bluuebunny/crossref_metadata_2025 huggingface dataset:
A silver nanoparticle embedded hydrogel as a substrate for surface contamination analysis by surface-enhanced Raman scattering
Authors: Gong Zhengjun , Wang Canchen , Wang Cong , Tang Changyu , Cheng Fansheng , Du Hongjie , Fan Meikun , Brolo Alexandre G.
Published: July 2014

A surface enhanced Raman scattering (SERS) hydrogel substrate, capable of extracting small amounts of organic species from surfaces of different types of materials with variable roughness, has been fabricated.
Fullerene derivatives with increased dielectric constants
Authors: Jahani Fatemeh , Torabi Solmaz , Chiechi Ryan C. , Koster L. Jan Anton , Hummelen Jan C.
Published: July 2014

The dielectric constant of fullerene derivatives is increased through covalent modification and without deleterious effects on other properties.
Uncovering a broad class of fluorescent amine-containing compounds by heat treatment
Authors: Jia Dandan , Cao Lei , Wang Dongni , Guo Xuemin , Liang He , Zhao Fangfang , Gu Yaohang , Wang Dongjun
Published: July 2014

In a heating process, the fluorescence peaks of amine-containing compounds shift gradually from the ultraviolet spectral region to the visible region.
Facile synthesis of ultralong MnO2 nanowires as high performance supercapacitor electrodes and photocatalysts with enhanced photocatalytic activities
Authors: Yin Bosi , Zhang Siwen , Jiao Yang , Liu Yang , Qu Fengyu , Wu Xiang
Published: July 2014

A simple hydrothermal route was developed for the synthesis of uniform α-MnO2 nanowires. The as-prepared products can be used high performance supercapacitor electrodes and photocatalysts with enhanced photocatalytic activities.
Synthesis, crystal structure and spectroscopic properties of a novel yttrium(iii) fluoride dimolybdate(vi): YFMo2O7
Authors: Hartenbach Ingo , Höppe Henning A. , Kazmierczak Karolina , Schleid Thomas
Published: July 2014

Thermal treatment of a mixture of Y2O3, YF3and MoO3in a 1 : 1 : 6 molar ratio at 850 °C in evacuated silica ampoules yielded colorless, platelet-shaped single crystals of YFMo2O7.
Linking Cr3 triangles through phosphonates and lanthanides: synthetic, structural, magnetic and EPR studies
Authors: Zangana Karzan H. , Pineda Eufemio Moreno , Vitorica-Yrezabal Iñigo J. , McInnes Eric J. L. , Winpenny Richard E. P.
Published: July 2014

Reaction of oxo-centered Cr(iii) triangles with a lanthanide salt and t-butylphosphonate leads to {Cr6Ln2} compounds. Magnetic and EPR studies show the ground state of the individual Cr triangles is S = 3/2 with little communication between them.
A-site sub-stoichiometry and oxygen vacancies as the origin of the electrical properties of Sr2−yLuNb1−xTixO6−δ perovskite-like materials
Authors: Maupoey Z. , Azcondo M. T. , Pérez-Flores J. C. , Ritter C. , Boulahya K. , Amador U. , García-Alvarado F.
Published: July 2014

Structural features (A-site and oxygen vacancies) determined by NPD and HREM allow the explanation of the electrical properties of the title compounds.
Variation of electronic transitions and reduction potentials of cerium(iv) complexes
Authors: Williams Ursula J. , Schneider David , Dorfner Walter L. , Maichle-Mössmer Cäcilia , Carroll Patrick J. , Anwander Reiner , Schelter Eric J.
Published: July 2014

New cerium(iv) compounds, isolated by the reaction of Ce[N(SiHMe2)2]4with alcohols and phenols, exhibited variable electronic transitions and reduction potentials.
Etherification of glycerol with isobutene on sulfonated graphene: reaction and separation
Authors: Zhou Jinxia , Wang Yu , Guo Xinwen , Mao Jingbo , Zhang Shuguang
Published: July 2014

Sulfonated graphene catalyzes the etherification of glycerol and isobutene with a high yield of multi-ethers and little deactivation after repeated use.
Effects of pseudophosphorylation mutants on the structural dynamics of smooth muscle myosin regulatory light chain
Authors: Espinoza-Fonseca L. Michel , Colson Brett A. , Thomas David D.
Published: July 2014

Phosphorylation of the regulatory light chain of smooth muscle myosin produces a unique structural balance needed for muscle activation.
A super intramolecular self-enhanced electrochemiluminescence immunosensor based on polymer chains grafted on palladium nanocages
Authors: Wang Haijun , He Ying , Chai Yaqin , Yuan Ruo
Published: July 2014

An intramolecular self-enhanced ECL immunosensor based on polymer chains grafted on PdNCs is constructed for cancer-related biomarkers.
Indole synthesis from N-allenyl-2-iodoanilines under mild conditions mediated by samarium(ii) diiodide
Authors: Iwasaki Hiroki , Suzuki Kenji , Yamane Mitsunari , Yoshida Shohei , Kojima Naoto , Ozeki Minoru , Yamashita Masayuki
Published: July 2014

A novel method for indole skeleton synthesis under mild conditions mediated by samarium(ii) diiodide has been developed.
First total synthesis of antihypertensive natural products S-(+)-XJP and R-(−)-XJP
Authors: Wang Chaolei , Wei Guoxiang , Yang Xue , Yao Hequan , Jiang Jieyun , Liu Jie , Shen Mingqin , Wu Xiaoming , Xu Jinyi
Published: July 2014

The first total synthesis of S-(+)-XJP and R-(−)-XJP has been achieved via intramolecular Heck reaction. A latent functionality strategy was implemented to circumvent the racemization in this endeavor.
Quaternary ammonium salts of phenylglyoxylic acid as photobase generators for thiol-promoted epoxide photopolymerization
Authors: Salmi H. , Allonas X. , Ley C. , Defoin A. , Ak A.
Published: July 2014

A novel series of photobase generators (PBGs), which are quaternary ammonium salts of phenylglyoxylic acid (PA) having the ability to generate strong bases such as 1,8-diazabicyclo[5.4.0]undec-7-ene (DBU), 1,5-diazabicyclo[4.3.0]non-5-ene (DBN) or 1,1,3,3-tetramethylguanidine (TMG), was synthesized.
Selective detection of hydrogen peroxide vapours using azo dyes
Authors: Sheriff Tippu S. , Miah Suhayel , Kuok Kit L.
Published: July 2014

A selective visual colour method is described for the discrimination of H2O2 vapours e.g. from peroxide based explosives from other oxidising vapours such as Cl2(g), NO2(g) and O3(g).
Twisting and piezochromism of phenylene-ethynylenes with aromatic interactions between side chains and main chains
Authors: Pawle R. H. , Haas T. E. , Müller P. , Thomas III S. W.
Published: July 2014

This paper describes a series of three-ring phenylene-ethynylenes (PEs) in which specific, non-covalent arene–arene interactions control conformation in the solid-state.
Novel ortho-OPE metallofoldamers: binding-induced folding promoted by nucleating Ag(i)–alkyne interactions
Authors: Martín-Lasanta Ana , Álvarez de Cienfuegos Luis , Johnson Alice , Miguel Delia , Mota Antonio J. , Orte Angel , Ruedas-Rama Maria Jose , Ribagorda Maria , Cárdenas Diego J. , Carmen Carreño M. , Echavarren Antonio M. , Cuerva Juan M.
Published: July 2014

Ag(i)–alkyne interactions induce the folding of o-OPE foldamers, yielding a new class of metallofoldamers.
Articulation Instruction Based on Distinctive Features Theory
Authors: Costello Janis
Published: July 2014

An analysis of a child’s articulation performance from a distinctive features point of view shows that several error phonemes can be accounted for by only one feature error. More efficient instruction can be obtained by choosing a distinctive feature, as opposed to a single phoneme, as the remediation target. Measurement steps for the selection of target phonemes for treatment from a distinctive feature viewpoint are recommended.
The Prevalence of Stuttering among School-Age Children
Authors: Brady William A. , Hall Donald Elliott
Published: July 2014

The prevalence of stuttering has generally been reported to be about 1% among school-age children. This article reports a survey of 190,931 school-age children which indicated a dramatic decrease in this percentage. The data confirm previously reported distribution by age and sex. A higher prevalence of stuttering was found in an urban than in a rural population.
A Priority System of Case-Load Selection
Authors: Zemmol Caroline S.
Published: July 2014

This article describes a priority system of case-load selection that may be used as a tool by school speech and language pathologists to reorganize their delivery-of-service systems according to pupils' needs. The system provides a rationale for time allocation, supports accountability, and is adaptable to various scheduling models.
A Five-Year Longitudinal Study of Development of Articulation Proficiency in Elementary School Children
Authors: Bralley Ralph C. , Stoudt Ralph J.
Published: July 2014

This paper reports the results of a five-year longitudinal study of the spontaneous development of articulation proficiency in 60 elementary school children. The subjects received no remediation in speech other than that which occurred in connection with regular classroom instruction. Articulation was tested at the beginning of each school year in Grades 1 through 5. The results indicate that 47 children developed adequate articulation during the five years. Clinical implications and the need for further research in the development of predictive tests of articulation are discussed.
A Method for Determining Speech, Hearing, and Language Staff Assignments to Schools in Cooperative Agreement
Authors: Madrid Joe H.
Published: July 2014

Cooperative agreements in which school districts merge resources to serve handicapped students have created large staffs of speech, hearing, and language clinicians who should be assigned to schools on a fair and equal basis. This paper is a description of a systematic method that may be used to make these assignments. The method is based on a modified weight-factor system that considers each specialist’s available time as well as differences in school populations. Although the method was developed to meet the needs in the Porter County (Indiana) Speech, Hearing, and Language Program, it may be adapted to other programs.
The Speech-Language Pathologist and the Classroom Teacher: A Team Approach to Language Development
Authors: Pickering Marisue , Kaelber Patricia
Published: July 2014

This project was designed to enable kindergarten and first-grade teachers in a rural school to integrate principles of language development into regular classroom curriculum. In the absence of a school clinician, a university clinical instructor in speech-language pathology served as a consultant to help the teachers define, design, and implement a language-development program. This article reviews the nature and scope of the project and the consultative model on which it was based.
Early Receptive Language Training for the Severely and Profoundly Retarded
Authors: Booth Thomas
Published: July 2014

This article describes techniques used in the beginning stages of receptive language teaching for severely and profoundly retarded children. It includes practical suggestions that have been successful.
Substitution Patterns and Word Constraints
Authors: Willbrand Mary Louise , Kleinschmidt Mary Jo
Published: July 2014

This article presents a case study of a child whose substitution patterns were affected by the constraints of individual words. Theory, data, and practical suggestions are presented that show the need to use linguistic considerations of word constraints in the analysis of some children’s sound patterns.
Programming Language for Severely Retarded Children
Authors: Davis Carol McCall
Published: July 2014

This article describes methods of language programming for profoundly mentally retarded children that are based on linguistic principles. Examples of program contents are drawn from research reports and include cuing procedures, as well as progress from receptive through imitative behaviors, labeling responses, and grammatical sequencing.
Articulatory Stimulability Reviewed
Authors: Madison Charles L.
Published: July 2014

This article examines the clinical value of articulatory stimulability through an analysis of past research and a review of clinical implementation. Stimulability has been repeatedly researched as a prognostic indicator of spontaneous remission and, on a more limited basis, of therapeutic responsiveness. Though frequently defined as the difference between spontaneous and imitative testing responses, additional clinical procedures for the evaluation of stimulability are reviewed. The clinical implications of isolated sound, syllable, and word level stimulability are discussed.
Response Patterns Characteristic of Verbal Expressive Disorders
Authors: Schwartz Ellen R. , Solot Cynthia B.
Published: July 2014

This paper examines the need to analyze free expression as part of an overall expressive language evaluation in school age children. Use of the Social Adjustment B subtest of the Detroit Tests of Learning Aptitude is advocated for this purpose. Seven language characteristics are identified which may help in recognizing disorders of self-expression. Of the three identified groups of language impaired children, one group which is particularly vulnerable for associated school problems is discussed.
Delivery of Augmentative Communication Services
Authors: Shane Howard C. , Yoder David E.
Published: July 2014

Greater numbers of nonspeaking persons are being educated in public schools. Public school speech-language pathologists frequently have minimal training and experience in providing appropriate augmentative communication system training to this population. This paper provides options, based on PL 94-142's mandates and ASHA's Code of Ethics, for service delivery of such systems.
Nonspeech Communication and Childhood Autism
Authors: Schuler Adriana L. , Baldwin Marylud
Published: July 2014

Speech has been a prime target of remedial efforts with the autistic population. But so far, prospects of functional language gains have remained poor. Because alternative nonspeech communication systems have become increasingly employed in cases of language deficiencies, it needs to be determined whether such systems hold promise for the autistic individual and which systems are most suitable.

This paper reviews the various nonspeech options available to clinicians and educators, and it discusses them critically with regard to behavioral characteristics of the autistic and autistic-like individual. Comparisons are made between the various systems in terms of the sense modalities involved and the discriminations required, the complexity of the response mode, and the coding potential. A rationale is presented for selecting a communication system commensurate with level of communicative (nonverbal) and conceptual development and with learning strategies of individual children.
On Training Language Rules
Authors: Connell Phil J.
Published: July 2014

A significant problem in the field of language disorders and remediation is the difficulty in obtaining generalization of trained behaviors to speech in natural settings. This problem is discussed in terms of language rule learning using data gathered on three subjects. A procedure called "contrast training" is described as a method to overcome the generalization problem.
Classroom Program for the Prevention of Vocal Abuse and Hoarseness in Elementary School Children
Authors: Nilson Holly , Schneiderman Carl R.
Published: July 2014

This investigation was designed to (a) develop a preventative program for vocal hygiene; (b) determine whether a group of elementary school-aged children can be made aware of the function and proper use of the vocal folds and develop skills for the prevention of vocal misuse; and (c) determine whether classroom teachers of these children can improve skills needed to identify vocal abuse. The subjects were 155 second and third-grade school children 6–8 years old and their classroom teachers. A program for the prevention of vocal abuse and hoarseness was presented in four lessons, The subjects were tested prior to receiving the program to determine their knowledge and awareness of vocal abusive situations. All subjects were retested following the program and again 5 months later. The results showed that both children and teachers benefited from the program. There were positive changes in vocal abuse and self-monitoring skills. The program used in this study has important implications for meeting the needs of the public school speech-language pathologist.
Supplementing Language Therapy
Authors: Fujiki Martin , Brinton Bonnie
Published: July 2014

In order to provide the best treatment for the language-handicapped child, the school speech-language pathologist and the classroom teacher must work together as members of the educational team. While teachers often ask what they might do to help a child with a language disorder in the classroom, the nature of the setting makes this a particularly challenging task. This article provides specific ideas and activities that the speech-language pathologist might suggest to the classroom teacher in dealing with the language-handicapped child. Suggestions include ways of improving the linguistic interaction between teacher and child, as well as specific activities that may be used in the classroom to facilitate language learning.
Test-Retest Reliability of Three G-F-W Subtests
Authors: Baran Jane A. , Gengel Roy W.
Published: July 2014

The present study examined the test-retest reliability of three subtests of the Goldman-Fristoe-Woodcock Auditory Skills Test Battery; namely, the Diagnostic Auditory Discrimination Test, the Auditory Selective Attention Test, and-the Auditory Memory Tests. Each of the selected subtests was administered to 20 children who were between 5 and 12 years of age. Test results revealed no significant differences between the first and second administrations of the Auditory Discrimination and Auditory Memory subtests. However, significant differences were noted on the Selective Attention subtest. Results are discussed in terms of their clinical implications.
Functional Aphonia in the Child and Adolescent
Authors: Murray Sharon L. , Carr Mary E. , Jacobs Virginia
Published: July 2014

The October 1983 issue of LSHSS has an error on page 260. The article entitled "Functional Aphonia in the Child and Adolescent: Therapeutic Management" by Sharon L. Murray, Mary E. Cart, and should also include author Kenneth M. Grundfast.
Collecting Language Samples from Children with Syntax Problems
Authors: Wren Carol T.
Published: July 2014

Although it is important that children produce enough spontaneous language to be analyzed, length is not the only criterion to be considered when collecting language samples. This article suggests that comparability, representativeness, and typicality must also be considered when selecting language elicitation tasks: A framework is suggested as a basis for selecting or devising tasks, and one successful battery is described which has been field tested on language-disordered children with syntax problems. These tasks elicit a wide variety of language from the children as well as stimulate them to produce a large, representative corpus of utterances.
The Token and Reporter's Tests Using Two Scoring Conventions
Authors: Jordan Linda S. , Hall Penelope K.
Published: July 2014

The performance of 286 children on the 36-item DeRenzi and Faglioni form of the Token Test and the 26-item DeRenzi and Ferrari Reporter's Test were analyzed. Two different scoring conventions were compared: number correct versus weighted scores. Normative data are presented by grade level and age. Also provided are specific administration and scoring procedures.
Language Identification Screening Test for Kindergarten
Authors: Illerbrun David , Haines Leonard , Greenough Pauline
Published: July 2014

The performance of 136 children enrolled in regular kindergarten programs on five language screening tests was compared with their performance on a diagnostic criterion language measure consisting of the Test of Language Development, Test for Auditory Comprehension of Language, and Carrow Elicited Language Inventory. The Language Identification Screening Test for Kindergarten was found to be highly valid, reliable, and efficient in identifying kindergarten children with language problems. The Bankson Language Screening Test, Clinical Evaluation of Language Functions-Elementary Screening Test, and Fluharty Preschool Speech and Language Screening Test were also found to be highly valid and reliable but considerably less efficient as mass kindergarten language screening tests. The Kindergarten Language Screening Test was found to be less effective in correctly identifying kindergarten children with language problems.
A Survey of Dysphonic Episodes in High-School Cheerleaders
Authors: Reich Alan , McHenry Monica , Keaton Alan
Published: July 2014

Questionnaire responses were obtained from 146 high-school cheerleaders. The questionnaire was designed to evaluate typical vocal use, vocal history, and the incidence and nature of acute dysphonic episodes related to cheerleading. Many high-school cheerleaders reported frequent instances of acute aphonia, aphonic syllables, dysphonia, and pitch breaks. Abnormal voice characteristics often persisted for many hours following completion of the cheerleading event. Both "tired voice" and "sore throat" were experienced more frequently during evenings following a cheerleading event than during those evenings not preceded by cheerleading.
The Effect of Race on Language Elicitation
Authors: Seymour Harry N. , Ashton Nancy , Wheeler Lilly
Published: July 2014

Neither the race of the examiner nor the race of the child depicted in the stimulus materials affected the language performance of randomly selected Black and White children when language performance was measured in terms of response length and response latency. These findings suggest that clinicians should not assume that racial differences between themselves and their clients will impede the language sampling process. However, race is not considered irrelevant, and an argument is presented for race consciousness on the part of clinicians.
Low Cost Assistive Listening Device
Authors: Sudler William H. , Flexer Carol
Published: July 2014

This paper describes the use of a low cost, portable, hardwire, assistive listening device. The unit is battery-operated with flexible features. It enabled students to monitor their own verbal productions better and enhanced the use of their residual hearing. The components for this unit are easy to assemble and readily available from local electronics outlets.
Mild/Moderate Behaviorally Disordered Students
Authors: Camarata Stephen M. , Hughes Charles A. , Ruhl Kathy L.
Published: July 2014

The purpose of the present investigation was to examine the language skills of a group of 38 mildly to moderately behavior-disordered students. At issue was whether such students suffer from language disorders as has been reported for Children with more severe behavior disorders such as autism. The results from the Test of Language Development-Intermediate (TOLD-I) (Hammill & Newcomer, 1982) revealed that 37 of the children (97%) fell a minimum of one standard deviation below the normative mean on one or more of the TOLD-I subtests. These findings are offered in support of the notion that the mildly to moderately behavior-disordered child is at risk for language disorders.
Articulatory Generalization in Two Word-Medial, Ambisyllabic Contexts
Authors: Wolfe Virginia I. , Blocker Suzanne D. , Prater Norma J.
Published: July 2014

Articulatory generalization of velar cognates /k/, /g/ in two phonologically disordered children was studied over time as a function of sequential word-morpheme position training. Although patterns of contextual acquisition differed, correct responses to the word-medial, inflected context (e.g., "picking," "hugging") occurred earlier and exceeded those to the word-medial, noninflected context (e.g., "bacon," "wagon"). This finding indicates that the common view of the word-medial position as a unitary concept is an oversimplification. Possible explanations for superior generalization to the word-medial, inflected position are discussed in terms of coarticulation, perceptual salience, and the representational integrity of the word.
Enhancing the Nonsymbolic Communicative Behavior of Children with Multiple Impairments
Authors: Downing June E. , Siegel-Causey Ellin
Published: July 2014

Communication intervention for children who do not make use of speech or other symbolic means is a critical concern for educators and therapists responsible for programming. This article addresses the need to identify the unconventional, nonsymbolic behaviors of children with severe, multiple disabilities. Suggestions are provided to improve the frequency and quality of communicative interactions by building on the current behavioral repertoire of the individual. Emphasis is placed on the dyadic nature of communication exchanges and the need for both communicative partners, the child and the professional, to modify their communication behaviors to improve interactions.
Standardization of the Boston Naming Test at the Kindergarten and Elementary School Levels
Authors: Guilford Arthur M. , Nawojczyk Diane C.
Published: July 2014

The purpose of this study was to establish an adequate standardization sample for the Boston Naming Test. Three-hundred-fifty-seven subjects from kindergarten through sixth grade participated in this project. Means, standard deviations, and ranges of performance in accuracy and latency were established for age and grade. Based on our results, the Boston Naming Test appears to be an efficient and valid screening measure of students' word-finding skills at K through 6th grade levels.
Serving Preschool Children with Severe Phonological Disorders
Authors: Montgomery Judy K. , Bonderman I. Renee
Published: July 2014

Preschool children with multiple articulation disorders are often referred to school speech-language clinicians to be served within the constraints of itinerant service delivery programs. Although these children would benefit from intensive phonological remediation, weekly individual therapy sessions or a self-contained class for students with severe language disorders are usually the only options available. In this study, an alternative group approach based on the procedures of Hodson and Paden (1983) was evaluated. Four of the nine preschool children with unintelligible speech in one school district were dismissed after 17 weeks of intensive intervention spread over 7 months. This alternative to preschool programming is presented here as a highly feasible and cost-accountable service delivery model, given the structure of public schools.
Peer Reactions to Teenagers Who Substitute /W/ for /R/
Authors: Silverman Franklin H. , Paulus Peggy G.
Published: July 2014

The purpose of this study was to determine how high-school sophomores are likely to react to a peer who substitutes /w/ for /r/. Twenty-six high-school sophomores rated "A classmate who says /w/ when he means to say /r/" and 22 high-school sophomores rated "A typical classmate" on each of 81 semantic differential scales. Analyses of the ratings indicated that a high-school sophomore who substituted /w/ for /r/ would tend to be reacted to negatively. Clinical implications are discussed.
Modifying the Prosody of a Language-Impaired Child
Authors: Hargrove Patricia M. , Roetzel Kathleen , Hoodin Ronald B.
Published: July 2014

A multiple baseline across behaviors single-subject experimental design was used to determine if selected parameters of speech prosody were modified by an intensive training program administered over nine days to a 6-year-old language-impaired child. The training yielded positive results indicating that prosodic skills are modifiable. The results are discussed in light of improving the maintenance data presented in the paper and facilitating generalization to spontaneous speech.
Comparison of Adult-Initiated vs. Child-Initiated Interaction Styles with Handicapped Prelanguage Children
Authors: Norris Janet A. , Hoffman Paul R.
Published: July 2014

Speech-language pathologists are increasingly providing intervention to younger and more severely handicapped children. The methods and strategies that the adult uses in interacting with this population are important considerations in treatment. The results of this study comparing adult-initiated vs. child-initiated interaction styles indicate that prelanguage children engage in a greater frequency and higher developmental level of communicative behaviors when the interaction is child-initiated.
Language Intervention within Naturalistic Environments
Authors: Norris Janet A. , Hoffman Paul R.
Published: July 2014

As language intervention becomes more naturalistic and interactive, it is important that organization and systematicity be maintained within therapy. Speech-language pathologists must be clear in the goals and objectives that are established, and in the methods that are used to facilitate the emergence of these language behaviors. Yet naturalistic therapy depends to a large extent upon the spontaneously occurring events, utterances, and communicative situations that arise in the context of play, daily routines, and instructional activities. This article discusses general principles of intervention that impose organization within naturalistic interactions. The general structure of the intervention process will be presented, including strategies for controlling for activity and response complexity, techniques for facilitating a communicative response, and methods for providing natural consequences. Goals and objectives that can be used to quantify the results of intervention are also discussed.
A Preliminary Investigation of Generalization to Untrained Words Following Two Treatments of Children's Word-Finding Problems
Authors: Wing Clara S.
Published: July 2014

An experiment with two groups of 6-year-old language-impaired children contrasted the effects of two treatment programs on generalization to untrained words in a picture naming task. A more traditional treatment focused on semantic associations and organization of the semantic store, and a newer treatment focused on the phonological and perceptual components of the retrieval process and involved practice in segmenting words and manipulating word segments as well as training in forming and holding visual and auditory images. Subjects receiving the phonological and perceptual treatment improved significantly in naming untrained pictures, but the semantic treatment group made no significant improvement. The design of the experiment and the results are related to Wolfs multistage model of the retrieval process. Because the results involved generalization to untrained words, they suggest that the perceptual and phonological processes described in Wolfs model may have been improved by the imagery and segmentation treatment.
Whole Language and the Speech-Language Pathologist
Authors: Schory Maria Emmi
Published: July 2014

Although many speech-language pathologists service children who have difficulty with oral and written language, many have expressed a lack of confidence in their knowledge of the oral language-reading relationship (Casby, 1988). There is an approach to literacy known aswhole languagewhich is largely based on the principles of oral language acquisition. A speech-language pathologist based in a school that utilizes a whole language approach would not only be able to address the language needs of her students, but could assume a leadership role in the literacy program by virtue of her expertise in oral language acquisition.
The Role of Small Group Instruction in Facilitating Observational and Incidental Learning
Authors: Shelton Betty Sue , Gast David L. , Wolery Mark , Winterling Vincent
Published: July 2014

The present investigation examined the effectiveness of teaching sight-word reading in a small-group instructional arrangement to two groups of elementary-aged students with mild mental retardation. A multiple probe design across word sets was used to evaluate the effectiveness of the progressive time delay procedure and students’ acquisition of other students’ words (observational learning). In addition, students were assessed on their spelling of all sight words as well as their acquisition of word definitions although neither was taught directly (incidental learning). Results showed that (a) the delay procedure was effective in teaching all students their target words in near-errorless fashion, (b) all students learned other student’s words through observation, and (c) all students learned some incidental information by providing practice in spelling and by placing word definitions in feedback statements. Issues pertinent to small group instruction are discussed.
Some Common Myths About Voice Therapy
Authors: Pannbacker Mary
Published: July 2014

There are many concepts about voice therapy that are at best, misleading and at worst, incorrect. Through this review, it is hoped that some of these misconceptions will be resolved. Issues reviewed include developmental factors, iatrogenic voice disorders, breathing habits, optimum pitch, palate training, and etiology based on perceptual cues.
Listening Characteristics of Children With Central Auditory Processing Disorders
Authors: Smoski Walter J. , Brunt Michael A. , Tannahill J. Curtis
Published: July 2014

The observed listening performances of 64 children with central auditory processing (CAP) disorders were obtained from teachers using the Children’s Auditory Processing Performance Scale. The data obtained indicated that the listening performances of these children vary greatly, depending upon the listening conditions and the listening functions being rated. The results also provide evidence that children with CAP disorders have difficulties not only in stressful or competing listening conditions, but also in quiet or ideal listening conditions.
The Cognitive Hypothesis and Its Influence on Speech-Language Services in Schools
Authors: Casby Michael W.
Published: July 2014

In the area of child language development and disorders, the 1970s ushered in the "cognitive revolution." One of the prime aspects of this revolution was the cognitive hypothesis. In its strong form it was argued that cognitive development is a prerequisite to, and that it accounts for, language development. This article presents an illustrative overview of the literature addressing the cognitive hypothesis and language development and disorders. It identifies a significant, early, and continuing influence that the cognitive hypothesis has had on students’ eligibility for speech-language pathology services in schools.
Service Delivery Models for Adolescents With Language Disorders
Authors: Larson Vicki Lord , McKinley Nancy L. , Boley Delesa
Published: July 2014

Adolescents with communication disorders have a legal right to speech-language services, and speech-language pathologists in the public schools have a moral and ethical responsibility to provide those services. This article summarizes current service delivery options available to clinicians at the secondary level and explains why the prototype service delivery model (Larson & McKinley, 1987) should be chosen for adolescents. To implement appropriate speech-language services for adolescents, administrative support is critical. The successful school clinician (a) must know counterarguments to administrators' concerns about "what can be done in speech-language intervention past the elementary grades," (b) must understand the impact of the Regular Education Initiative (REI) on service delivery options, and (c) must solicit assistance during program planning from decision makers.
Vocal Abuse Prevention Practices
Authors: McNamara Anne P. , Perry Cecyle K.
Published: July 2014

A national survey of school-based speech-language pathologists was conducted to assess current practices regarding prevention of functional voice disorders. More than 80% of the 145 respondents did not have vocal abuse prevention programs primarily because of time constraints and the low incidence/low priority they assigned to voice problems. Twenty-seven speech-language pathologists had vocal abuse/misuse programs for groups of asymptomatic and symptomatic children who were primarily in the elementary grades. Positive attitudes about the quality of training received in prevention and treatment of voice disorders, belief in the importance and effectiveness of voice prevention, and belief that hoarseness is caused by vocal misuse/abuse were associated with those who had voice prevention programs.
Teaching the Language of Feelings to Students With Severe Emotional and Behavioral Handicaps
Authors: Giddan Jane J. , Bade Karen M. , Rickenberg Debra , Ryley Anderia Trail
Published: July 2014

Educators in school programs are challenged to help children with severe emotional problems learn to use language to express their thoughts and feelings and describe and process their emotional conflicts. For a variety of reasons, such children usually have not acquired skills in this realm through normal developmental processes. They require deliberate instruction, training, and practice by all members of collaborative teams of professionals that include skilled speech-language pathologists, special education teachers, and counselors, among others.

This article reviews aspects of normal affective development and the accompanying language of feelings, explains how children with behavioral and emotional problems diverge from normal patterns, and describes relevant intervention programs for early childhood and the primary and intermediate grades.
African-American English and Linguistic Complexity in Preschool Discourse
Authors: Craig Holly K. , Washington Julie A.
Published: July 2014

This study is a follow-up to that of Craig and Washington (1994) and probes further their finding of a potential positive relationship between amounts of African-American English (AAE) and linguistic complexity in the discourse of young, poor, urban African-American boys and girls. The present study used the earlier outcomes to predict a statistically significant positive relationship between AAE form use and relational semantic complexity, and nonsignificant correlations for simpler semantic relations. Findings confirmed these predictions and are interpreted as support for the continuity hypothesis proposed by Terrell and Terrell (1993).
Helping Adolescents Who Stutter Focus on Fluency
Authors: Daly David A. , Simon Candace A. , Burnett-Stolnack Michelle
Published: July 2014

This article recommends that structure and consistency in treating adolescents who stutter are particularly important. The impact of the speech-language pathologist’s positive expectations for improvement is discussed as having a definite influence on the student’s attitude and belief that such progress is possible. A comprehensive program of both cognitive and self-instructional procedures (relaxation, mental imagery, and positive self-talk) and behavioral speech treatment strategies is recommended to promote durable results. Basic tenets of treatment believed critical when helping adolescent students who stutter are offered
Computer-Based Instrumentation
Authors: McGuire Richard A.
Published: July 2014

Currently, there are a number of useful computer-based programs available to assist speech-language pathologists in clinical intervention. As clinicians acquire computer-based systems, they must realize that responsible use of these systems is dependent on an understanding of the usefulness and limitations of this type of instrumentation. The purpose of this report is to provide a basic overview of (a) speech signal acquisition, (b) computer processing, and (c) some basic applications related to computer-based manipulation of speech. Although it may not be necessary for the clinician to configure and/or program these systems, a general understanding of the capacities and limitations of this instrumentation will provide a foundation for responsible and creative applications.
Computer Applications in Educational Audiology
Authors: Mendel Lisa Lucks , Wynne Michael K. , English Kris , Schmidt-Troike Alicia
Published: July 2014

Educational audiology involves the development, coordination, implementation, and evaluation of numerous, diverse audiological services, generally across several sites. The purpose of this report is to provide an overview of how computer-based technologies can be used by educational audiologists to perform their job responsibilities in an easier, more efficient manner. Computer technologies can be classified into three categories: (a) information systems applications, (b) screening and diagnostic applications, and (c) intervention applications.
Adolescents’ Perceptions of the Relative Importance of Selected Communication Skills in Their Positive Peer Relationships
Authors: Henry Felicity Mobbs , Reed Vicki A. , McAllister Lindy L.
Published: July 2014

This study investigated the opinions of tenth grade adolescents with normal achievement concerning the relative importance of 14 communication skills in their positive peer relationships and explored whether or not the adolescents’ gender influenced their opinions about the importance of these skills. Results suggested that two skills were of relatively high importance, four skills were of relatively low importance, and the remaining eight skills were of intermediate or variable importance. Communication skills closely associated with characteristics of empathy and primarily addressee-focused were ranked as either relatively high or intermediate/variable in importance. Those skills related to figurative and metalinguistic language and considered primarily speaker-focused were ranked as relatively low in importance. Communication skills related to discourse management were ranked as being either relatively intermediate/variable or low in importance. No significant differences were found between the overall rankings of the male and female adolescents. Discussion of the findings relates the results to suggestions in the literature concerning communication skills thought to be important for successful adolescent peer relationships, raises directions for further research, and presents implications for intervention.
Collaborative Partnerships in a Language in the Classroom Program
Authors: Prelock Patricia A. , Miller Barbara L. , Reed Nancy L.
Published: July 2014

This exchange describes the key components for establishing collaborative partnerships in the delivery of services to children with communication disorders: establishing a transdisciplinary approach to teaming, marketing the collaborative concept to enlist administrative support and recruit teachers, providing collaborative in-service training, and collaboratively planning and implementing lessons. A 3-year experience with a training grant emphasizing collaboration among speech-language pathologists and regular education teachers has led us to move beyond speech-language pathologists providing language experiences in the classroom to a more collaborative approach. Our collaborative teams share the responsibility for making decisions in the delivery of services to children with communication disorders.
Test-Retest Comparisons Using the CELF-RST and BLT-2S With Kindergartners
Authors: Summers Patricia A. , Larson George W. , Miguel Shirley A. , Terrell Sandra L.
Published: July 2014

The purpose of this study was to explore the performance stability of 101 kindergarten children on two commonly used screening tests: the Clinical Evaluation of Language Fundamentals-Revised Screening Test (CELF-RST) and the Bankson Language Test-Second Edition (BLT-2S). Both screening tests were administered at the beginning of the school year and again 7 months later. Several interesting findings emerged that may have significant implications for the speech-language pathologist working in the schools: (a) Children scored significantly higher on both tests during the second administration, despite the absence of any intervention from a speech-language pathologist; (b) almost one fourth of the children who failed the first test passed the second administration, despite the absence of intervention; and (3) approximately one-third of the kindergartners were inconsistently identified (i.e., passed one test but failed the other). Implications for the speech-language pathologist are discussed.
The Efficiency of the Revised Denver Developmental Screening Test as a Language Screening Tool
Authors: Feeney Jennifer , Bernthal John
Published: July 2014

The purpose of this study was to determine the number of false positives and false negatives derived from the language domain of the Revised Denver Developmental Screening Test (RDDST) in a community preschool screening. Six months after the initial screening, 199 RDDST protocols were reviewed and the status of each child was documented. The study identified nine false positives and three false negatives, which resulted in a positive hit rate of 93.5 %. The results of the study indicate that the RDDST is an effective tool in predicting the need for formal assessment.
The Ability of Children With Language Impairment to Manipulate Topic in a Structured Task
Authors: Brinton Bonnie , Fujiki Martin , Powell Jann M.
Published: July 2014

This study investigated the way in which 10 children with specific language impairment (SLI), 10 typical children of similar chronological ages (CA), and 10 typical children at similar levels of language functioning (LS) maintained topics that were introduced to them by an adult investigator. Two different types of topics were introduced in interaction with each child. One topic type involved verbal introduction of an object, the other involved verbal introduction of an event. Although most subject in all groups contributed appropriate utterances in response to the examiner’s topics, subjects with SLI contributed more inappropriate utterances than subject in either of the other groups. Children with SLI demonstrated particular difficulty with verbal topics when compared with their CA and LS peers.
"Minimal" High-Frequency Hearing Loss and School-Age Children
Authors: Johnson Carole E. , Stein Ramona L. , Broadway Alicia , Markwalter Tamatha S.
Published: July 2014

The purpose of this study was to assess the consonant and vowel identification abilities of 12 children with minimal high-frequency hearing loss, 12 children with normal hearing, and 12 young adults with normal hearing using nonsense syllables recorded in a classroom with reverberation time of 0.7 s in two conditions of: (1) quiet and (2) noise (+13 dB S/N against a multi-talker babble). The young adults achieved significantly higher mean consonant and vowel identification scores than both groups of children. The children with normal hearing had significantly higher mean consonant identification scores in quiet than the children with minimal high-frequency hearing loss, but the groups performances did not differ in noise. Further, the two groups of children did not differ in vowel identification performance. Listeners’ responses to consonant stimuli were converted to confusion matrices and submitted to a sequential information analysis (SINFA, Wang & Bilger, 1973). The SINFA determined that the amount of information transmitted, both overall and for individual features, differed as a function of listener group ad listening condition.
Literacy Socialization in the Homes of Preschool Children
Authors: Marvin Chris A. , Wright Dawn
Published: July 2014

For parents of children with speech-language impairments, the assumption that their children will become literate is a natural, but not always fulfilled, expectation. This study explored the literacy experiences reported to be available in the homes of three groups of preschool children. Surveys were sent to the families of children aged 3 to 5 years who had (a) a speech-language impairment, (b) a disability other than speech-language impairment, and (c) no disability or delay. Respondents described the literacy-related materials and activities that were made available to the children at home. Respondents also described the children’s and adult’s reading and writing behaviors at home. Despite similarities in socioeconomic status, age, access to materials, and parental expectations for the children’s literacy abilities at age 21, the results suggested significantly different activities and interactions with print for the group of children with speech-language impairments. Implications for the design of early literacy and language intervention programs are discussed. The importance of considering the child’s literacy experiences at home in the assessment of the child’s language and literacy needs is also highlighted.