2014

Demographic information was gathered from programs providing language assessment services to hearing-impaired children and youth in the United States. Frequency of use scores and rankings are reported for test instruments used by at least 10% of the respondents to assess language of the hearing-impaired at the infant, preschool, primary, and secondary educational levels. Information regarding communication modes and manual systems used, major difficulties encountered in testing the hearing impaired, and educational background of professionals providing language assessment services is also included. Findings are discussed in view of current tendencies in language assessment of hearing-impaired children and youth.
The Effects of Simultaneous Sound-Position Training on the Generalization of [s]
Authors: Weaver-Spurlock Shelley , Brasseur Judith
Published: July 2014

Three kindergarten children with residual articulation problems, as evidenced by their consistent misarticulation of [s], participated in a therapy program which employed simultaneous training of [s] in the initial, medial, and final positions of familiar words. The purpose of this study was to evaluate the effects of such a training program on generalization. A functional analysis design was employed. Sixty probe words were administered nonimitatively during baseline and periodically throughout treatment to assess articulation change over time. Rapid generalization of correct [s] production occurred for all children. Simultaneous training of a sound in all three positions was an effective articulation training strategy for across-position generalization with the three children studied.
Auditory-Only and Auditory-Visual Presentations of the Test of Auditory Comprehension of Language to Hearing-Impaired Children
Authors: Robinson Dale O.
Published: July 2014

This study examined whether the Test of Auditory Comprehension of Language (TACL) (Carrow, 1973) scores were significantly affected by mode of presentation. The TACL was presented to 32 children with moderate sensorineural hearing losses. Two groups of 16 children were matched for age, sex, and hearing loss and were given either an auditory-only or auditory-visual presentation of the TACL. No significant difference was found between mean TACL scores by presentation. Mode of presentation had no effect on the TACL scores for those children examined.
Speech-Language Pathologists' Attitudes and Involvement regarding Language and Reading
Authors: Casby Michael W.
Published: July 2014

A survey was conducted to explore public school speech-language pathologists' attitudes and perceptions of their knowledge, competencies, educational needs, and involvement with children regarding the relationship between oral language and reading disorders. Data indicated that public school speech-language pathologists believe they ought to be involved with children with reading disorders, yet they report that they are not involved to a great extent. Those surveyed also reported a present lack of competencies and available training to assist them in assuming a more integral role in the management of children who possess a reading disorder.

...the speech pathologist's role in reading instruction is something more than the identification and remediation of coexisting defects of articulation or auditory perception.... The speech pathologist has an essential contribution to make to the process of reading acquisition, in normal and language disordered children ?. The speech pathologist has the responsibility to assess and develop the linguistic prerequisites for reading, as well as to assist the child in developing the specific linguistic awareness required for reading (Rees, 1974, pp. 257-258).

...we believe that there is a significant amount of evidence to indicate that speech pathologists can make a very important contribution to the prevention and treatment of reading problems (Stark, 1975, p. 834).

Because the speech-language pathologist is a specialist in the area of language, he/she is, in many cases, the best qualified to identify, assess and remediate the language-based reading problems exhibited by many reading-disordered children (Catts & Kamhi, 1986, p. 335).
Variables Affecting Stuttering Therapy in School Settings
Authors: Mallard A. R. , Westbrook J. B.
Published: July 2014

This paper reports on a 2-year project that attempted to describe Factors related to conducting stuttering therapy in public school settings. Twenty elementary school children from two socioeconomic groups and representing a wide range of stuttering severity were seen each year by a specialist in stuttering. Therapy was scheduled following the traditional, itinerant model (Asha, 1984). A stutter fluently approach (Van Riper, 1973) was used the first year and a speak fluently approach (Ryan & Van Kirk, 1978) was used the second. Attendance and program records were kept so that variables affecting service delivery could be identified. Therapy results, scheduling difficulties, and cultural considerations in conducting stuttering therapy with inner-city Mexican-American children are presented.
A North Dakota Prevalence Study of Nonverbal School-Age Children
Authors: Burd Larry , Hammes Kathy , Bornhoeft Doris M. , Fisher Wayne
Published: July 2014

A questionnaire was sent to all relevant agencies in North Dakota requesting information on children who are of school age and speak less than 15 recognizable words (see Appendix). The response rate was 100%. The prevalence rate for nonspeaking children in North Dakota is 15.25 per 10,000. Other relevant information from the study is presented.
Informational Counseling for School-Aged Hearing-Impaired Students
Authors: Von Almen Peggy G. , Blair James C.
Published: July 2014

A questionnaire to determine the opinions and practices concerning the provision of informational counseling to school-aged hearing-impaired students was sent to 255 audiologists. The audiologists responded to items designed to determine who they felt should provide informational counseling on specified topics and the extent to which they provide this information. Results, obtained from 91% of those surveyed, indicated that most audiologists feel they should provide informational counseling on 7 of the 12 topics included on the questionnaire and that they frequently provide this information for 9 of the topics. The possible reasons for these findings and their implications are discussed.
Creative Problem Solving in Public School Supervision
Authors: Shapiro David A. , Moses Nelson
Published: July 2014

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.
A Cross-Sectional Developmental Study of Final Consonant Production in Southern Black Children from Preschool through Third Grade
Authors: Haynes William O. , Moran Michael J.
Published: July 2014

The sounds-in-words subtest of the Goldman Fristoe Test of Articulation (GFTA) was administered to 222 Black children in preschool through third grade. The children resided in rural east central Alabama, and used the Black English dialect common to that region. The children's responses were analyzed using the PROPH computer program for analysis of phonological processes. The analysis revealed phonological process patterns similar to those reported in the developmental literature with the exception of final consonant deletion. The data suggest that southern Black children continue to delete final consonants well beyond the age indicated by norms gathered on predominantly White subjects. Clinical implications are discussed.
Elementary School Teachers' Use of Multiple Meaning Expressions
Authors: Lazar Rhea Tregabov , Warr-Leeper Genese A. , Nicholson Cynthia Beel , Johnson Suzanne
Published: July 2014

This study examined the frequency of occurrence of several types of multiple meaning expressions in the oral speech of teachers. Three types of lessons (math, language arts, and reading) taught by 2 different teachers at each grade level from kindergarten to grade 8 were studied. Thirty-six percent of all utterances contained at least one multiple meaning expression. Indirect requests occurred most frequently with 27% of all utterances being indirect. There was no statistically different frequency of use across grades or type of lesson. At least one idiom occurred in 11.5% of all utterances and idioms were used with increasing frequency as grade increased. Similes, metaphors, and irony occurred very rarely. Teachers should be made aware that multiple meaning expressions are commonly used and may be difficult for the language-impaired child to process. Further, treatment of the school-age language-impaired child might include emphasis on developing an understanding of multiple meaning expressions, particularly indirect requests and idiomatic expressions.
Positioning Students with Cerebral Palsy to Use Augmentative and Alternative Communication
Authors: McEwen Irene R. , Lloyd Lyle L.
Published: July 2014

Many students who use augmentative and alternative communication have severe forms of cerebral palsy which make it necessary to consider positioning as part of their communication intervention. This paper reviews the interrelated communication and positioning needs of these students, and then proposes the wheelchair as the primary position for use of a communication aid. Guidelines for good wheelchair positioning are presented.
Defective Infant Formulas and Expressive Language Problems
Authors: Wing Clara S.
Published: July 2014

Two soy-based infant formulas, Neo-Mull-Soy and Cho-Free, were taken off the market in 1979 when they were found to be deficient in chloride. Some children born between 1971 and 1979 who used these formulas have been found to have persistent expressive language disorders, particularly word retrieval problems, as well as other developmental problems. Medical studies of such children are reported, and a case study describes and contrasts the development of fraternal twins, only one of whom had the chloride-deficient formula. Although both twins were normal at birth and developed at the same rate before Neo-Mull-Soy was prescribed for one of them, their history diverges sharply from that point. Language and learning ability test results and academic achievement are compared for the language disabled and the normal twin. Children with similar problems may come to the attention of speech-language pathologists throughout the United States.
Comparison of Process Targeting and Whole Language Treatments for Phonologically Delayed Preschool Children
Authors: Hoffman Paul R. , Norris Janet A. , Monjure Joann
Published: July 2014

Two, 4-year-old phonologically delayed children were treated using two intervention approaches for a 6-week period. The phonological approach targeted cluster reduction through practice in production and perception of affected minimal pair contrasts in words, phrases, sentences, and story-telling tasks. The whole language approach targeted production of narratives without specific attention to the cluster reduction error pattern. Similar improvements were seen in the phonological performance of both children; however, the child in the whole language treatment showed greater improvements in expressive language performance. Results are discussed with respect to the holistic nature of language and its implications for phonological treatment.
Multicultural Clients
Authors: Adler Sol
Published: July 2014

Questions and concerns are posed relevant to the testing, management, and consultancy role of public school speech-language specialists to multicultural clients. Given the large increase of such clients in the coming decade and beyond, it is particularly important that these and related questions be asked and discussed by our colleagues. This article is an expansion of a previous and related essay published in this journal.
Equivalent Noise Dose Obtained Through Hearing Aids in the Classrooms of Hearing-Impaired Children
Authors: Wilde Ronald A.
Published: July 2014

A commercial noise dose meter was used to estimate the equivalent noise dose received through high-gain hearing aids worn in a school for deaf children. There were no significant differences among nominal SSPL settings and all SSPL settings produced very high equivalent noise doses, although these are within the parameters of previous projections.
Whole Language
Authors: King Dorothy F. , Goodman Kenneth S.
Published: July 2014

Speech-language pathologists are becoming increasingly involved in issues of bilingual education, other language and dialect learning, and other facets of learning for non-standard English speakers. Whole language provides a context for involvement in these areas that is uniquely suited for conducting communicatively based assessments and interventions, and for fostering an attitude of acceptance and advocacy. This article describes whole language as it is applied to children with cultural and linguistic differences and provides guidelines for enabling the speech-language pathologist to assume a role of active involvement.
The Role of the Speech-Language Pathologist in Whole Language
Authors: Westby Carol E.
Published: July 2014

Many schools are implementing whole language methodology in the teaching of reading and writing. Whole language programs assume that children have a certain degree of oral language proficiency. For language-learning disabled students, such assumptions may be incorrect. The whole language literacy movement provides an excellent opportunity for speech-language pathologists to work as an integral part of the school team seeking to build literacy. This article presents a framework for understanding the pragmatic, semantic, syntactic, text, and phonological aspects of language that underlie both oral and written communication and gives suggestions for ways speech-language pathologists can assess children's language skills that are essential for success in a whole language program.
The Identification of Vowel Errors Using Traditional Articulation or Phonological Process Test Stimuli
Authors: Pollock Karen E.
Published: July 2014

The stimulus items from five commonly used assessment tools were examined to determine the number of occurrences of each English vowel and diphthong in a variety of contexts. Results indicated that the overall number of occurrences varied greatly from vowel to vowel and from test to test. In addition, the distribution of vowels across contexts was not balanced in any of the tests examined. The suitability of such stimuli for analyzing vowel errors is discussed in light of these results. Suggestions are provided for supplementing tests with additional stimulus words in order to obtain an adequate sample for vowel analysis. The suggested procedures are illustrated with data from one phonologically disordered client exhibiting vowel errors.
The Continuing Relevance of Cause
Authors: Johnston Judith R.
Published: July 2014

Leonard proposes that many language-impaired children simply represent the low end of the normal distribution of language ability, and further, that this fact has significant research implications. His proposal does not eliminate neuropathology as one possibleprimarycause of language impairment, nor does it deny the reality of physical differences between children who do and do not learn language easily. Given current trends in population definition, Leonard’s vision of the normal, language-impaired child, seems plausible. Such children may not welcome etiologically oriented research, but they still invite questions aboutproximalcausal mechanisms. Continued research into such causes should illuminate both the nature of the impairment and the nature of language learning.
Behavior Problems and the Power Relationship
Authors: Brooks Alta R.
Published: July 2014

Speech-language pathologists frequently deal with children whose behavior problems interfere with progress in therapy. In some cases, the child’s reaction to the authority relationships within the clinical setting may be a contributing factor. Procedures that clinicians may use to modify this factor are discussed.
A Specialized Program for Preschool Children With Autism
Authors: Handleman Jan S. , Harris Sandra L. , Kristoff Barbara , Fuentes Felicia , Alessandri Michael
Published: July 2014

In this paper, the work being conducted at the Douglass Developmental Disabilities Center of Rutgers University is described. Specifically, the recent results of research supporting the value of group-focused instruction for some young children with autism is reported. These findings just begin to address some of the questions about that small group of students who comprise the spectrum of autism. Further research and experience should continue to facilitate current efforts to design and implement the most comprehensive continuum of services.
Moving in the Direction of Change
Authors: Moore-Brown Barbara J.
Published: July 2014

Changing to a collaborative consultative model may be difficult without administrative support, or if the clinician is wondering where to begin the process. This article describes ideas for using administrators to facilitate the change toward this delivery model and also some thoughts on initiation of the model. Emphasis is placed on envisioning adoption of this model as part of the overall changes in education.
Looking Beyond Tradition
Authors: Magnotta Olive Hughes
Published: July 2014

Collaborative consultation service delivery bridges the gap between traditional speech-language therapy and the ongoing communication demands of the classroom. What lies beyond traditional speech-language therapy is a service delivery model that promotes use of relevant content for therapy, enhances student involvement in the therapy process, builds self-esteem and self-motivation, and provides an opportunity for interprofessional growth.
A Comparison of Speech-Language Pathologists in Rural and Urban School Districts in the State of Washington
Authors: Hall Suzy , Larrigan Lynn B. , Madison Charles L.
Published: July 2014

Questionnaires were sent to speech-language pathologists who work in rural and urban school districts in the state of Washington in order to compare employment in these environments. Significant differences were found in program development, travel time, contact with peers, number of schools served, plans for changing job settings, years of experience, years of employment at their current positions, number of hours spent in continuing education, and type of continuing education activities attended. Similarities were found in place of residence, time spent in direct services, hours of inservice provided, contact with supervisors, number of students served, job satisfaction and preservice preparation. These results are discussed in relation to service delivery, retention, and job satisfaction.
Classroom Amplification Use
Authors: Maxon Antonia Brancia , Brackett Diane , Berg Sjef A. van den
Published: July 2014

The use of wireless FM systems as school-worn amplification has increased since the implementation of P.L. 94–142. Through the use of a questionnaire, data were collected from speech, language, and hearing professionals working with hearing-impaired children. Data from two sampling periods (1981–82, 1988–89) revealed few significant changes in the daily implementation of classroom FM system use, and no significant change in attitudes about these systems, although some trends may be emerging that will bear continued monitoring.
Why Speech-Language Clinicians Should Be in the Classroom
Authors: Wadle Sharon L.
Published: July 2014

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.
Using Conventional Articulation Tests With Highly Unintelligible Children
Authors: Garn-Nunn Pamela G. , Martin Vicki
Published: July 2014

This study explored whether or not standard administration and scoring of conventional articulation tests accurately identified children as phonologically disordered and whether or not information from these tests established severity level and programming needs. Results of standard scoring procedures from the Assessment of Phonological Processes-Revised, the Goldman-Fristoe Test of Articulation, the Photo Articulation Test, and the Weiss Comprehensive Articulation Test were compared for 20 phonologically impaired children. All tests identified the children as phonologically delayed/disordered, but the conventional tests failed to clearly and consistently differentiate varying severity levels. Conventional test results also showed limitations in error sensitivity, ease of computation for scoring procedures, and implications for remediation programming. The use of some type of rule-based analysis for phonologically impaired children is highly recommended.
Voice Deviations and Coexisting Communication Disorders
Authors: St. Louis Kenneth O. , Hansen Gregory G. R. , Buch Janice L. , Oliver Tonia L.
Published: July 2014

The purpose of this study was to determine the extent to which other communicative disorders coexist with voice disorders in school children. The authors randomly selected two voice deviant groups and a control group from a database of nearly 39,000 school children in grades 1–12. Hoarseness was the most commonly occurring voice disorder in both groups. The majority of voice disordered children had coexisting articulation deviations. In addition, the voice disordered samples differed significantly from controls on two language measures and mean pure-tone hearing thresholds. This study supports other research indicating that different communication disorders frequently coexist.
A Case Description of Verbal and Signed Disfluencies of a 10-Year-Old Boy Who Is Retarded
Authors: Liles Betty Z. , Lerman Jay , Christensen Lisa , St. Ledger Joy
Published: July 2014

Disfluencies in the verbal and signed language of a 10-year-old moderately mentally retarded boy were analyzed from extensive video samples of spontaneous communication and structured language lessons. The subject had normal hearing with speech and language commensurate to his mental age. The subject was observed to be disfluent in verbal communication and in verbal and manual communication produced simultaneously. Repetitions, prolongations, and blockages were described as predominately synchronous across communicative modes during the use of total communication (i.e., simultaneous verbal and sign). Discussion addresses implications for the accurate characterization of stuttering in manual communication and the appropriate approaches to management.
Teachers’ Ability to Accurately Identify Disordered Voices
Authors: Davis Catherine N. , Harris Timothy B.
Published: July 2014

The present study investigated whether or not elementary school classroom teachers can, without special training, consistently identify children with disordered voices. Forty-five elementary school classroom teachers and 64 junior/senior elementary education majors served as subjects. A listening task was devised utilizing 30 audiotaped samples of children’s voices. The subjects were told to listen to each sample and decide if they would refer the child to a speech-language pathologist for a suspected voice problem. Teacher and student data were analyzed separately in four comparisons each: (a) normal voices, referred versus not referred; (b) disordered voices, referred versus not referred; (c) normal voices not referred versus disordered voices referred; and (d) normal voices referred versus disordered voices not referred. The results demonstrate that elementary classroom teachers can consistently identify children with disordered voices. The implications of these results for teachers’ roles in the referral process and teacher/speech-language pathologist interaction are discussed.
Language Performance in Low-Achieving Elementary School Students
Authors: Hill Susan S. , Haynes William O.
Published: July 2014

The purpose of the present study was to compare normally achieving and low-achieving (LA) elementary school-age children on a wide range of linguistic tasks. Over half of the LA group earned scores on the language measures that were low enough to suggest consideration for evaluation and/or treatment. Implications for referral and treatment of the LA population are discussed.
Language Treatment Brainstorming
Authors: Dell Hazel Elise L.
Published: July 2014

Procedures were described for implementing a structured brainstorming activity within a language-exchange workshop or staff meeting. It may be adapted for use with whole language, cooperative learning, and collaborative language programs. The ideas produced may serve as resources for student programming.
Language Resource Room Level of Service
Authors: Farber Judith , Denenberg Mary Ellen , Klyman Susan , Lachman Patricia
Published: July 2014

This article describes the Philadelphia School District’s approach for providing an intensive level of language treatment by combining aspects of the traditional itinerant pull-out method with instruction received in the classroom. The speech-language pathologist assumes the roles of co-teacher, consultant, and direct treatment provider. This innovative program allows flexibility of programming and adjusts the level of effort to individual and classroom needs.

Students with moderate to severe speech-language disorders are selected on a system-wide basis for this level of service. Initial resistance to the presence of speech-language pathologists in classrooms eases as students’ speech-language performance shows marked improvement. Preliminary data analysis indicates that the Language Resource Room model is a successful adjunct to traditional treatment modes.
Resolving Relationship Problems in Communication Disorders Treatment
Authors: Stone Judith R.
Published: July 2014

A good working relationship is critical to successful treatment in communication disorders and other helping professions. Professionals need to be able to examine and modify problematic relationships so that services will be beneficial to clients. In this article, systems concepts from general systems theory and family therapy literature are presented as analytical tools to help professionals understand and change interactions with clients. Two case examples that illustrate relationship problems are presented. The relationships are analyzed from a systems perspective, and the approaches taken to their resolution are described.
Debatable Issues Underlying Whole-Language Philosophy
Authors: Shapiro Holly Rose
Published: July 2014

This article challenges two important assumptions underlying whole-language philosophy: (a) spoken language is directly comparable to written language, and (b) skilled readers rely on contextual information more than on the printed word. Aspects of whole-language practice that stem from the above assumptions are discussed. The speech-language pathology profession is urged to engage in some of the instructional practices that have come to be associated with whole language. However, language professionals also are encouraged to advocate methodologies that are inconsistent with the whole-language position.
Collaboration
Authors: Brandel Donna
Published: July 2014

Attention has been focused on the increased need for a transition from a traditional pull-out treatment approach to a collaborative-consultative model. This article describes experiences encountered initiating a collaborative model with no prior experience. The two factors that were key to the success of the program were flexibility and perseverance.
The Transition to Collaborative Teaching
Authors: Ferguson Monica L.
Published: July 2014

The transition to a collaborative service delivery model is discussed. The model uses children’s literature and content material in a writing process approach to teaching oral and written language skills in the general classroom. The article discusses teaching Individual Education Plan (IEP) goals and objectives in the classroom and the use of pull-out support for the initial instruction of voice, fluency, and articulation skills. It also discusses techniques for scheduling classes, regular planning sessions, and ways to match student learning styles to the teaching style of the classroom teacher.
Speech Normalization in Developmental Phonological Disorders
Authors: Kwiatkowski Joan , Shriberg Lawrence D.
Published: July 2014

A two-factor theory is proposed to explain individual differences in intervention outcomes for children with speech delays. Indices of
Capability
include linguistic measures of a child's comprehension and production phonology and risk factors. Indices of
Focus
include clinical responses to children's motivation for speech change and level of effort. Retrospective data from clinical records of 75 children who received intervention services in a phonology clinic provide a preliminary test of the proposed two-factor theory. Discriminant function analyses suggest that correlates of Focus are sensitive to factors associated with failure to make progress during intervention. Implications of these findings for prospective predictive research are discussed.
A Voice Stimulation Program for Preschoolers
Authors: Andrews Moya L. , Summers Anne C.
Published: July 2014

This article discusses some of the unique aspects of voice programming or preschoolers. Suggestions are provided for enriching the child's auditory environment, for selecting target goals, and for providing consistency of target presentations by caregivers throughout the child's day. Some vocal awareness and vocal production goals are presented, as are sample strategies for implementation.
A Study of Noise Exposure and Hearing Sensitivity in a High School Woodworking Class
Authors: Lankford James E. , West Denise M.
Published: July 2014

The purpose of this study was to determine if noise in a high school woodworking class could contribute to the incidence of hearing loss. Students in the woodworking class served as the experimental group, and students in a technical drawing class were the control group. Four separate experiments were conducted. Experiment 1 consisted of measuring and comparing the sound levels in the woodworking and the technical drawing class environments. In Experiment 2, dosimetry samples of the students in both classrooms were collected. In Experiment 3, the temporary threshold shifts (TTSs) were determined for students in both groups by assessing hearing thresholds at the beginning and end of a single class period. The focus of Experiment 4 was to determine if a threshold shift had occurred in the hearing of the students in the woodworking class over a semester.

Results of this study suggest that hazardous noise levels in the high school woodworking shop caused statistically significant TTS among the students. Relatively low noise doses were recorded, but no significant changes in hearing thresholds from the beginning to the end of the semester were noted. It was concluded that repeated noise exposure in a woodworking class may be a contributing factor to hearing loss among a student population and that a hearing conservation program should be instituted in these high school environments.
Teachers’ Perceptions of Their Students With Communication Disorders
Authors: Ebert Kelly A. , Prelock Patricia A.
Published: July 2014

This study investigated the impact collaborative training had on teachers’ perceptions of students with communication disorders. Class rankings for 28 students with communication disorders were collected from 16 teachers, half of whom were trained in the collaborative model and half of whom were not. Teacher rankings for students with communication disorders were compared to teacher rankings for students without communication disorders who had the same achievement/ability indices (i.e., Stanford Achievement/Otis Lennon). These data were analyzed to determine the differences with which trained and untrained teachers perceived the overall classroom performance of students with communication disorders. Results indicated that teachers who were trained in a collaborative model of service delivery were more accurate in their perceptions of ability levels for students with communication disorders than teachers who were not trained
Nonlinguistic Deficits of Children With Language Disorders Complicate the Interpretation of Their Nonverbal IQ Scores
Authors: Swisher Linda , Plante Elena , Lowell Soren
Published: July 2014

This study supports the hypothesis that the nonlinguistic deficits of children with language impairment (LI) adversely affect their responses to specific item types represented on nonverbal IQ tests (Kaufman Assessment Battery for Children-Nonverbal Scale, Leiter International Performance Scale, and Matrix Analogies Test-Short Form). Twelve children with normal language (NL) and 12 with LI (8 to 10 years of age), matched for gender and age, served as subjects. A two-way mixed ANOVA revealed main effects (
p
<.05) for group and for test, and a Tukey HSD post-hoc analysis indicated significant between-group differences for each test. Robust effect sizes were found with item types judged a priori to assess deficit areas in children with LI. The extent to which certain item types correlated with IQ scores differed by subject group. The findings call into question the use of nonverbal IQ scores as measures of
general intelligence
or
potential
as well as their use to qualify children with LI for clinical services.
Is a Question a Question? Passage Understanding by Preadolescents With Learning Disabilities
Authors: Wiig Elisabeth H. , Wilson Carolyn C.
Published: July 2014

This study explored the act of understanding and the ability to answer questions in response to an academic passage in 15 students with learning disabilities (LD), aged 9.4 to 13:4 (years:months). The response measures for subjects with LD were compared with those of academic achievers, matched for gender and age (age match), and younger academic achievers matched for gender and basic reading skills (grade 3), aged 8:10 to 9:11 (reading match). All were administered (a) a passage,
Wind
, presented in simultaneous spoken and read forms, (b) three Piagetian tasks (seriation, classification, and conservation of weights), and (c) the Matrix Analogies Test-EF The passage was associated with 15 questions, 3 each for the knowledge, comprehension, application, analysis, and synthesis levels, based on Bloom’s taxonomy (Bloom, 1956). Students with LD performed significantly poorer than the chronological age (CA)-match controls on the total set of questions and on Bloom’s lower- (knowledge, comprehension) and higher-level (application, analysis, synthesis) questions. They performed poorer than the CA- and reading-match groups on the comprehension questions and poorer than the CA-match groups on the synthesis questions. Responses to the knowledge, application, and analysis questions did not differ significantly. The findings suggest that individual assessment of levels of understanding and question answering (Bloom, 1956) may assist in planning intervention objectives and instructional strategies for students with LD.
Thomas the Writer
Authors: Blischak Doreen M.
Published: July 2014

A case study is presented to describe the development of augmentative and alternative communication (AAC) and literacy skills by a 9-year-old child, Thomas, who has quadriplegic cerebral palsy and a central vision impairment. Thomas’s development and progress from birth to second grade is chronicled. Development and use of his AAC system also is described, along with activities for language and literacy development and his inclusion in a second grade classroom.
Educators’ Opinions About Speech-Language Pathology Services in Schools
Authors: Sanger Dixie D. , Hux Karen , Griess Katherine
Published: July 2014

This study examined 628 educators’ opinions about the role and performance of school speech-language pathologists. Regular and special education teachers, elementary school principals, and school psychologists from four states responded to a 78-item survey about speech-language pathologists’ academic preparation, collaborative efforts, and service provision. Overall, results indicated that educators have positive opinions about speech-language pathologist services; however, responses suggested some uncertainty about speech-language pathologists’ roles with certain student groups and the adequacy of their training in behavior management, reading, multicultural issues, and teaching English as a second language. Educators gave neutral responses about the amount of time speech-language pathologist spend with students and the efficacy of various service provision models. Also, despite positive overall responses about speech-language pathologists’ contributions toward collaborative efforts, classroom teachers’ responses were less favorable than those of other professionals. Results of the current study were compared to earlier research on educators’ opinions about speech-language pathologist services in school settings.
Parental Involvement in the Treatment of Stuttering
Authors: Rustin Lena , Cook Frances
Published: July 2014

This article presents the view that parental involvement is essential in the effective management of children who stutter. Our assessment procedures provide clinicians with the basis for ensuring full parental participation. Three approaches are proposed that reflect the changes in the type and degree of involvement required and the therapy goals for different age groups. The first approach considers parent-child interaction skills as a basis for facilitating the development of fluency skills in young children. Intensive group therapy programs are then suggested for the age groups 7–14 and 15–18 years, with differing degrees of parental input.
Repair Behaviors Used by Children With Hearing Loss
Authors: Blaylock Reneé Loewen , Scudder Rosalind R. , Wynne Michael K.
Published: July 2014

The purpose of this study was to compare the repair behaviors used by children with hearing loss, between 4 and 9 years of age, as they responded to a stacked sequence of requests for clarification during two different tasks (art and game task). Ten of the 20 subjects were taught a communication strategy (showing) before the study and 10 of the subjects were not taught the strategy. The samples collected during the tasks were transcribed and the children’s post-question responses were classified into one of nine categories of repair strategies. An analysis of the data indicated no statistically significant differences in the proportions of repair behaviors used by the two groups as a function of the different tasks. There was, however, a statistically significant difference in the proportion of repair behaviors used by all children according to the level of the stacked sequence of requests for clarification. The children used more explicit repair behaviors when asked questions that requested more information. Finally, children in the group who were taught the "showing" repair behavior before the study showed a trend toward using this repair behavior more frequently than the children who were not taught the strategy. As children with hearing loss have greater difficulties learning and using a variety of repair behaviors, it may be necessary to not only teach different repair behaviors, but also the skills necessary to choose the most appropriate repair behavior across different contexts.
A Survey of Computer Use by Public School Speech-Language Pathologists
Authors: McRay Laura Beth , Fitch James L.
Published: July 2014

A questionnaire concerning computer applications was sent to 1,000 public school speech-language pathologists across the United States. Four hundred sixty-seven questionnaires were completed. Included in this article is an analysis of the applications for which computers are being used in the public schools, the types of hardware available, factors that public school speech-language pathologists feel are important in choosing software, and the types and degree of training public school speech-language pathologists have had concerning computer applications.
Familiar Strangers
Authors: McCauley Rebecca J.
Published: July 2014

Although frequently used in the assessment and treatment of communication disorders, criterion-referenced measures are often not well understood, making them both familiar and alien—thus, familiar strangers. This article is designed to better acquaint test users with the characteristics associated with the use and evaluation of criterion-referenced measures, particularly as they differ from norm-referenced measures. Guidelines are proposed for the evaluation and selection of standardized criterion-referenced measures as well as for the development and ongoing evaluation of informal criterion-referenced measures.