bluuebunny/crossref_metadata_2025 huggingface dataset:
The crisis in lighting education
Authors: Bean A.R. , Pritchard D.C.
Published: December 2008

The position of lighting education in the UK today is reviewed with particular reference to the needs of engineering students, and changes, both desirable and inevitable, are indicated Lighting can be studied at the present time in courses that can be divided into seven groups ranging from university courses with a lighting content to training courses run by lighting companies. The availability of courses is determined by the changing educational structure and by influences outside the educational field. The pattern of lighting education in the future will be determined within the emerging structure and by factors such as the greater part being played by user organizations. White educational facilities for the more advanced students may be satisfactory, the needs of those with lower basic qualifications demand urgent study.
Visibility under night driving conditions
Authors: Hills B.L.
Published: December 2008

Field and laboratory data have been re-analyzed from a number of studies relevant to night driving visibility. For unlit, open road conditions it has been shown that the visibilities of tail lights, disc objects and pedestrian dummies can be related by a single luminance-visual area characteristic. A set of luminance increment-visual area (Δ L, A) night driving characteristics has been established for predicting visibility under varying conditions of background and glare veiling luminances. For small angles of glare (<100') it was found necessary to use a modified form of the Hartmann-Moser veiling luminance formula LEV= KEθ-3.5. Predictions have been made of the required reflective performance of road studs located under road lighting. A number of topics are discussed with regard to the derivation and application of the proposed (Δ L, A) night driving characteristics.
Vehicle headlight
Authors: Yerrell J.S.
Published: December 2008

Vehicle headlights have been important in road safety since motoring began. Headlamp development has been chiefly concerned with improving the dipped beam; today's headlamps are optically and mechanically refined but in basic principles have remained the same for several decades. Two different beam patterns have evolved; performance even under ideal conditions is inadequate and in practice it is far below the ideal. The optimum vehicle lighting for lit roads is now recognized to be a large area lamp with intensity intermediate between sidelights and present dipped headlights. Various proposals are discussed. For unlit roads in the long term conventional systems will have to give way to new techniques such as polarization or the adoption of variable beam systems responsive to the changing road scene ahead.
Radiant heat from lights, and its effect on thermal comfort
Authors: McIntyre D.A.
Published: December 2008

The radiation environment of a person can be described in terms analogous to those used in lighting: with mean radiant temperature (m.r.t.), equivalent to scalar illumination, and vector radiant temperature (v.r.t.), equivalent to illumination vector. The m.r.t. affects the warmth of environment; the v.r.t. affects the perceived asymmetry. The thermal radiation from lights increases the m.r.t. and v.r.t. Measurements on several lamp types have shown that the thermal radiation may be predicted from illuminance and lamp type. The radiation field in a building is modified by the structure: if the lamps are installed below a non-ventilated ceiling, the m.r.t. and v.r.t. will be increased; if cool air is introduced through the ceiling, the thermal radiation will be reduced. Some measurements in buildings are quoted.
Reflection classification of dry and wet road surfaces
Authors: Frederiksen E. , Sørensen Kai
Published: December 2008

A method of classifying road surfaces with respect to their light reflection properties has been developed. The classification system unifies the four existing N classes for dry road surfaces and four new classes for wet road surfaces. The classification system has been developed by statistical analysis of a great number of measurements of road surfaces, in both dry and wet conditions. The system of classes is intended for use in road lighting codes based on luminance requirements, and especially such codes which contain luminance requirements for both dry and wet conditions. The system of classes will also be useful for investigations on optimal lantern light distributions and road lighting geometries.
A sequence for daylighting design
Authors: Lynes J.A.
Published: December 2008

Two simple expressions are derived for daylight design. The first yields the limiting depth, from front to back of a side-lit room, to ensure reasonably even daylighting. The second expression is applicable only if this limiting depth is not exceeded; it yields the average daylight factor. A step-by-step sequence is proposed for daylighting design. The two expressions provide a structure for this sequence, which encourages architects and consultants to pay due regard to natural lighting considerations at various stages between inception and completion of a building design.
Discomfort glare: a formula to bridge differences
Authors: Einhorn H.D.
Published: December 2008

The international glare situation is unsatisfactory: methods adopted in different countries give discrepant predictions. To break the deadlock a rational glare formula is proposed, based on the best information available. The formula allows for luminances, solid angles and positions of glare sources in a similar way as existing formulae, but takes account of the increase in glare experienced when glare sources are added in a room in spite of the correspondingly increased adaptation level. This is allowed for by separating the direct and indirect vertical illuminances at the eye and inserting them suitably into a 'co-variance/adaptation' factor.
Specifying colour appearance
Authors: Hunt R.W.G.
Published: December 2008

The basic subjective attributes of colour perception are brightness, hue, and colourfulness; but, for coloured objects, the derived attributes of saturation, lightness, and perceived chroma, can also be important. Objective measures that correlate approximately with some of these subjective attributes are luminance, dominant wavelength, purity, and luminance factor. These psychophysical measures, however, are related to the subjective attributes in very non-uniform ways, and, to avoid this disadvantage, psychometric measures have been devised that have a more uniform correlation
Spectral eye fatigue in a school environment
Authors: Tikkanen K.T.
Published: December 2008

The eye fatigue information was expressed in writing by a randomly selected group of pupils in five Swedish comprehensive schools in winter and in spring. Simultaneous measurements of mixed electric light and daylight were made of spectral power distribution and illuminance at the classroom centre at pupil desk height. It is concluded that in this northern classroom environment of mixed electric light and daylight, the expressed eye fatigue was significantly higher in the experimental schools with mere skylight (monitor) windows as compared with the control schools with the regular side-view windows at eye-level height at sitting position. Also this fatigue was significantly higher among boys than among girls in classrooms with monitor windows as the only source of daylight and view. In a mild climate, this type of expressed eye fatigue was almost non-existent even in windowless schools and was totally non-existent in schools with side-view windows.
Computer-aided optimal lighting systems design
Authors: Fahmy Aly Hassan
Published: December 2008

This paper introduces a computer design package for optimal lighting systems design. The package, LUXOR, can be used as a design aid or as an assessment tool. The main mathematical background of lighting calculations is reviewed and two illustrative examples are used to clarify the power of this package.
Incorporating body-tinted glazing into daylight computer models
Authors: Sharples S. , Page J.K. , Souster C.G.
Published: December 2008

Many buildings now contain some form of body-tinted solar glass to reduce cooling loads, control summer overheating and also to give visual impact to a facade. The potential energy savings of such solar glasses can, however, be reduced if their lower daylight transmission properties lead to an increased usage of daytime artificial lighting. This note describes a method which enables the impact of body-tinted glazing on daylight levels in a room to be assessed.
Point-by-point illuminance from uplighters
Authors: Bedocs L. , Hugill J.R. , Lynes J.A.
Published: December 2008

The use of uplighters for localised lighting has been handicapped by the lack of a simple design procedure. Study of the illumination field shows that, for certain purposes, the 'first bounce' reflected light from an uplighter can be treated as emanating from an imaginary point source above the ceiling. The position and applications of this equivalent point source are discussed. Subsequent interreflections are also considered.
Helmholtz Reciprocity: its validity and application to reflectometry
Authors: Clarke F.J.J. , Parry D.J.
Published: December 2008

Many measurements of reflection properties of materials or components depend for their validity on the Helmholtz Reciprocity Principle. Yet this principle is widely misunderstood, and is stated in textbooks in various forms which have different meanings. This paper examines Helmholtz's own statements of his Reciprocity Principle, which restrict its applicability to corresponding states of polarization for incident and emergent fluxes. This interpretation contrasted with those of more generalised statements, which either allow any incident and emergent states of polarization or which merely require an interchange of unrestricted incident and emergent states of polarization. A comprehensive set of measurements on five matt and two glossy white standard materials has enabled luminance factors to be compared for (0°/45°) and (45°/0°) conditions as well as for the special conditions (0°/57°) and (57°/0°) involving Brewster's Angle for the glossy samples. Each of these nine comparisons has been carried out with all 15 possible combinations of s- and p-plane polarized and unpolarized light. The 135 tests of reciprocity demonstrate that significant and sometimes large discrepancies occur for non-corresponding states of incident and emergent polarizations, whereas no significant discrepancies occur for corresponding states of polarization.
Representation of skylight availability in Australia in different climatic zones using regression procedures
Authors: Ruck Nancy C.
Published: December 2008

Statistical analysis of new measured sky illuminance data recorded in various climatic zones in Australia has resulted in the determination of regression coefficients which specify typical skylight illuminances in these climatic zones. These illuminances have been compared with calculations using a theoretical model defining average monthly skylight conditions based on relative sunshine duration and turbidity factors in these zones. Results show that skylight availability expressed in terms of sky illuminance on a horizontal plane is closely related to the meteorological climate. From this study it is contended that sky availability in different climatic regions can be determined by relating limited selected periods of measured data to independent variables such as cloud cover and type and solar altitude.
Luminance ratios at visual display workstations and visual performance
Authors: Kokoschka S. , Haubner P.
Published: December 2008

This paper deals with the loss of performance due to transient adaptation processes at VDU work places. Experiments under simulated office conditions have shown that luminance differences between the source document and the screen up to a ratio of about 20:1 have no definite effect on the time required for information entry. A very high ratio, however, of 100:1 has led to a significant deterioration of work performance.
Some approaches to the treatment of obstruction in interior lighting design
Authors: McEwan I. , Carter D.J.
Published: December 2008

The majority of general lighting installations are planned assuming that the space between luminaire plane and working plane is empty. Most building interiors, however, contain objects which project above the working plane. This paper reviews and discusses some of the approaches that have been put forward for the treatment of obstructions in lighting design. Suggestions for future development are made.
The lighting of curves on arterial roads
Authors: Fisher A.J. , Hall R.R.
Published: December 2008

The influence of installation geometry on light technical parameters has been investigated using computer design procedures. The main conclusions are: (1) in order to maintain the standard of lighting the luminaire spacing on curves must be decreased from that used on the straight section of road; (2) the closing up of spacing must be greater if the luminaires are placed on the inside of the curve rather than on the outside of the curve; and (3) a simple rule can be used to determine the curve spacing, based on the spacing used in the straight section and the radius of curvature of the curve. Implications to road safety and costs are discussed.
The visual cut-off angle of vehicle windscreens
Authors: Schreuder D.A.
Published: December 2008

The glare from road light lighting installations as experienced by car drivers is determined to a large extent by the visual cut-off angle of the windscreen. The present study is set up to assess this angle. Based on samples totalling 950 vehicles it is found that the log-value of the angle is normally distributed, the mean being 24 degree, the 97.5% and the 2.5% values being 44 degree and 13.5 degree respectively. As these values differ considerably from the values traditionally used in the quantification of glare, it seems necessary to reconsider the current system to assess glare.
Stuttering in Young Children and Level of Demand
Authors: Stocker Beatrice , Usprich Celia
Published: December 2008

An instrument called a Probe was devised to present five levels of demand. Probes were given to three groups, an experimental group of nine young stutterers ranging in age from four to seven years, a control group of speech and language defective but non-stuttering children, and a second group of speech defect-free children. The hypotheses of the study were that the effect of level demand on dysfluency (Probe Level) is independent of (a) order of presentation, (b) duration of the speaker's response; and (c) the linguistic complexity of the speaker's response; and that when dysfluency has occurred at a given level of demand, recovery of fluency tends to occur upon reducing the level of demand. The data obtained from the probes supported the hypotheses. Date revealed significant monotonic increases in dysfluency with increasing Probe levels in all groups. Analysis of individual stutterers clearly supported group results. The Probes arrayed the three groups on a quantitative continuum of dysfluency as hypothesized and revealed qualitative differences between stutterers and both control groups, suggesting that dysfluency is a different phenomenon in stutterers than in non-stutterers. Data further revealed that when communicative demand was reduced, stutterers' dysfluency dropped to the level of the non-stuttering controls.

Behavior on the Probes was significantly related to severity of stuttering, suggesting the usefulness of further development of this instrument for test purposes.
A Comparison of Three Sentence Imitation Tests
Authors: Fackler Ann Grady , Potter Robert E.
Published: December 2008

The purpose of the present study was to compare three tests of sentence imitation to determine: validity, reliability, administration time, scoring time, ease of scoring, and special features specific to one or more of the tests. The Stephens Oral Language Screening Test (SOLST), Say What I Say test (SWIS), and the Carrow Elicited Language Inventory (CELI) were administered to 16 randomly selected subjects, ages five years zero months to five years eleven months. Correlations were determined between different measures. Results indicated the SWIS correlated significantly with the SOLST, the SOLST correlated significantly with the CELI, and that an infignificant correlation was established between the CELI and the SOLST.
Conservation Interrogation of Deaf and Normal Hearing Children
Authors: Rittenhouse Robert K. , Spiro Rand J.
Published: December 2008

Piaget (1952) has proposed that comprehension of the conservation principle reflects a level of conceptualization where a child understands that one dimension of an item can be altered without changing that item's overall quantity status because of compensating changes on another dimension. The data to support this notion come from the type of explanations children give when interrogated about their conservation judgments. It has been argued that the interrogation step in a Piagetian conservation problem is extra-cognitive (Brainerd, 1973) and becomes more a test of a child's linguistic skill than cognitive skill (Furth, 1973). For deaf children, such an interrogation requirement could result in an underestimation of their conservation ability. Comparison of deaf and normal-hearing children's explanations of their conservation judgments indicated that both populations were similar. No support for Furth's contention that the interrogation step inhibits conservation in deaf children was found. Furthermore, the predominant types of conservation explanation for both populations cast some doubt on Piaget's account of conservation acquisition.
Manual Sign Training as an Aid To Language Learning By Autistic Children
Authors: Dartnall Nancy A.
Published: December 2008

A review of eight programs which used manual sign training with autistic children is presented. The experiences in these programs suggest that a) autistic children can learn a form of communication that uses manual signs, and b) they can learn it more readily than speech. A summary of teaching methods used in such programs is included. Brief mention is also made of research findings concerning modality of preference by autistic children, and of several theories of the nature of autistic impairment.
Programming Diversity of Response: A Method for Teaching Flexibility of Language Use
Authors: Thal Donna J. , Goldenberg Tova
Published: December 2008

This study presents a program designed to teach diversity of response. It was employed successfully with two language disordered subjects who used language in an inflexible and uncreative manner. Both subjects used a wider variety of language forms after intervention with this program. It is suggested that the approach to therapy outlined here may be particularly useful for teaching more creative and flexible language use to children who continue to need more structure than can be provided in a naturalistic setting.
A Study of Emotional Problems Among The Hearing Impaired in Public Schools
Authors: Zionts Paul , Weddle Charles D. , Zebarah Judith M.
Published: December 2008

The present study was designed to determine whether the behavior problems reported for hearing impaired populations educated in residential settings and among normal hearing populations were evident among hearing impaired populations in the public schools. Further, it was hypothesized that some behavior problems might be unique to the hearing impaired in the public schools. The Behavior Problem Checklist was used to rate 219 hearing impaired subjects by 33 teachers of the hearing impaired. The teachers. (raters) were randomly selected. The data were examined by means of a factor analysis which yielded five factors of behavior problems. Some of these factors have previously been reported, while others were unique to the population under investigation Results suggest a need for specific training in the area of behavioral disturbance for teachers of the hearing impaired in order to better serve this population.
Language Comprehension Differences Exhibited by Kindergarten and Second Grade Nez Perce Indian and Caucasian Children
Authors: Snider Craig Wayne , Potter Robert E. , Kennedy Kathleen B.
Published: December 2008

The Test of Auditory Comprehension of Language (Carrow, 1973) and the Boehm Test of Basic Concepts (Boehm, 1969) were administered to Nez Perce and Caucasian kindergarten and second grade children to determine if there were differences in the language comprehension abilities of the two groups at the different grade levels. The results of this study support the existing literature which indicates that differences do exist in the receptive language skills of children from these two cultures. This study revealed that differences in the comprehension of basic concepts, as well as differences in the comprehension of grammatical-syntactic structures, do exist between Nez Perce and Caucasian children (p<.05).
The Use of Interactive Video and Videodisc for Preservice and Inservice Education
Authors: Payne Peter D.
Published: December 2008

This article describes the concept of interactive video. Emphasis is placed on the use of the video disc in connection with microcomputers. The different types of videodisc systems are described and the levels of interactivity are presented. The advantages of a video disc storage system for computer-assisted instruction (CAI) are compared to video tape. Some examples of contemporary software utilizing interactive video and the laser videodisc are presented. Applications for the specialist in communication disorders in the area of faculty and staff development, student educational programming and clinical praeticum are put forth.
Microcomputer Applications: Facts, Functions, Fads, and Fallacies
Authors: Schwartz Arthur H.
Published: December 2008

Successful and effective applications for microcomputers demands an understanding of the distinctions between the fads and fallacies from the actual facts and functions about this potentially powerful clinical tool. Without such information, users may end up being sold technology rather than buying desired applications. This article discusses issues and controversies about microcomputers that could blur the users ability to differentiate appropriate users from fadishness and gimmickry.
An Alternative To Impedance Screening: Unoccluded Frontal Bone Conduction Screening
Authors: Square Regina , Waryas Paul A. , Battin R. Ray , Frankel Lynn
Published: December 2008

A bone conduction screening test was developed utilizing frontal bone oscillator placement. One hundred and fourteen preschool children were tested using a pure-tone air-conduction screening procedure, an impedance audiometry screening procedure (automatic tympanometry and ipsilateral reflex stimulation at 1000Hz), and the unoccluded bone conduction screening test. Unoccluded frontal bone conduction testing produced screening results that were not significantly different from results obtained utilizing impedance audometry.
The Dysynchronous Child-Revisited
Authors: Battin R. Ray
Published: December 2008

A dysynchronous child, according to Battin and Kraft (1971), is one who is out of phase with his/her environments: home, school, or peers. Although this condition may be present even before birth, repeated middle ear infection may exacerbate it. A case study is reported describing various test results obtained from this type of child. The importance of audiologic testing in such cases is explained.
Influence of Syntactical Complexity on Comprehension in Conceptually Delayed Children at Linguistic Stage I
Authors: Page Judith L. , Horn Donna
Published: December 2008

Individuals concerned with developing comprehension and production of multi-word utterances in conceptually delayed children have sought to design variables believed to play a role in language learning. One such variable is level of linguistic input. The purpose of this study was to determine whether conceptually delayed children functioning at linguistic Stage I (Brown, 1973) exhibit differential levels of comprehension as a function of the linguistic complexity of the stimulus utterance. Conceptually delayed preschoolers at early and late State I were asked to respond to commands expressed in simple, complete adult forms and in incomplete, telegraphic child forms. Results indicated that late Stage I children were superior to early stage I children in comprehension of all forms. No significant differences as a function of complexity were noted for either group of children.
Central Auditory Processing Disorders: Is It a Meaningful Construct or a Twentiety Century Unicorn?
Authors: Kamhi Alan G. , Beasley Daniel S.
Published: December 2008

The processing of auditory information is a complex task that involves a variety of peceptual and conceptual processes. The process begins with the sensation of an auditory signal and successfully when the appropriate meaning is assigned to the signal. In this articles we will demonstrate how professional and theoretic perspectives significantly influence the manner in which CAP is viewed, assessed, and remediated.
Prevalence of Language, Speech, and Hearing Disorders in an Urban Preschool Black Population
Authors: Stewart James Monroe , Taylor Orlando L.
Published: December 2008

This study was designed to determine the prevalence of primary language, speech, and hearing disorders in a black, urban preschool population. In assess ing the disorders, linguistically and culturally sensitive screening materials and scoring procedures were devised by the investigators. For children who failed speech and language screenings, standardized tests were administered; allowances were made for cultural, linguistic, and developmental issues. Of the 796 children screened, this study focused on the 719 black children, 368 females and 351 males, who ranged in age from 3 through 5 years. For 100 children, or 13.9% of the population, who failed the screenings, full diagnostic evaluations were administered and identified 36 children, or 5.6%, with communicative disorders. Of this 5.6%, the prevalences of language, speech, and hearing disorders were 2.6, 1.5, and 1.4%, respectively. The male-female ratios were 1.7:1, 0.8:1, and 5.0:1, respectively; it was 1.6:1 for all disorders. These findings are discussed in the contexte of existing data and their implications.
Disfluency in Childhood: It's Not Always Stuttering
Authors: Culatta Richard , Leeper Linda
Published: December 2008

The purpose of this article is to describe possible reasons for childrens' disfluent speech, present typical case profiles for different types of disfluency, and suggest appropriate case management procedures.
Collaboration Between SLPs and Educators : A Continuing Education Process
Authors: Gerber Adele
Published: December 2008

Interdisciplinary collaboration is viewed as a challenging enterprise with potential for enhanced educational practice. Such collaboration between SLPs and educators has been utilized for language screening and diagnostic teaching in a variety of language intervention programs from preschool to higher education. Bidirectional information sharing is regarded as essential to effective interdisciplinary collaboration.
Documenting and Facilitating "School Readiness Language" in the Kindergarten Classroom
Authors: Weiner Carolyn Ausberger , Creighton Judith Matlock
Published: December 2008

Minimum language skills for kindergarten success are described, and defined as "school readiness language." A school readiness language checklist gives a procedure for documenting a child's level of language skill. Specific techniques are presented to remedy documented gaps within the context of the kindergarten classroom.
Identifying and Expressing Emotions: A Language Therapy Program for Behavior Disordered Adolescents
Authors: Monast Sheila , Smith Elaine
Published: December 2008

The language therapy program described arose from the authors' desire to teach adolescents to express their thoughts and feelings and also to interpret appropriately the feelings of others. The program was designed for use with behavior disordered (BD) adolescents and was used concurrently with a group of language/learning disabled (L/LD) adolescents. Line drawings depicting facial expressions were used to train the abstract concepts of feelings. Schemas were developed for identifying ranges of similar emotions within categories, and new vocabulary was introduced. Special behavior considerations for use of the program with BD adolescents are discussed.
Social Communicative Revision Behaviors in Children With Down Syndrome
Authors: Fischer Martin A.
Published: December 2008

The relationship between maternal responses and child revisions was examined in two Down syndrome child-mother dyads. A time series design was used to determine whether a reduction in maternal responding resulted in an increase in child revisions. The results suggested that the percent of revision behaviors used by children with Down syndrome may, in part, be contingent on the level of responding exhibited by their mothers. As the percent of maternal utterances was experimentally decreased, the percent of child revision behaviors increased significantly. Conversely, as the mothers returned to their initial levels of responding, the children decreased their rate of revision behaviors.
Pragmatics in the 1990's: Perspective, Retrospective, Prospective
Authors: Gerber Sima
Published: December 2008

This article presents a retrospective view of the introduction of pragmatic models into the impact of language disorders in children. The unmistakable impact of language pragmatics on the assessment and treatment of language-impaired children over the course of the past decade is explored. Misuses of the pragmatic framework are contrasted with more appropriate applications. Future directions for the use of pragmatic models in addressing clinical needs are considered.
Television-Assisted Assessment of Communication Skills
Authors: Abkarian G.G.
Published: December 2008

This paper describes an assessment procedure which employed television in the clinical evaluation of an unintelligible preschool child referred for speech-language evaluation. Taking advantage of a preschooler's familiarity with and interest in television, an extended sample of clinical communication and linguistic skills was elicited from an otherwise noninteractive youngster.
Presuppositions for Speech Therapy Lessons
Authors: Panagos John M. , Bliss Lynn S .
Published: December 2008

Advances in qualitative research investigating speech therapy discourse as it occurs in speech therapy lessons have shed light on some aspects of its verbal and nonverbal structure. The clinician dominates the flow of topical exchange through controlled remedial sequences and strategic conversational repairs. However, interpreting the meanings of such events for the clinician and the child depends on the social presuppositions of both participants. The argument of this paper is that some macro -analysis of the clinicians's social experiences must be incorporated into the micro-analysis of therapy in order to sort out the multiple meanings of therapy events.
The Enculturation of Bomee: Looking At the World Through Deaf Eyes
Authors: Wilcox Sherman , Corwin Joanne
Published: December 2008

A cultural model of deafness is offered as an alternative to more popular pathological models. The cultural model attempts to describe the experiences of a deaf child as enculturation into a deaf world- to see the world from the deaf child's point of view. The implications of this view on social, cognitive, and linguistic development are explored through the use of rich description of one deaf child who is being raised in a multilingual, multicultural environment.
Development of Communicative Competence in Inuit Children: Implications for Speech-Language Pathology
Authors: Crago Martha B.
Published: December 2008

This article describes ethnographic research whose purpose was to document the development of communicative competence in four young Inuit children by studying the role of cultural context in the cammunicative interaction of these children and their caregivers. In doing so, the study looked at Inuit children's communicative interactions in the situational context of their everyday lives. Results show that caregiuer accommodations to Inuit children differ in many ways from what has been reported for white middle-class North Americans. This variation in caregiver-child verbal and non-verbal interaction suggest that assessment and intervention approaches used with and developed to suit North American mainstream children are not appropriate for language-impaired Inuit children and their families. Possibilities for culturally-appropriate changes to these approaches are discussed.
The Identification of Communicative Disorders in Asian-Pacific Students
Authors: Cheng Li-Rong Lilly
Published: December 2008

In an attempt to draw clinically relevant applications from the study of ethnographic methods in communicative sciences and disorders, this article provides an overview of specific ethnographic principles as they apply to language assessment of Asian-Pacific students. Specific implications and guidelines are proposed to enable the transition of ethnographic theory into clinical practice.
Clinical Judgment : an Overview
Authors: Records Nancy L. , Weiss Amy L.
Published: December 2008

The process of clinical judgment and decision making in assessment is a poorly understood phenomenon, perhaps because it has been largely ignored in the speech-language pathology literature. In contrast, the fields of medicine and psychology have provided a substantial body of research investigating clinical judgment and decision making in clinical practice. The authors provide an overview of this literature, emphasizing the need for clinical judgment to be systematically studied and taught within our own field.
Communication Problems in Maltreated Children: A Tutorial
Authors: Bobkoff Katz Karyn
Published: December 2008

Speech/language problems have frequently been noted in the delayed development of maltreated children. Yet, the exact role which abuse and/or neglect plays in the communication disorder is often unclear. The purpose of this paper is to examine available information on the interactional environment, the general developmental consequences, as well as the specific speech and language problems associated with the maltreatment of children. The results of selected studies suggest the presence of language problems, particularly the possibility of language difficulties in neglected children.
Peer Perceptions of Normal and Dysarthric Children
Authors: Ruscello Dennis M. , Lass Norman J. , Hansen Gregory G.R. , Blankenship Brenda L.
Published: December 2008

The purpose of this investigation was to compare children's perceptions of the nonspeech characteristics of dysarthric and normal peers. Recordings of six three-word Phrases produced by 16 speakers, eight dysarthric and eight normal-speaking children, were presented to 20 peers for judgments of nonspeech characteristics on a semantic differential scale containing 22 bipolar adjective pairs. Results of the ratings indicated that for all but one of the 22 pairs (95.4%) the normal speakers were judged more positively than the dysarthric speakers. Moreover, for all of the 22 pairs the differences in listeners' ratings between the two speaker groups were statistically significant. Implications of these findings concerning children's perceptions of dysarthric speech and their potential impact on mainstreaming in schools are discussed.
Development of Spanish Consonants in Preschool Children
Authors: Acevedo Mary Ann
Published: December 2008

This study tested the production of 18 Spanish consonants by 120 Mexican-American preschool children, ranging in age from 3 to 5:11 years to determine the age of acquisition of Spanish consonants. Data are provided on percent of correct production of each sound at six different age levels and are also graphically illustrated to compare age of acquisition with the results obtained by Jimenez (1987) on a similar population.
A Case Study of Phonological Development in Language Delayed Twins Not Enrolled in Therapy
Authors: Watson Marie May , Martineau Deborah , Hughes Diana Lynn
Published: December 2008

The purpose of this report was to document phonological changes in a pair of identical twin boys diagnosed as language delayed. The boys were not enrolled in direct treatment, but were evaluated four times between the ages of 3;5 and 4;9. Speech samples were analyzed for phonetic inventories, phonological process use, and syllabic shapes. Observed changes in their speech generally followed normal developmental patterns.
The Vision of Full Inclusion
Authors: Westby Carol E. , Watson Silvana , Murphy Maureen
Published: December 2008

—Speech-language pathologists, special educators, and regular educators are being faced with determining how to fully include students with disabilities within regular education classrooms. This article reviews the reasons behind the full inclusion movement, concerns that have been raised about full inclusion, and what elements are necessary to implement successful inclusion programs. In addition, the authors describe the efforts of an elementary school staff to implement inclusive education for students from culturally/linguistically diverse backgrounds and students with learning disabilities.
Issues in the Development of Guidelines for the Preparation and Use of Speech-Language Paraprofessionals and their SL Supervisors Working in Education Settings
Authors: Radaszewski-Byrne Mary
Published: December 2008

Speech—language (SL)paraprofessionals (or support personnel)have had a history in the American educational system spanning more than two decades. This article provides an historical perspective on the preparation, use, supervision, and qualification of SL paraprofessionals and the preparation of their SL pathology supervisors working in educational settings. It provides an analysis of ongoing issues that have been barriers to the development of national and state guidelines for their preparation, use, and supervision; guidelines that may have been used to provide “qualified” SL paraprofessionals to learners in education settings during the past several decades. It also provides an analysis of recent issues that have been promoting the development of such guidelines. Recommendations for the resolution of several important issues are presented.
Training Interpreter Paraprofessionals to Assist in the Language Assessment of English Language Learners in Utah
Authors: Manuel-Dupont Sonia , Yoakum Susie
Published: December 2008

This article describes the phases of development of an interpreter paraprofessional (IP)program developed in Salt Lake City, Utah. The program was developed by Utah State University and Granite School District in response to the unavailability of certified interpreters to assist in the delivery of special education assessment services of the district's enrollees who are English Language Learners (ELLs), including language assessment. It describes the changes made to the original training program that was designed according to available guidelines for selecting IPs and training speech-language (SL)paraprofessionals (ASHA Committee on Support Personnel, 1981). Analysis of the program development process suggests that current guidelines for the selection of IPs and preparation of SL support personnel do not adequately address issues of selection and training for interpreter paraprofessionals working in education settings. IPs can play a crucial role in providing appropriate SL assessment to ELLs, provided that they are qualified to perform language assessment tasks through job-relevant training, field practice, and team-building experiences with professional personnel.
Classroom Pragmatics Skills: Investigating Adolescents Learning English as a Second Language
Authors: Brice Alejandro , Absalom Doug
Published: December 2008

Pragmatics is defined as the use of language in context. Students must choose language appropriate to both personal and academic purposes. The appropriate use of school pragmatics also applies to students learning English as a second language (ESL). The purpose of this study was to report the findings of a comparison of pragmatic performance, using the Adolescent Pragmatics Screening Scale (APSS), between two groups of students who had been enrolled in ESL classes for varying lengths of time. Results yielded information about the rate at which Latino bilingual students' English pragmatic skills emerged. Significant differences between group means on only one pragmatic topic and a trend toward significance on a second topic support earlier research that students require longer than four years to master pragmatics when English is the second language. Teaching suggestions are provided.
Preparedness of Educational Speech-Language Pathologists to Provide Services to Students with Traumatic Brain Injury
Authors: Frank Elaine M. , Redmond Kristi E. , Ruediger Traci L. , Scott William K.
Published: December 2008

This study used a questionnaire to survey South Carolina's educational speech-language pathologists (SLPs)to determine their perceived knowledge about TBI and their preparedness to provide services to students with traumatic brain injury (TBI). Of the 768 questionnaires distributed, 220 (29%)were returned from 43 of 46 counties. Respondents had received degrees from 72 university and college training programs in 27 states. Results indicated that the majority of respondents did not express a high level of comfort regarding preparation for pediatric TBI rehabilitation, but SLPs with graduate training or national certification were more likely to feel prepared than other SLPs. The need for a stronger knowledge base in pediatric TBI was reflected in the mean number of correct responses (15.19)on a 20 item true-false test of general TBI knowledge. The survey found that interaction among respondents, referring rehabilitation teams, and school multidisciplinary teams was not high. The respondents indicated a desire for more education about TBI through direct inservice training. A list of references useful for preparing SLPs to provide services for students with TBI is included.
Expanding the Role of Speech-Language Pathologists in Instruction for Transition Via Glasser's Choice Theory
Authors: Easterbrooks Susan R. , Miller Daniel L.
Published: December 2008

This article describes a blending of Glasser's Choice Theory/Reality Therapy (CT/RT)with transition and pragmatic language theories to establish a process which Speech/Language Pathologists (SLPs)may use in managing and implementing transition services. The model answers the important questions of transition planning by suggesting the who (SLPs), what (transition and pragmatics), when and where (school), why (IDEA), and how (CT/RT)of transition services. A rationale and blended model is provided and sample IEP objectives are given. Federal law requires transition goals in all IEPs. Although underutilized at the high school level, speech/language pathologists are uniquely qualified to be key members of the transition team.
Best Practice in School Speech Language Assessment: Using Early Intervention Results
Authors: Montgomery Judy K. , Valdez Felicia , Herer Gilbert R.
Published: December 2008

This study investigated the degree to which a large urban inner city school district implemented the recommendations of an early intervention program that fed into its schools. Fifty-two African-American children who received early intervention services were followed through a parent questionnaire. Results showed that the assessment and identification information provided by the early intervention team was highly accurate. The recommendations from competent early intervention teams can be an effective assessment method for children entering school with speech/language delays.
Culturally Inclusive Assessments for Children Using Augmentative and Alternative Communication (AAC)
Authors: Blake Huer Mary
Published: December 2008

Towards the goal of appropriate evaluation of all children having disabilities, a four part AAC assessment protocol is presented. Two aspects of the protocol are unique: the protocol is "inclusive", emphasizing the need to address cultural features directly; and the protocol includes a self assessment for all practitioners before they engage in the delivery of services to children within cultural communities which may differ from their own. In addition to the self assessment for practitioners, the protocol examines a child's communication partners, communication needs, and capabilities. A historical review of the "roots" of AAC reveals that many current practices are predominately White, European, and Western in origin. The proposed protocol is intended to expand our practices, encourage the development of broader clinical competencies and redirect the focus of assessment so that the processes become more culturally inclusive.
Language-Based Curriculum Analysis: A Collaborative Assessment and Intervention Process
Authors: Prelock Patricia A.
Published: December 2008

As speech-language pathologists are moving toward more collaborative, curriculum-based models of service delivery, they require an understanding of the curriculum and the language demands of that curriculum on students with communication impairments. This article presents a systematic process for completing a language-based curriculum analysis to address a critical review of the curriculum expectations which may challenge students with communication impairments. This process requires a collaborative effort between the teacher and speech-language pathologist (SLP). Analysis of the vocabulary and the demands for comprehension, oral and written expression within a specific content area provides a framework by which the classroom teacher and SLP can evaluate and predict the language needs of students with communication impairments. This analysis leads to the development of strategies for making modifications in the presentation of curriculum material. Although initially a labor intensive process, the outcomes teacher-SLP teams report suggest their time and commitment to the process resulted in more successful management of the curriculum demands for all students.
What Educators Can Teach Speech-Language Pathologists About Effective Homework Practices
Authors: Ezell Helen K.
Published: December 2008

Speech-language pathologists frequently assign outside activities to children to enhance their skill development in target areas. The assignment of such activities is similar to the classroom teacher's assignment of homework. This article presents findings of research on homework and translates these findings into recommended practices for speech-language pathologists.
The Role of Aspirin in Cardiovascular Disease Prevention in Women
Authors: Hopkins Jordan , Limacher Marian
Published: December 2008

Cardiovascular disease is the nation's number one killer of women. Through its actions on platelet inhibition, aspirin is an effective agent for primary and secondary cardiovascular disease prevention and for use with cardiac interventions. However, the evidence for aspirin's effectiveness in women differs by age and indication compared to men. As primary prevention, low dose aspirin is recommended for women over age 65 to reduce the risk of myocardial infarction and stroke while younger women at high risk for stroke may benefit from aspirin. Aspirin has benefits in other selected patient groups, including diabetics and patients presenting with ST segment elevation myocardial infarction (STEMI), non-ST segment elevation myocardial infarction acute coronary syndrome (NSTEMI/ACS), peripheral arterial disease, stroke, coronary artery bypass graft (CABG), and percutaneous coronary intervention (PCI). Alternative platelet therapy using dipyridamole or clopidogrel, alone or with aspirin, provides some improved efficacy for reduction in recurrent events for NSTEMI, ASC and PCI, although bleeding risks may be greater. However, dual antiplatelet therapy is not currently recommended for primary prevention in even high risk subjects. Despite the evidence base and guidelines, the use of aspirin in women remains suboptimal and warrants improved provider and patient awareness.