bluuebunny/crossref_metadata_2025 huggingface dataset:
Modeling as a Clinical Procedure in Language Training
Authors: Leonard Laurence B.
Published: July 2014

A procedure for teaching specific linguistic structures to language-handicapped children is presented. The procedure makes use of a problem-solving set to emphasize the structural relationships of modeled utterances. Although the procedure can be employed in teaching a variety of linguistic structures, a developmental response hierarchy is proposed, emphasizing both semantic and syntactic relations. Suggestions are made for using stimuli to portray a number of semantic relations, including stimuli related to action.
Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders
Authors: Wertz Robert T. , Mead Michael D.
Published: July 2014

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.
Factors Affecting Language Comprehension
Authors: Lasky Elaine Z. , Chapandy Angela M.
Published: July 2014

In a message presented to a listener by a clinician or a teacher, comprehension performance appears to be affected by the syntactic complexity, semantic familiarity, interaction between the semantic and syntactic complexity, contextual cues, and rate of presentation. These factors and the implications for a classroom or clinic environment are discussed. Suggestions for evaluation are presented along with suggestions to facilitate comprehension performance.
Speech Therapy Services in a Large School System: A Six-Year Overview
Authors: DesRoches Constance P.
Published: July 2014

A statistical review provides analysis of four years of speech therapy services of a suburban school system which can be used for comparison with other school system programs. Included are data on the percentages of the school population enrolled in therapy, the categories of disabilities and the number of children in each category, the sex and grade-level distribution of those in therapy, and shifts in case-load selection. Factors affecting changes in case-load profiles are identified and discussed.
Phoneme Acquisition Using the Paired-Stimuli Technique in the Public School Setting
Authors: Irwin John V. , Weston Alan J. , Griffith Francis A. , Rocconi Carol
Published: July 2014

An attempt to modify the articulatory behavior of a large number of children through use of the paired-stimuli technique is documented. The technique is based on the assumption that target phonemes produced acceptably in a training word will generalize to other phonetic contexts through use of a behavior modification program. Using the McDonald Screening Deep Test, the children were tested immediately before, immediately after, and two weeks after training on the target phoneme. The program is considered successful because of its effectiveness and its ease of administration.
The Effect of Positive Reinforcement on Fluency: Two Case Studies
Authors: Peters Alice Draheim
Published: July 2014

The use of positive reinforcement for 30-second intervals of speech fluency resulted in a marked decrease in the number of disfluencies demonstrated by two third-grade male stutterers. The program was accomplished in a public school setting during short sessions, with a minimum of equipment. A follow-up session one month after the study, as well as subjective reports of parents and teachers, indicated maintenance of fluency at better than base-rate levels.
A Comparison of Developmental Sentence Scores from Head Start Children Collected in Four Conditions
Authors: Longhurst Thomas M. , File Judy J.
Published: July 2014

A comparison was made among Lee’s (1974) Developmental Sentence Scores and percentile scores computed from oral language samples elicited from 20 children in four conditions: single-object picture, toy, multiobject picture, and adult-child conversation. Each subject responded to the four elicitation conditions in a counterbalanced order. The experimenter typed verbatim protocols, segmented them, and computed Developmental Sentence Scores and percentiles on all 80 language samples. Analysis of the data revealed that less-structured elicitation conditions produce the highest Developmental Sentence Scores and percentiles.
Supervision of Student Speech Clinicians
Authors: Baldes Robert A. , Goings Russ , Herbold Donald D. , Jeffrey Russ , Wheeler Grete , Freilinger J. Joseph
Published: July 2014

Formats are suggested for use in the evaluation of student speech clinicians during their practicum experience in the schools. The process is viewed as a cooperative effort among the school supervisor, university supervisor, and student clinician.
Auditory Processing in Children: Two Studies of Component Factors
Authors: Witkin Belle Ruth , Butler Katharine G. , Whalen Thomas E.
Published: July 2014

Two studies were undertaken to determine the major factors related to auditory perceptual dysfunction in early elementary school-aged children. The first study utilized 10 standardized, individually administered tests given to 272 normal seven- to eight-year-old children in regular classrooms. As a result, a new instrument, the Composite Auditory Perceptual Test (CAPT), a group-administered audiotaped test, was constructed to include the major parameters of auditory perception. A second study was completed to verify the auditory factors and to investigate relationships between them and certain language factors. The CAPT was administered to 290 second-grade children as a part of the second study and the findings were utilized to modify the CAPT. Factors which comprise auditory processing and implications for group assessment of auditory processing in elementary school-aged children are discussed.
Cooperative Communication Programming: A Partnership between the Learning Disabilities Teacher and the Speech-Language Pathologist
Authors: Simon Charlann S.
Published: July 2014

This paper summarizes specific ways in which speech-language pathologists and learning disabilities specialists can cooperate to provide necessary language services to children. Suggestions are outlined for implementing successful programs that capitalize on the competencies of both professionals.
A Feasibility Scale for Language Acquisition Routing for Young Hearing-Impaired Children
Authors: Rupp Ralph R. , Smith Marquerite , Briggs Patricia , Litvin Karen , Banachowski Sharon , Williams Robert
Published: July 2014

This clinical report describes an evaluation scale for use in early habilitative planning for hearing-impaired children. The scale is designed to assist clinical audiologists and other concerned professionals in recommending an appropriate approach for early language stimulation based on the needs of each child. The report describes and explains the various factors considered in the evaluation scale. Individual case studies are included to illustrate various aspects of the scale and to highlight its value as an evaluation tool.

To the extent that learning can be understood, methods for directing and guiding learning can be devised and tested, but the focus of education is upon learning and not upon method (Haskew, 1959, p. 21).
Utilization of the “Straw Technique” for Correction of the Lateral Lisp
Authors: Usdan Vikki L.
Published: July 2014

This article outlines a systematic procedure used to eliminate lateral emission during /s/ production. Eighteen children between the ages of seven and 12 were selected to participate in this program. All children were consistent lateral lispers who made no other errors of articulation. No child in the study was able to achieve adequate /s/ production through traditional management techniques. Results indicated that the “Straw Technique” was a successful method of eliminating lateral emission during isolated /s/ production for all of the subjects.
The Impact of State and Federal Legislation on Public School Speech, Language, and Hearing Clinicians
Authors: Blanchard Marjorie M. , Nober E. Harris
Published: July 2014

This study reports the effects of Massachusetts Law Chapter 766 on 211 public-school speech, language, and hearing clinicians approximately 14 months after its September 1974 implementation. Data revealed that since the implementation of Chapter 766, there has been a 38% reduction in case load numbers and a 22% increase in number of clinicians hired. Clinician case load profiles have changed and now reflect significantly greater numbers of children with language disorders and more severely handicapping conditions. Clinicians reported a significant increase in interaction with other specialists, paperwork and administrative duties, inservice education, supervision, preschool screening, writing behavioral objectives, and other education-related activities. They expressed high interest in training that would better prepare them to participate as an integral part of total educational services.
Enhancement of Language Comprehension in Developmentally Delayed Children
Authors: Coleman Ralph O. , Anderson Daryl E.
Published: July 2014

This article describes the use of receptive language tasks presented in a cognitive, problem-solving context as a method for enhancing language comprehension in developmentally delayed children. Over a two-year period 16 language-impaired and developmentally delayed children were provided eight weeks of concentrated instruction in five language areas: nouns, verbs, adjectives, prepositions, and syntax. Instruction consisted of systematic verbal stimulation with no overt attempts to elicit expressive language. Instead, tasks were structured to elicit motor behaviors. Results of the project indicate a marked increase in the number of stimuli to which the children could provide appropriate responses at the end of the eight-week instructional period. These gains also were maintained three months after termination of instruction.
A Field Study of Children’s Hearing Aids in a School Environment
Authors: Kemker F. Joseph , McConnell Freeman , Logan Susan A. , Green Betty W.
Published: July 2014

Results are presented from a five-year survey that involved auditory and visual checks of hearing aids worn by hearing-impaired children in a special education program. During the first three years of the survey, the aids were inspected on a weekly basis by an audiologist who visited the children’s special classes. In the last two years of the survey, hearing aid inspection was performed daily by the teachers and teacher aides and weekly by the audiologist. The greatest proportion of hearing aid malfunctions over the five years resulted from weak or dead batteries. The daily hearing aid inspection program reduced by one-half the average number of malfunctions per child.
Effect of Negative Verbal Stimuli on the Occurrence of Negation in Language Samples
Authors: Till James A. , Buford Carla Dunn
Published: July 2014

This study compared the number of negative responses obtained in two language sampling conditions. One language sample was elicited using parallel talk containing negative constructions. A second sample was elicited using parallel talk containing affirmative constructions. The order of experimental conditions was randomized for each of the eighteen kindergarten children studied. The same clinician and materials were used in each condition. The results showed no significant differences between the two language sampling conditions. The negative parallel-talk stimuli did not elicit more negative responses than did the affirmative parallel-talk stimuli. The results are interpreted in terms of eliciting language samples for normative comparisons and elicitng samples that attempt to insure the use of negatives.
Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation
Authors: Gilbert Susan Freedman
Published: July 2014

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.
Relationship Among Race, Social Status, and Sex of Preschoolers' Normal Dysfluencies: A Cross-Cultural Investigation
Authors: Ratusnik David L. , Kiriluk Ellaine , Ratusnik Carol Melnick
Published: July 2014

This study compared the rate of dysfluency found among lower social status black, lower social status white, middle social status black, and middle social status white preschool children. Spontaneous language samples were analyzed using a six category dysfluency classification system. Multivariate analyses revealed that dysfluency does not vary as a function of race, social status background, or sex. In addition, the relative contribution of specific types of dysfluency to total dysfluency is virtually identical in each socio-cultural group.
Application of the Systematic Multiple Phonemic Approach to Articulation Therapy: A Case Study
Authors: Schissel Richard J. , Doty Marilyn H.
Published: July 2014

This article discusses the results of the application of the Multiple Phonemic Approach to the remediation of the articulation errors of a school age child. The subject was a six and a half year old white male with multiple sound errors considered to be of a functional nature. Articulation test performance following 9 testing sessions and 14 therapy sessions indicated mastery of all but two of the original error sounds. It is concluded that the technique can be a rapid and effective treatment procedure with children with multiple sound errors.
A Communication Profile for the Developmentally Disabled
Authors: Heyer Judith L. , Courtright Illene C.
Published: July 2014

This paper is presented as a way to elicit and organize diagnostic information to be used in rehabilitation planning procedures. This single checklist permits clinicians to analyze the total communication behaviors of profoundly to mildly retarded individuals.
Cluttering as a Complex of Learning Disabilities
Authors: Tiger Ruth J. , Irvine Terry L. , Reis Ronald P.
Published: July 2014

The purpose of this paper is to identify support for cluttering as a syndrome of learning disability symptoms. According to Van Riper (1970), American speech-language pathologists consider cluttering to be a fluency problem. Consequently, many do not fully understand the diverse speech, language, and behavioral symptoms which typify the disorder.

Cluttering was first considered a psychological incongruity with speech manifestations as the foremost symptom (Froeschels, 1946). More recent descriptions of cluttering emphasize an hereditary or constitutional central nervous system disability affecting all modalities of communication and general behavior (Freund, 1952; 1970).

The syndrome may be more adequately defined when viewed as a complex of learning disabilities. A review of literature is summarized for both cluttering and learning disabilities, in which it is apparent the two groups exhibit striking resemblances. All major cluttering symptoms fit three basic categories consistent with learning deficits: language disorders in all modalities, speech disturbances, and perceptual/motor deficits. A fourth, seemingly unique yet universally noted characteristic involves the person's lack of awareness of his disabilities.

A case study of a 22-year-old male is presented, which supports the strong affiliation between cluttering and learning disabilities. Clinical implications concerning the, need for thorough assessment of individuals complaining of prosody disorders are discussed.
Heterogeneity as a Confounding Factor When Predicting Spontaneous Improvement of Misarticulated Consonants
Authors: Stockman Ida J. , McDonald Eugene T.
Published: July 2014

Responses to the Predictive Screening Test of Articulation (PSTA) were obtained from 460 first graders who presented varying patterns of misarticulation with respect to type, number, and consistency of sounds as measured by the Screening Deep Test of Articulation. PSTA item and total score performance varied among misarticulated subgroups. Across consonant subgroups, no single item or cutting score separated children in degree or type of misarticulation. The implication of this finding is that a single measure may not be able to differentiate children who will achieve normal articulation without rehabilitation from those who will not. Given the heterogeneity that exists among the impaired, efforts should be made to predict changes for sub-groups with well specified characteristics.
An Intervention Procedure for Children with Persistent /r/ Errors
Authors: Shriberg Lawrence D.
Published: July 2014

This paper describes a diagnostic teaching procedure for use with children who have persistent /r/ errors. Rationale for the procedure includes (1) a two-category typology of children with persistent /r/ errors; and (2) an analysis of the articulatory gestures associated with a child's attempts to say /r/ correctly.
Attitudes of Educators toward Speech-Language Pathology Services in Rural Schools
Authors: Ruscello Dennis M. , Lass Norman J. , Fultz Nancy K. , Hug Mary J.
Published: July 2014

The Scale of Educators' Attitudes Toward Speech Pathology (SEASP) was administered to school personnel in two rural county school systems, including: teachers in kindergarten through third grade, teachers in grades four through eight, and special education teachers. Analysis of responses showed that all three groups demonstrated a favorable attitude toward their existing speech-language pathology programs. However, the overall scores of the special educators were higher than those found for the two other groups. In addition, there was a tendency across the groups to express the attitude that the speech clinician's case load was too large and the therapy time employed per case inadequate.
An Examination of Possible Sexist Attitudes among Speech-Language Pathologists toward Their Clients
Authors: Grupp Michael G. , Glass Jodi L.
Published: July 2014

This study examines the attitudes of speech-language pathologists regarding perceived sex role stereotypes associated with certain behavioral characteristics presented by clients. A survey questionnaire was administered to 40 speech-language pathologists at a state speech-language-hearing association convention. The results indicate that the sex of a client does affect the extent to which speech-language pathologists would modify sex stereotyped behaviors.
Central Auditory Dysfunction in School Children
Authors: Clark John Greer
Published: July 2014

Children with central auditory processing deficiencies often experience extreme learning difficulty within the educational environment. To augment the training these children may receive from the school speech-language pathologist, and to further enhance these children's learning capabilities, a list of classroom management suggestions is presented.
A Portable Hearing Test Program for the Public Schools
Authors: Ciani Sharon
Published: July 2014

A hearing aid test prograrn was developed, using portable electroacoustic equipment, to assess and improve the condition of hearing aids worn by Cincinnati public school children. Hearing aid checks were performed semi-annually for both school auditory training equipment and personal hearing aids. The program's results have shown the need for an additional mid-year check and subsequent maintenance for school auditory training equipment. A bonus of the program has been the visibility it has afforded the hearing aid check procedure.
The Grammaticality Task
Authors: Liles Betty Z. , Shulman Martin D.
Published: July 2014

The usefulness of the grammaticality task as a clinical tool is discussed by presenting the task as a method of eliciting a language sample. Data is presented supporting the validity of the procedure. The authors elaborate on the application of the procedure by reporting clinical observations. Implications for management are also discussed.
Hearing Screening in a School for the Severely-Profoundly Intellectually-Impaired and Multiply-Handicapped Students
Authors: Yaffe Linda
Published: July 2014

A hearing screening program was organized, supervised, and followed up in a secondary public school for a population of severely-profoundly intellectually-impaired and multiply-handicapped students who had no previous history of an auditory screening by the school system. The program was implemented using public school personnel and equipment without incurring additional expenses. Results were considered significant in that 11% of the students screened were identified as potentially hearing-impaired as compared to 4% of the regular Baltimore City School student population who failed hearing screenings. This 4% was reduced because 35% of the students identified and tested by the Baltimore City Health Department had normal hearing and no evidence of middle ear dysfunction. In contrast, 95.8% of the 24 mentally retarded students identified exhibited evidence of at least some reduction in hearing or middle ear dysfunction. The hearing screening proved effective in identifying existing ear problems.
A Preliminary Report on the Need for Statewide Standards for Hearing Screening
Authors: McDermott Lois D. , VanTasell Dianne J.
Published: July 2014

This article reports the frequency and hearing levels used in hearing screening by school districts in Minnesota. Such an array of standards probably indicates similar variation in pass-fail criteria and therefore precludes accurate reporting of the prevalence of hearing impairment in school-age children. The need for standardization throughout the identification system is discussed.
Teaching Complex Sentences
Authors: Tyack Dorothy L.
Published: July 2014

This report presents a case study of a ten-year-old girl referred for language training. Diagnostic labels included "learning disabilities, especially in the area of receptive and expressive language," "poor auditory processing, " and "poor auditory memory. " Careful analysis of both expressive and receptive language revealed that this girl had mastered rules governing simple sentence structure, but her failure to acquire rules for complex sentence structure had apparently affected comprehension of classroom instruction and reading comprehension.

This case study suggests that many other children, similarly labeled, may have difficulty with highly specific features of English grammar, rather than global auditory deficits. Examples of testing for specific complex sentence types, two training programs, and pre- and post-test data are included.
Perceptions of Hearing Impairment Held by School Personnel
Authors: Davis Julia M. , Shepard Neil T. , Stelmachowicz Patricia G. , Gorga Michael P.
Published: July 2014

Public school personnel were surveyed regarding their perceptions of the effects of hearing impairment on behavior and achievement, and their own needs for in-service training on that topic. Results of the survey suggest that the personnel most likely to provide local in-service training (speech-language pathologists and teachers of the deaf) differ significantly in their view of hearing-impaired children and their needs. Furthermore, in-service needs appear to differ significantly for various groups of professionals, indicating the necessity of knowledge about their preservice training and their current contacts with hearing-impaired children if in-service training is to be beneficial.
A Multivariate Analysis of Teachers' Attitudes toward Public School Speech Pathology Services
Authors: Signoretti Lorraine F. , Oratio Albert R .
Published: July 2014

This investigation was designed to identify the principal components of teachers' attitudes toward public school speech pathology services and to examine the relationship between teachers' demographic characteristics and their attitudes. A total of 147 teachers reacted to 69 variables related to speech pathology services. Factor analysis yielded three distinct dimensions labeled: Attitudes Toward the Speech Clinician, Attitudes Toward the Speech-Impaired Child, and Attitudes Toward the Speech and Language Program: analysis indicated that 16 variables contributed most significantly to teachers' attitudes. No significant relationships were found between the three attitudinal factors and teachers' demographic characteristics. Implications for the development of in-service workshops and future research are discussed.
Communication/Interaction Development at Mealtimes for the Multiply Handicapped Child
Authors: Morris Suzanne Evans
Published: July 2014

The mealtime setting can be creatively used by the speech-language pathologist to increase the positive interactions between the child and caregiver and to establish the basic prerequisites for the development of communication. Specific program suggestions are provided to enable the speech-language pathologist to utilize the mealtime setting to integrate both vocal and nonvocal communicative objectives. The roots of interaction and communication which underly both vocal and nonvocal systems are described.
Language Processes and Linguistic Levels
Authors: Wing Clara S.
Published: July 2014

Historical reasons for the variety of approaches to the classification of language abilities and disabilities are explained. A model of language abilities in matrix form is described in which areas of language ability are defined in terms of the effects of receptive and expressive language processes on four linguistic levels: phonology, morphology, syntax, and semantics. The language processes are selective auditory attention, auditory discrimination, auditory memory, auditory association or comprehension, response selection and organization, oral retrieval, oral sequencing, and oral motor output. This model provides a better basis for assessment and remediation of language deficits than does one in which language processes and linguistic levels are seen as parallel because its framework can be used for evaluating and selecting nonconfounding assessment instruments so that specific areas of deficit can be identified.
The Elicited Language Analysis Procedure
Authors: Mattes Larry J.
Published: July 2014

Elicited imitation tasks are frequently used as a diagnostic tool in evaluating children with communication handicaps. This article presents a scoring procedure that can be used to obtain an in-depth descriptive analysis of responses produced on elicited imitation tasks. The Elicited Language Analysis Procedure makes it possible to systematically evaluate responses in terms of both their syntactic and semantic relationships to the stimulus sentences presented by the examiner. Response quality measures are also included in the analysis procedure.
Iowa's Severity Rating Scales for Communication Disabilities
Authors: Barker Kenneth D. , Baldes Robert A. , Jenkinson Phillip H. , Wilson Kenyon D. , Freilinger J. Joseph
Published: July 2014

PL 94-142 mandates that all pupils who are handicapped receive an appropriate program in the least restrictive environment. In implementing both federal and state laws, it was necessary to depart from the traditional methods of service delivery, and so a continuum of services concept was adopted. Attached to the continuum of services are severity rating scales that indicate milestones along the continuum. A severity rating scale was developed for articulation, language, fluency, and voice. Although providing direction for the speech-language pathologist, clinical judgment was not compromised. The severity rating scale assists the clinician in case selection and suggests the intensity of the service delivery model. Data obtained from use of the scale can be employed to appropriately assign staff. Each scale is reproduced in an appendix to this article.
Using Paraprofessionals in Programs for Hearing-Impaired Children
Authors: Frith Greg H. , Teller Henry E.
Published: July 2014

The employment of paraprofessionals to assist in the provision of special education services has been increasingly common in recent years. The authors provide a preliminary discussion of specific roles that paraprofessionals could assume in assisting professionals in educational programming for hearing-impaired children. The article is organized around responsibilities relating to diagnosis, instruction, instructional support, classroom behavior, and communication skills. Brief sections on inappropriate assignments and training implications are also included.
Parents' Perception of Their Child's Hearing Abilities
Authors: Gleason Ellen , Blood Ingrid M.
Published: July 2014

This investigation examines parents' perception of their preschooler's auditory skills. A 17-item questionnaire was returned by 38% of the sample surveyed. Results indicate that parents may be reliable indicators of their child's hearing.
Orientation to Hearing Loss for Educational Personnel
Authors: Fitch James L.
Published: July 2014

The success or failure of hearing-impaired children in a regular education program may depend on information provided to the educational personnel. Education programs should have workshops to make their personnel aware of the characteristics and needs of hearing-impaired children. The speech-language pathologist is often the person in the school who has the appropriate background for conducting such a workshop. This article outlines a workshop on hearing impairment that can be presented by a speech-language pathologist to regular educators.
The Use of PACE to Facilitate Gestural and Verbal Communication in a Language-Impaired Child
Authors: Bedwinek Anne Plummer
Published: July 2014

Promoting Aphasics' Communicative Effectiveness (PACE) is a treatment technique which simulates natural face-to-face conversation while providing for the use of multimodality communication. In this case study, PACE techniques were used with a 5-year 4-month-old Down's syndrome child to facilitate simultaneous use of verbal and gestural communication.
A Language Approach to Treatment of Phonological Process Problems
Authors: Young Edna Carter
Published: July 2014

Treatment strategies and therapy materials for remediation of phonological process problems are described. This approach uses the child's language and conceptual skills to facilitate the use of the sound contrasts necessary to convey meaning to the listener.
Correlating the DIAL and the BTBC
Authors: Sarachan-Deily Ann Beth , Hopkins Cordelia , DeVivo Sandra
Published: July 2014

Among kindergarten children, the Concept subtest of the DIAL was found to be highly correlated with the BTBC, indicating the evaluation of similar abilities. Use of the DIAL Concept subtest as a valid, quick screening instrument to detect potential difficulties with basic language concepts in a young kindergarten population is supported. Other clinical implications are discussed.
Improving Speech and Language Services through Effective Time Management
Authors: Travers Barbara W.
Published: July 2014

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.
Some Observations concerning the Cheering Behavior of School-Girl Cheerleaders
Authors: Andrews Moya , Shank Kennon H.
Published: July 2014

The frequency characteristics of cheers produced by 102 cheerleaders aged 13–17 years were analyzed, and vocal history information was obtained. Results suggest that the incidence of voice problems in this population is higher than in the general population. Reports of vocal problems increased as a function of age and number of years of cheerleading activity. Sample voice conservation strategies for cheerleaders are provided.
A Comparison of Categorization Skills of Normal and Language-Delayed Children in Early Elementary School
Authors: Partyka Cynthia M. , Kresheck Janet D.
Published: July 2014

This study compared the categorization skills of first-grade children representing three levels of expressive language development. Each group of 12 children (normal, mild-moderate delay, and severe delay) was tested on seven different categorization tasks. The results indicated a significant difference in categorization skills between the children with normal expressive language development and each of the two expressive language-delayed groups. Differential results for the three language groups are discussed.
The Effect of Context on Language Learning by Severely Retarded Young Adults
Authors: Spiegel Bernard B.
Published: July 2014

The rate of learning of semantically based utterances and the generalization of those utterances was measured for six severely mentally retarded students enrolled in a language-training program. The language-training program was implemented by the classroom teacher as part of the daily curriculum. Language training was conducted under two stimulus conditions: active participation by the student and teacher to provide stimulus context (AP) and pictorial representation of the utterance meaning (PR). The results indicated more rapid learning within the active participation condition. Generalization was found to be greater and more stable following learning within the active participation condition.
Sentence Imitation in Kindergarten Children at Risk for Learning Disability
Authors: Swift Carol
Published: July 2014

The Carrow Elicited Language Inventory was used to compare the imitation skills of kindergarten children identified as high risk for learning disability with those of a normal control group. A significant difference was found between the two groups in the total number of errors. Differences were also found in the ability to imitate adjectives, conjunctions, pronouns, and verbs. An incidental finding, failure on the part of many high-risk subjects to imitate interrogative stimuli, is discussed in terms of a processing deficit.
The Modification of Hypernasality in Young Children
Authors: Andrews Moya L. , Tardy Sarah J. , Pasternak Lisa G.
Published: July 2014

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.
Effects of Selected Rhinologic Disorders on the Perception of Nasal Resonance in Children
Authors: Rastatter Michael P. , Hyman Melvin
Published: July 2014

A group of sophisticated listeners judged the nasal resonance characteristics of normal children versus children evidencing selected rhinologic disorders under three speaking conditions. Results showed that perceptions of denasality are influenced by both speakers and speaking tasks. That is, children with allergic rhinitis and edemic adenoids were perceived as being denasal when they produced VCV utterances and recited sentences. However, their resonance characteristics were deemed normal for vowel productions. Interestingly, children with severely deviated septums were judged to have normal nasal resonance under all speaking conditions. Clinical implications are discussed.
Public School Voice Clinics, Part I
Authors: Miller Sandra Q. , Madison Charles L.
Published: July 2014

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.
Contemporary Juvenile Literature Depicting the Communicatively Impaired Individual
Authors: Tatelbaum Brenda Loew
Published: July 2014

Contemporary juvenile titles selected for inclusion in this bibliography contain characters having special needs by reason of auditory, speech, or language impairments. Speech-language pathologists can effectively use appropriately selected titles with young clients to facilitate therapy goals. A methodology for incorporating literary works in therapy is discussed.
Dynamic Model of Oral and/or Signed Language Diagnosis
Authors: Schirmer Barbara R.
Published: July 2014

The purpose of this paper is to present a model of the process of language diagnosis. It consists of 11 steps that follow each other sequentially. It provides diagnosticians with a framework for carrying out a cohesive and comprehensive language diagnosis. It reverses the prevailing practice of test first and assess later. It allows the diagnosticians leeway in determining which tests and procedures will provide them with the information they are seeking about specific children. The model is open for change as new knowledge about language learning is attained.
Developmental Sentence Scoring
Authors: Lively Mary Ann
Published: July 2014

Developmental Sentence Scoring (DSS) is a useful procedure for quantifying thegrammatic structure of children's expressive language. Like most language analysis techniques, however, DSS requires considerable study and practice to use it correctly and efficiently. Clinicians learning DSS tend to make many scoring errors at first and they display similar confusions and mistakes. This article identifies some of these common "problem" areas and provides scoring examples to assist clinicians in learning the DSS procedure.
Does the Ability of Kindergarten Children to Retain Auditory and Visual Stimuli Improve with Training?
Authors: Mullin Linda L. , Lange Una A.
Published: July 2014

The purpose of the study was to determine whether specific auditory and visual memory training improves the ability of kindergarten children to retain auditory and visual stimuli. Auditory and visual pretests were administered. The children were involved in auditory and visual memory training activities for 15-min sessions on 25 days. Following the training, auditory and visual posttests were administered. The pre- and posttest scores were compared. The results support the notion that memory training does increase a child's ability to retain stimuli.
Problem Solving in Child Language Disorders
Authors: Kamhi Alan G.
Published: July 2014

Some problems exist in the way in which children with language disorders are classified, diagnosed, and treated. To help resolve these problems, clinicians need to function as clinical scientists in the diagnostic and therapeutic process. The classification, diagnosis, and treatment of children with language disorders should reflect hypotheses about the different levels of cause-effect relationships that exist among the structures, processes, and behaviors involved in language. Specifically, hypotheses about the primary and secondary deficits that characterize language disorders need to be made. That is, symptoms that reflect the underlying deficit must be differentiated from symptoms that reflect secondary and compensatory deficits. Clinical examples are presented to illustrate the way in which classification, diagnosis, and treatment of language-disordered children would proceed using these notions.
Standardization of the Auditory Comprehension Test for Sentences (ACTS) with Children
Authors: Shewan Cynthia M. , Pepper Janet L.
Published: July 2014

The majority of assessment tests measuring auditory processing abilities are designed for younger children. With an increasing focus in education and speech-language pathology on the older language and learning-disabled child, a standardized tool for measuring auditory comprehension skills is needed. The Auditory Comprehension Test for Sentences (ACTS) (Shewan, 1979) examines three parameters (length, vocabulary, and syntax) of auditory comprehension at three levels of difficulty. It was administered to 180 normal school children aged 7–12 years. Internal consistency, temporal reliability and validity characteristics of the ACTS are reported. Descriptive statistics on performance for each age level and developmental trends across age levels are reported. Preliminary standardization data indicated that the ACTS is a viable tool for assessing auditory comprehension skills of school-age children.
Neglected Language-Disordered Adolescent
Authors: McKinley Nancy L. , Lord-Larson Vicki
Published: July 2014

A service delivery model for adolescents with language disorders is presented which coordinates the components of information dissemination, identification, evaluation and program planning, and intervention. Students who might benefit from this service model are described with regard to problems that are evident when language expectations of others are not met. Underlying philosophical premises upon which the model rests are set forth.
Hearing Conservation in Secondary Industrial Arts Classes A Challenge for School Audiologists
Authors: Plakke Bruce L.
Published: July 2014

A survey of secondary industrial arts teachers was made to examine the use of hearing protection in industrial arts programs. The results showed the teachers had little knowledge of hearing conservation methods. All of the teachers had access to an audiologist but very few knew that an audiologist was available. They did say that they would consult with one if help were offered. Although 47% of the teachers believed that they had acquired an occupational hearing loss, they did not use personal hearing protection. The results pointed out the need for further education of industrial arts teachers and more use of school audiologists as consultants.
Certification Requirements for Public School Speech-Language Pathologists in the United States
Authors: Bullett Maryann S.
Published: July 2014

A survey was conducted to determine the current minimum certification requirements in each state for the employment of speech/language pathologists in public school settings. Questionnaires requesting certification requirements were sent to state departments of education and presidents of state speech/language associations. The results indicate that the majority of the states and the District of Columbia require a bachelor's degree as the minimum degree for certification. Minimum clinical practicum hours and certification renewal criteria vary greatly from state to state.
Computerized Reporting in a Public School Program
Authors: Krueger Beverly
Published: July 2014

Clinicians in a public school clinical speech program designed and adopted a system of computerized reporting which generates required due process paperwork, provides student reports and copies of IEPs, and stores data for administrative and research purposes. Impact of the system is discussed, including preliminary data indicating both time and financial savings.
A Survey of Classroom Teachers' and Special Educators' Knowledge of and Exposure to Hearing Loss
Authors: Lass Norman J. , Carlin Margaret F. , Woodford Charles M. , Campanelli-Humphreys Angela L. , Judy Joanna M. , Hushion-Stemple Elizabeth A.
Published: July 2014

The purpose of this survey was to determine classroom teachers' and special educators' knowledge of and exposure to hearing loss. A 25-item questionnaire on various aspects of hearing loss, including prevalence, etiology, hearing aids, as well as the testing, prevention, and treatment of hearing loss, and the receptive and expressive communication skills and characteristics of the hearing impaired, was completed by 98 classroom teachers and 77 special educators employed in the public schools throughout the state of West Virginia. Results of their responses indicate limited knowledge of and exposure to hearing loss. implications of these findings for education and special education preservice and continuing education programs are discussed.
Adapted Cuing Technique for Use in Treatment of Dyspraxia
Authors: Klick Susan L.
Published: July 2014

The Adapted Cuing Technique (ACT) was created to accompany oral stimulus presentation in treatment of dyspraxia. ACT is consistent with current treatment theory, emphasizing patterns of articulatory movement, manner of production, and multimodality facilitation. A case study describes the use of ACT in the treatment of a 5:6 child.
Requests for Information
Authors: Schwabe Annette M. , Olswang Lesley B. , Kriegsmann Elinor
Published: July 2014

Requesting information through interrogative forms is an important linguistic device for learning about the world. The literature has regarded information requests as a developmental phenomenon which reflects the contiguous emergence of linguistic, cognitive, and pragmatic constituent skills in a particularly supportive environment. This paper presents a review of the constituent skills and environmental factors which influence the initial onset and continued acquisition of requests for information in normally developing children. This review provides the foundation for a protocol for assessing and treating children who are impaired in requesting information. Specific assessment and treatment plans are suggested.
Acquisition of Complex Sentences
Authors: Tyack Dorothy L. , Gottsleben Robert H.
Published: July 2014

Language samples were collected from 110 linguistically normal children ages 1–8 to 4–9. Data analysis indicated a direct relationship between chronological age, mean length of utterance, and percent of complex sentences. Analysis of the complex sentences in each sample indicated subcategories for each type of complexity. These subcategories appeared to have their own order of acquisition. When the children initially produced a certain type of complex sentence, they did not produce all of its subcategories. Often these remaining subcategories did not appear until after other types of embedding.
The Comprehension of Similes and Metaphors by Learning Disabled and Nonlearning-Disabled Children
Authors: Seidenberg Pearl L. , Bernstein Deena K.
Published: July 2014

This study reports results from a comparison of learning-disabled and nonlearning-disabled children's comprehension of similes and metaphors. Eight context setting paragraph-length stories were used to measure third through six graders figurative language comprehension. Significant differences were found in the overall performance of the two groups on both conditions at each grade level tested. In general, the older learning-disabled children's performance was most similar to the performance of the younger nonlearning-disabled children. The proficiency of the two groups on the two metaphoric types was also compared. In contrast with their nonlearning-disabled peers, the learning-disabled children's performance was significantly better for the simile condition. Because there was no difference in the semantic content of the two metaphoric types, their better performance on the simile condition appeared to be due to the explicitness of the comparison signaled by the grammatical surface structure of the simile. Metacognitive factors, in this case, the recognition of metaphoric usage and the need to compare the disparate domains involved in metaphoric comprehension, appear implicated in learning-disabled children's understanding of figurative language.
A Phonological Analysis Classification for Use with Traditional Articulation Tests
Authors: Garber Norman
Published: July 2014

Many clinicians continue to use traditional articulatory assessment procedures even though these tests do not consider phonology, even amongst the disordered population, to be rule-governed behavior requiring understanding through contextual analysis. This paper will present a phonological process analysis classification for use with four of the most popular articulation tests in use today. Furthermore, this paper will present a descriptive comparison across these tests to determine the number of opportunities that exist for each pattern to be applied. Having knowledge of the potential for each process to occur may help clinicians decide which of these tests are more likely to provide information leading to a comprehensive picture of phonological processes of the clients they serve.