bluuebunny/crossref_metadata_2025 huggingface dataset:
Subjective appraisals of road lighting
Authors: Gordon P.
Published: December 2008

CIE recommended values of road-lighting performance parameters have been established on the basis of investigations, generally those with subjective appraisals of road-lighting installations. This paper presents an analysis of the results of investigations of this type made in some European countries. The general conclusions are that it is not possible to establish the reliable correlation between the road-lighting performance parameters and the appraisals of these parameters; the results obtained do not give a sufficient basis for recommending any minimum values of road-lighting performance parameters. Reasons of the unreliability of the results of investigations are considered, especially those concerning the present-day methods of investigation based on subjective appraisals made by observers.
The luminous efficacy of daylight: a review
Authors: Littlefair Paul J.
Published: December 2008

Luminous efficacy relates two important quantities-daylight and solar radiation. Its use enables calculations of daylight availability and passive solar gain in buildings to be integrated to a large extent. Luminous efficacy also enables daylight data to be generated where directly measured illuminances are not available. This paper reviews measured and calculated luminous efficacies obtained by authors in various parts of the world. For direct sunlight luminous efficacy increases noticeably with solar altitude (70-105 lm/W). For diffuse skylight average luminous efficacies range from around 130 lm/W (clear) down to around 110 lm/W for overcast skies. Global efficacies are around 105 lm/W for clear skies and for average conditions. In each case'measured luminous efficacies are not constant but can vary over a substantial range depending, for example, on solar altitude, atmospheric aerosol and water vapour content, and type and amount of cloud. These effects are examined in detail and their influence on luminous efficacy discussed. Finally an Appendix describes the experimental measurement of luminous efficacy and outlines the types of experimental error that can occur.
The roving eye: dynamic perspective
Authors: Waldram J.M.
Published: December 2008

This note extends the earlier 'Manual of perspective for lighting engineers'1 to discuss the effects produced when the observer is in movement, showing how the dynamic perspective changes which result are powerful and subtle means whereby the observer perceives the distances and positions of objects, his motions relative to them and the movements of other objects themselves in motion. Some practical conclusions are reached relating to building layouts, and to vehicle control in the air and especially on motorways by day and at night and in fog; suggestions are made for aids to perception.
Comprehensive Planning for Hearing Impaired Children: A Summary of State Planning
Authors: Murphy Lee C. , Hargis Charles , Kretschmer Robert
Published: December 2008

This document is a summary of a study of state level comprehensive planning for the hearing impaired. The project was undertaken in January, 1975. Requests for information were sent to state directors of special education and state directors of vocational rehabilitation. The first request for information was mailed in late March of 1975, and follow-up requests were mailed early in July. The last materials were received in November. Some response was received from all but six states.

A wide variety of documents and correspondence was received. Each piece of material was reviewed and summary items were prepared. The variety of laws or rules and policies varied greatly from state to state.
A Non-Oral Expressive Communication Program Designed For A Nonverbal Retardate
Authors: Murdock Jane Y.
Published: December 2008

This study attempted to demonstrate the effectiveness of a non-oral expressive communication program for a nonverbal retarded subject. The subject had been engaged in speech therapy programs for over 11 years, but she was only able to use one word, mama, to communicate expressively. Her language disability may have been further compounded by an auditory language deficit. As soon as the relatively simple training procedures were begun, the subject was able to respond correctly by identifying printed words and phrases. This program was an adaptation of the language boards that are frequently provided for subjects with cerebral palsy. It is generally agreed that such forms of expressive communication should only be resorted to after many attempts to train vocal verbalization have failed.
On The Nature Of Elicited Imitation And Its Role In Language Assessment
Authors: Popovich Linda C.
Published: December 2008

The purpose of this paper is to examine the research which has been done regarding the nature of elicited imitation in an effort to determine the role of language tests which employ it as an assessment procedure. Elicited imitation tests are based on two assumptions: (1) imitation, comprehension, and production are closely related language skills; and, (2) elicited imitations accurately reflect spontaneous productive ability. A review of the literature concerning these assumptions about the nature of elicited imitation is presented. An examination of the studies reveals that there are many variables which influence the nature of elicited imitations. Among these variables are length, syntactic complexity, surface complexity, content words, word position and stress of the model utterance; memory span and linguistic knowledge of the imitator; and presence of non-linguistic contextual cues. However, the interaction of these variables has not yet been fully determined. For this reason, the results of elicited imitation testing are difficult to interpret. The conclusion is drawn that these elicited imitation tests provide useful and valuable information about an individual's language; however, they should be used in conjunction with, and, interpreted in the context of results from other assessment procedures.
A Modeling Approach To Stuttering Therapy for Children
Authors: Seltzer Herbert , Culatta Richard
Published: December 2008

A three-phased modeling program was presented to 12 children between the ages of 3 and 10 who had been diagnosed as stutterers. The children learned to identify a model's disfluencies, the model's subsequent lessening of the severity of these disfluencies and the model's ultimate achievement of normally fluent speech. Comparative measures of the subjects' stuttering pre-and post-program are presented. Results indicate significant reduction in stuttering. Therapeutic profiles and the theoretical basis upon which the modeling program was structured are presented.
Relationships Between Language Usage and Fluency: A Case Study
Authors: Falck Frank J. , Phelps-Terasaki Diana , Sartin-Lawler Patricia
Published: December 2008

The relationship between oral language usage and the degree of speech fluency was explored in a six year old stutterer with a severe language disorder. Receptive and expressive measures were used to evaluate language performance prior to, and following, speech therapy directed at fluency enhancement. Results indicated a consistent trend in the direction of improved oral language accompanying increased speech ffuence.
An Adapted Northwestern Syntax Screening Test for Use With Visually Impaired Children
Authors: Trail Kimberly Abram , Jarrow Jane E.
Published: December 2008

An adapted version of the Northwest Syntax Screening Test (NSST), substituting objects for line drawings, was devised to evaluate the expressive language of visually impaired children. Twenty children, ten visually impaired and ten without impairments, were presented both the Adapted NSST and the Carrow Elicited Language Inventory (CELI), which employs sentence repetition rather than visual stimuli. Results indicated significant positive correlation between scores obtained on the Adapted NSST and the CELI, suggesting that Adapted NSST may be a comparable test to administer to visually impaired children.
Sign Systems for Normal Children: What Teachers Need To Know
Authors: Griffith Penny L.
Published: December 2008

This paper discusses the ambiguities which exist in the literature regarding the various sign systems available for use with nonverbal multiply handicapped individuals. Several authors' descriptions of the systems are presented and compared in order to point out inconsistencies which may be a source of confusion for teachers and therapists who are seeking more information about sign language and manual codes. Research findings regarding the perceptual qualities of sign systems and their adaptation to the human processing mechanism are presented with implications for teaching signs to multiply handicapped learners.
Hearing and Microphone Distance and Speech Intelligibility
Authors: Peck James E.
Published: December 2008

Two sets of synthetic sentences were tape recorded through two identical hearing aids at different distances from the talker in a background of noise. The recordings were made during a regular session of a hearing-impaired nursery program. One hearing aid was approximately 2.5 meters from the talker and constituted the "Far" condition, while a second aid was approximately 25 centimeters from the talker and constituted the "Near" condition. The two aids led to separate channels of a tape recorder. Sentences under the two conditions were recorded simultaneously on the two channels of the recorder. The tape was played back to eleven normal listeners. Their sentence identification scores were 10 percent for the "Far" and 98.5 percent for the "Near" condition. These results support recommendations that personnel working with hearing-impaired children should talk as near as possible to the microphone of the aided child. Talking near the microphone improves speech reception through hearing aids, auditory trainers or any other electroacoustic system.
Mainstreaming the Speech-Language Clinician in the Public Schools
Authors: Abkarian G.G.
Published: December 2008

This article argues that the concept of educational mainstreaming should apply not only to handicapped children, but to the speech-language clinician (SLC) as well. By the application of considerable skills and insights into a wide range of public school experiences, the mainstreamed SLC becomes a more integral contributer to the learning processes of children. In so doing, benefits accrue not only to children but to teachers and the educational system as well as to the SLC.
Behavioral Characteristics of Students with Diagnosed Vocal Disorders
Authors: Kitchen Dale W. , Hessler Gary L. , Boucher Rudrick , Boboltz Janice
Published: December 2008

This study was designed to explore the relationship between certain behavioral characteristics and diagnosed vocal disorders in a sample of school-age children. A set of behavioral rating scales was administered including the students' perceptions of home, school and peers, as well as teacher and parent perceptions of the student. The results indicated that the behavior of students with diagnosed vocal disorders, on the average, was within normal limits. The results are discussed in context with other research findings in this area.
Videotape Applications in Pragmatic Intervention with Language-Impaired Children
Authors: Shadden Barbara B.
Published: December 2008

In this article, problems in developing pragmatic-based language intervention programs are discussed, and some theoretical applications of client-directed, context-bound video playback are described. Specifically, it is suggested that the use of video systems to record children's behaviors in natural settings and to play back these recordings to children themselves can enhance therapeutic acquisition and expansion of pragmatic, communication-oriented skills. Observations from an experimental language project are presented to support this hypothesis, and the need for further clinical research is identified.
Grammatical Morpheme Development in Three Language Disordered Children
Authors: Khan Linda M.L. , James Sharon L.
Published: December 2008

The order and rate of acquisition of Brown's (1973) 14 prammatical morphemes were investigated in three children with language disorders periodie spontaneous language samples were analyzed for correct and incorrect use of the morphemes in obligatory contexts Results indicated that the groups order of acquisition was similar to that reported by Brown (1973) and de Villiers and de Villiers (1973) for normal children but that there were individual variations in the children's acquisition orders. Also, the language disordered children demonstrated a much slower rate of acquisition than that reported for normally developing children.
Ratings of Translucency in Manual Signs as a Predictor of Sign Learnability
Authors: Luftig Richard L. , Page Judith L. , Lloyd Lyle L.
Published: December 2008

Increased interest has begun to be shown toward manual sign as an augmentative communication mode for language-impaired individuals. Unfortunately, relatively less attention has been given to delineating psycholinguistic variables which might affect sign learning. One attribute shown to facilitate sign learning is the perceived translucency (relatedness) between sign and gloss. The current project was an attempt to obtain translucency ratings for a large sample of manual signs as well as a comparison of the relative translucency of nouns to verbs.
A Comparison of Three Phonological Assessment Procedures
Authors: Benjamin Barbaranne J. , Greenwood Janet L.
Published: December 2008

Three phonological process procedures were used to assess the speech of eighteen unintelligible children. Procedures developed by Hodson, Ingram, and Khan & Lewis were used to determine the percent of occurrence of five common phonological processes: Postvocalic consonant deletion, Cluster reduction, Stopping, Fronting, and Gliding. Strong, significant correlations among the procedures were obtained for all five phonological processes.
A Framework for Generalization in Disordered Phonology
Authors: Dunn Carla
Published: December 2008

Generalization is an important outcome of treatment for phonological disorders. However, generalization often fails to occur. When it does not occur spontaneously, modifications must be made in the treatment program. In this article, a framework is provided for types of generalization that are potential results of treatment. The framework includes stimulus generalization (across materials, activities, people, settings) and response generalization (across word position, phonetic context, sounds, linguistic level). Within this framewor described which can increase the potential for generalization to occur. Guidelines are also given for measurement of generalization.
Disorders of Speech Intelligibility
Authors: Perez Emilio
Published: December 2008

Variables affecting intelligibility include intensity, frequency, vocal quality rate, articulation, language, prosody, and foreign accent. Unintelligible speakers, both children and adults, may exhibit problems with some or all of these variables. Assessment and remediation of intelligibility in children has revolved around assessment of articulation deficits, while with adults, it has included consideration of intelligibility and rate as well as detailed analysis of multiple dimensions of speech and voice. This paper advocates the "holistic" approach to the assessment and intervention of disorders of intelligibility that does not neglect any aspect of speech or language.
A Comparison of Language Functions Used By Normal Male and Female Pre-School Children in a Structured Setting
Authors: Klecan-Aker Joan S. , Lopez Beth
Published: December 2008

The present study investigated the use of language functions within a structured clinical setting. Subjects were 30 male and 30 female normal pre-school children. Findings revealed 1) a decrease in the inappropriate responses used by children with an increase in age, 2) inappropriate responses occurring primarily in the same categories across age levels regardless of sex and 3) generally males exhibiting a higher proportion of inappropriate responses. Findings are discussed relative to patterns of pragmatic language development as a function of age and sex.
Dysphagia
Authors: Dworkin James P.
Published: December 2008

Dysphagia is a diagnostic term which is used generically to represent any disorder of swallowing. Its characteristics, severity, and cause usually vary across the many different clinical populations in which it is commonly observed, and it can be quite debilitating. Diagnosis and treatment of this disorder usually require an interdisciplinary team effort. However, because many dysphagic patients present with coexistent medical and health-related problems, the authority and responsibility of each team member may vary from patient to patient. Perhaps the therapist is the team member whose qualifications and responsibilities are the most variable and unclear. Speech-language pathologists are among the different professionals who have been grappling with whether or not they are adequately trained and qualified to engage in the practice of swallowing therapy. The purposes of this paper are to (a) contrast the normal swallowing process with dysphagia, (b) highlight the differential diagnostic and treatment considerations of the disorder and, (c) discuss the controversial roles of the interdisciplinary team members.
The Uses of Word Processing for Clinical Report Writing. Part I: Applications, Characteristics, and Requirements
Authors: Cassidy Robert D. , Koller Donald E. , Schwartz Arthur H.
Published: December 2008

Clinicians, students, and administrators can save time and effort in preparing, revising, and producing reports using work processing programs on microcomputers. Word processing software can help organize reporting formats and control production cost. This article discusses the characteristics, applications, and requirements for word processing programs. Criteria for selection is explained to enable the clinician to make effective decisions in the use of microcomputers.
The Uses of Word Processing Programs for Clinical Writing. Part II: Program Features for Developing Report Formats
Authors: Schwartz Arthur H. , Koller Donald E. , Cassidy Robert D.
Published: December 2008

This article demonstrates the use of word processing commands for the creation of sections of diagnostic reports, intervention plans, progress summaries. The use of basic word processing program commands for searching and finding key words in a core report is illustrated. Examples of ways to use word processing programs to save time and effort as well as to customize reports are provided. Additionally, use of chaining sequences for the creation of templates for writing objectives is described as a method of creating a customized intervention plan in an efficient fashion.
A Study of the Language Choices of Middle School Children
Authors: Klecan-Aker Joan S.
Published: December 2008

The purpose of this study was two-fold: to examine the language choices made by sixth and ninth grade children during a structured dialogue, and to evaluate the usability of a classification in categorizing these responses. Three types of questions were asked to each subject by an examiner. The question types used were definitive, empirical and evaluative. Five questions were asked to each subject, resulting in 15 questions per examiner-subject interaction. A classification system consisting of nine categories was developed for the purpose of cataloging the subjects' responses to the 15 questions. The classification system was found to be effective in two ways: (1) the number of categories was sufficient to handle the subjects' responses to questions; and (2) the ínterscorer reliability of the independent judges was high. Results indicate the existence of descriptive similarities and differences in the way school-age children answer questions during a structured dialogue.
An Initial Investigation of Translucency, Transparency, and Component Complexity of Blissymbolics
Authors: Luftig Richard L. , Bersani Henry A.
Published: December 2008

Blissymbols are currently being used by a variety of special education programs for children and adults with communication impairments. However, there is little available research on the learnability of such systems in general, and the Bliss system in particular. The present study was designed to answer some basic questions about the psycholinguistic and learning characteristics of blissymbols. Two hundred symbols (14% of all existing symbols) were rated by college students for their inherent guessability (transparency) and also for the amount of perceived relationship between the symbol (translucency) and the symbol's meaning (gloss). The results indicate that the blissymbols are low in iconicity but that they are relatively translucent, and that translucency is related to component complexity. These findings are related to the learnability of the symbols and represent the first steps toward the development of a primary lexicon based on learnability characteristics in conjunction with other features.
Central Auditory Processing Through the Looking Glass: A Critical Look at Diagnosis and Management
Authors: Young Maxine L.
Published: December 2008

Central auditory processing (CAP) disordered language impaired (LI) children have listening, language and learning difficulties that come to the attention of both the audiologist and the speech-language pathologist. Traditionally, the former has been resposible primarly for CAP diagnosis and the latter has been assigned the task of remediation. In this article, the contributions of both professionals to the diagnosis and management of this population are discussed. The variables that can compound the evaluative and therapeutic efforts of audiologists and speech-language pathologists are examined and used to show that shared professional perspectives are the most efficacious ones.
Profiles of Types of Central Auditory Processing Disorders in Children With Learning Disabilities
Authors: Musiek Frank E. , Gollegly Karen M. , Ross Mitchell K.
Published: December 2008

This article will profile five interesting cases of children with learning disabilities and auditory processing problems. These children have met a rather stringent criteria in terms of being classified as learning disabled. All subjects had normal peripheral hearning and speech discrimination ability in quiet bilaterally, with the exeption of Case 2. Each received extensive educational, psychological, and speech and language evaluations in addition to our audiological work-up. However, we will focus only on the audiological evaluations. Following each case, we will discuss the possible correlations between the presumed etiology and the unique audiological pattern on the central test battery. These five cases represent various kinds of central auditory profiles, with associated etiological correlates, which provide a categorization system for these children.
Unresolved Questions, Research Issues and Future Directions in Central Auditory Processing Disorders in Children
Authors: Hurley Raymond M. , Singer Jay
Published: December 2008

The previous articles of this special issue have provided insight on various perspectives of Central Auditory Processing (CAP) evaluation and remediation. We hope to further broaden the reader's knowledge and interest in CAP disorders in children by identyfying unresolved issues and research needs. The issues and needs are an outgrowth or the previous sections in this publication, our search of the literature, and our own involvement in the quagmire that has become CAP disorders in children. Areas which will be discussed in this section are: (1) Early identification through screening; (2) Relationship between test battery results and auditory behaviors; (3) Relationship between test battery results and therapy planning, and (4). New assessment procedures.
Mothers' Questions to Delayed and Non-Delayed Children
Authors: Garrard Kay R.
Published: December 2008

This paper presents a comparison of mothers limiting and true questions to developmentally delayed and nondelayed children, ages 2½·3 years and 4½·5 years. Mothers asked 4-year-old nondelayed children significantly more true questions than mothers asked 2-year-old nondelayed and 2- and 4-year-old delayed children. There was a significant interaction effect for mother's limiting questions. The trend was for mothers to decrease their limiting questions as the nondelayed children advanced in age, but to increase their limiting questions as the delayed children advanced in age.
The Quality of a Language Sample as a Function of Its Placement in an Assessment Battery
Authors: Tonn Sue , Van Kleeck Anne
Published: December 2008

Language evaluations in a clinical setting typically involve both standardized testing, in which a child is often required to merely point to correct responses, and the collection of a spontaneous language sample that is later subjected to various analyses. The present study sought to determine if beginning an evaluation with standardized tests that require only a pointing response might not predispose a child to talk less and use less complex language, since such tests require little or no verbal response. The results indicated that the placement of the elicitation of the spontaneous language sample in the initial language evaluation did not influence the length, complexity or spontaneity of the samples obtained from the children studied. These findings suggest that the clinician can exercise flexibility in choosing the order of presentation of diagnostic procedures in an initial language assessment.
Incorporating Relational Vocabulary Teaching into Daily Classroom Activities
Authors: Page Judith L. , Culatta Barbara
Published: December 2008

This article describes a six-step program designed to teach relational vocabulary in classroom settings. The goal of this program is to establish generative use of the relational vocabulary items targeted. Based on an earlier program by the second author, this program employs methods discussed in the literature for facilitating concept learning and generalization. These methods focus on the systematic modification of both example, presentation (including non-defining characteristics and situational distractions) and reponse prompting.
The Normal Velopharyngeal Mechanism
Authors: Dickson David R.
Published: December 2008

Analysis and integration of research on patterns of motion, muscle biomechanics, and physiologic evidence related to normal velopharyngeal function is presented. The status of current research from the standpoint of what is known, what is presumptive, and what is unknown is emphasized.
Metamemory Skills
Authors: Highnam Cliff , Martin Kellie
Published: December 2008

Ten normal and ten learning disabled children were asked to provide strategies for hypothetical memory tasks depicted in vignettes. They were also asked to evaluate those strategies subsequent to learning of the vignette outcomes. The groups did not differ significantly in the particular strategies they selected for given memory problems (p > .05). The groups did differ in how they evaluated the effectiveness of the strategies they selected. When vignettes concluded negatively, LD subjects, unlike normal subjects, tended to judge the strategies as ineffective, despite evidence that the strategies were not at fault (p < .05).
Consultation Services: Changing Roles for SLPs
Authors: Marvin Christine Ann
Published: December 2008

Speech and language consultation services are presented as a viable form of service delivery in the public schools. Expert and process models of consultation are presented for consideration by SLPs working with teachers. The roles and responsibilities of the SLP consultant are highlighted for each model. Collaborative consultation is proposed as particularly useful for meeting the speech-language needs of students in special education programs. It is presented as a supplement to the individual or small-group direct therapy services provided in the public schools. Principles of consultation are presented and key consulting behaviors (active listening, situational leadership, feedback, reinforcement, observation, and data collection) are described.
Out of the Broom Closet and Into the Classroom: The Emerging SLP
Authors: Simon Charlann S.
Published: December 2008

Changes in educational philosophy are being reflected in the reduction of special education services that use a medical model. This article discusses how the move toward mainstreaming affects the traditional public school SLP role. Suggestions are presented for how to deliver inservices that describe the SLP as a "communication specialist" who is interested in analyzing a student's current curricular and social communication needs relative to teacher expectations. Guidelines for systematic screening procedures that identify at-risk populations as they make crucial shifts within the educational process are outlined. Premises for classroom-based intervention and specific goals for this type of programming are given, along with descriptions of five different models of SLP collaboration with educators and administrators.
A Case History of Professional Evolution: From SLP To Communication Instructor
Authors: Johnson Jill M.
Published: December 2008

This contribution is a case history of professional development. It traces philosophical changes that impacted service delivery to communication disordered school-age children. The evolution from "speech therapist" to "communication instructor" has been the result of adopting an educational model vs. a medical (or clinical) model, through integrating communication instruction into the students' natural learning environment, and through collaborating with other educators. Suggestions for instructional activities that are the product of a re-definition of the SLP role are provided.
Metaphor and Conservation in Hearing-Impaired Children: Cued Speech, Manually-Coded English and Oral-Aural Comparisons
Authors: Rittenhouse Robert K. , Kenyon Patricia , Leitner Jeannie , Baechle Cathy L.
Published: December 2008

Tweny-three severely hearing-impaired adolescents and five normal-hearing students participated in this study. The hearing-impaired subjects ranged in chronological age from 11 years, 9 months to 18 years, 3 months (mean = 15 years, 3 months). All subjects had a pre-lingual unaided hearing loss of 70 to 100 dB in the speech range (mean = 89 dB). The hearing-impaired subjects were grouped according to the communication mode used at school in instructional situations (i.e., cued speech, manually-coded English, or oral-aural). The subjects were presented with 4 modified, Piagetian conservation problems and 10 linguistically-sensitive metaphor stories. While the cued speech group performed higher than any other group on the conservation problems and the oral-aural group performed better on the metaphoric problems than the other two hearing-impaired groups, the performance differences among and between them were not statistically significant.
Assessing Non-Linguistic Communication Skills of Students With Severe or Profound Handicaps: Toward a Research Agenda
Authors: Sternberg Les , Ehren Barbara , Lefferts Linda , Eloranta Rtta
Published: December 2008

With the relatively recent movement of students with severe or profound handicaps into less restrictive educational environments, practitioners are being faced with many questions concerning the communication instructional strategies that should be used with this population. Using a research integration approach, this article reviews pertinent issues related to the development of non-linguistic communication skills for students with severe or profound handicaps and suggests that future research efforts be directed toward prediction analysis using a two-tiered process.
Communication Profiles of Adolescents With Down Syndrome
Authors: Rosin Margaret M. , Swift Edie , Bless Diane , Kluppel Vetter Dolores
Published: December 2008

The purpose of this investigation was to determine if male adolescents with Down syndrome (DS) have a communication pattern which differs from males in three control groups matched for chronological age and mental age. Descriptive communication profiles were constructed which considered language comprehension and production, oral-motor functioning, articulation and aerodynamic tasks. Of particular interest was the relalionship of speech intelligibility to these measures. The DS group was found to be significantly different from the other groups for mean length of utterance, comprehension of syntax, single word articulation, selected diadochokinetic tasks, and some aerodynamic tasks. An hypothesis was generated that persons with DS have problems with sequential processing which influences the entire communication profile.
Phonology of Down Syndrome Speakers, Ages 13-22
Authors: Sommers Ronald K. , Patterson Janet P. , Wildgen Patricia L.
Published: December 2008

The phonological process and distinctive feature performances of 24 Down syndrome (DS) participants, ages 17-22 were investigated. Only one subject had a history of speech-language intervention. In a second investigation, identical assessment procedures were used with a second sample of 21 Down speakers, ages 13-17, all of whom had histories of speech-language intervention. Comparisons of phonological skills were made across groups to relate performances to age groups, hypotheses that DS speech is delayed or deviant, and methods of assessment (picture-naming imitative naming, or connected samples). Data provide a basis for some conclusions on each issue and reveal characteristics of the speech of older children having DS.
The Interplay Between Linguistic and Social-Cognitive Knowledge in Perspective-Taking By Autistic Children
Authors: Geller Elaine
Published: December 2008

The primary purpose of this study was to explore dimensions of social-cognitive knowledge in school-aged autistic children. Specifically, the presuppositional skills of verbal autistic children were examined in two communicative contexts. The children selected for this study were autistic children whose ML Us were beyond 3.0 morphemes and who exhibited non-verbal cognitive scores within borderline to normal ranges. The results of this study revealed that all the subjects demonstrated some social-cognitive knowledge of others as reflected in modifications in language relative to naive and knowledgeable listener contexts.
Speech Act Responses of Language Impaired Children
Authors: Watson Marie May , Hughes Diana Lynn
Published: December 2008

The present study was designed to replicate a study of normal children in grades one through three by Klecan-Aker et al. (1983), using a group of 12 language impaired (LI) children, aged 7;3 to 11;9 years. Seven questions designed to evoke specific speech acts were asked during structured dialogue, as children looked at four black-and-white pictures. Results indicated that the taxonomy of Klecan-Aker et al. (1983) was sufficient to handle the subjects' responses and that the ten categories could be reliably coded. For five of the questions, LI children produced the expected response at least 67% of the time. The lowest frequency of expected responses was for the question designed to evoke revisions, a result similar to that found by Klecan-Aker et al. (1983). As a group the LI children produced the expected responses more often than did the normal children studied by Klecan-Aker et al. (1983). Possible reasons for these results are discussed.
Severe-To-Profound Hearing-Impaired Children's Comprehension of Figurative Language
Authors: Orlando Ann-Marie , Shulman Brian B.
Published: December 2008

This study investigated severe-to-profound hearing-impaired school-age children's comprehension of figurative language. Twelve severe-to-profound hearing-impaired children, ages 9 to 19 years, served as subjects. Twenty sentences, subdivided into four groups (similes, metaphors, idioms, proverbs) comprised the stimulus items. Subjects were instructed to read the sentences and explain them. Three judges rated the subjects' responses on a scale from one (literal interpretation) to three (nonliteral interpretation). Data generated from the hearing-impaired group were compared with the performance of a control group. A significant between-group diference was noted. Furthermore, a regression analysis indicated that the hearing-impaired subjects' performance appeared more dependent upon reading level and was variable across chronological age.
Relations in Public: Hearing Parents and Hearing Impaired Children
Authors: Hale Brown Susan , Maxwell Iviadeline , Browning Larry Davis
Published: December 2008

How does having a hearing impaired child change daily life in an otherwise hearing family? This ethnographic study focuses on one aspect of daily life, how mothers take theiryaung children out to run errands, get a bite to eat, etc. Both hearing and hearing impaired children were observed in various public settings with their mothers. Several recommendations about parent groups, resource information, day care, lessons, and hearing aids follow from our observations.
Prescriptionism as a Motivating Mehcanism: An Ethnographic Study in the Public Schools
Authors: Damico Jack S.
Published: December 2008

One advantage of ethnographic research is the consideration of the underlying mechanisms that structure the behaviors of individuals within certain cultural groups or situations. By approaching public school speech-language pathologists as a cultural group, this article uses ethnographic methods to determine some of the underlying motivations for the role of clinicians in the public schools. A powerful motivating mechanism, prescriptionism, is identified and discussed as it relates to the public school clinician's role.
Clinical Decision Making as an Ethnographic Process
Authors: Katz Karyn Bobkoff
Published: December 2008

Clinicians are faced with making a variety of decisions, including the selection of appropriate intervention approaches. In this paper, the ethnographer's notion of speech event is used to contrast trainer-oriented intervention strategies with more child-centered or naturalistic approaches. It is argued that the speech event framework provides a means for improving our understanding of the relationship between intervention approaches and actual lesson discourse. Informatian regarding how interventian approaches are manifested in therapy speech events through communication should help clinicians reflect upon their own approaches to intervention, a basic step toward realizing clinical effectiveness.
The Relationship Between Measures of Hearing Loss and Speech Intelligibility in Young Deaf Children
Authors: Musselman Carol Reich
Published: December 2008

The relationship between hearing loss and speech intelligibility was investigated in a sample of 121 young deaf children. Significant independent effects were associated with the unaided hearing threshold level (HTL), but not with the aided HTL or with shape. Further analysis of the data suggested the existence of three distinct groups. Most children with losses of 70-89 db developed some intelligible speech and the unaided HTL had additional predictive validity. Between 90 and 104 db, considerable variability occurred, and the aided HTL had additional predictive validity. Above 105 db, few children developed any intelligible speech.
The Effects of Maternal Conversational Control On the Language and Social Development of Deaf Children
Authors: Musselman Carol , Churchill Adele
Published: December 2008

A longitudinal study was conducted of conversational control in 34 dyads of mothers and their children with severe and profound hearing losses. Data were collected when the children averaged 54 months of age and again when they averaged 83 months. The results indicated that maternal control was negatively related to the children's developmental levels. Although maternal control decreased over time, the changes were minimal, and did not appear commensurate with the children's language growth. Controllingfor children's initial level of development, there was some evidence that maternal turn-control was negatively related to the rate of development over time. There was no evidence of a relationship between maternal response-control and developmental rate.
Enhancing Early Intervention Services to Infants/Toddlers and Their Families
Authors: Rossetti Louis M.
Published: December 2008

Early interventionists, regardless of primary discipline, are highly interested in enhancing services to children under three years and their families. A significant barrier to improved case-finding may be a lack of familiarity with an important array of issues related to early intervention. This article is designed to familiarize all members of the early intervention team with several significant issues and thereby gain greater access and improve overall efficacy for children under three years of age.
Assessing Referential Communication Skills
Authors: Lucas Deanne Reiss , Weiss Amy L. , Hall Penelope K.
Published: December 2008

This article describes a method used to assess the degree to which school-aged children with communication disorders are competent with one aspect of referential communication, an important pragmatic skill. The focus of the article is on the development and use of a nonstandardized assessment probe that could have utility as part of a comprehensive diagnostic test battery for language disorders or for language therapy. Rationales for the use of nonstandardized probes, and results from presentations of the probe to a heterogeneous group of children with diagnosed communication disorders are discussed.
Reconceptualizing Reading and Dyslexia
Authors: Weaver Constance
Published: December 2008

—Among reading professionals, a basic controversy exists between those who conceptualize proficient reading as first and foremost a matter of identifying words automatically and fluently and those who conceptualize proficient reading as first and foremost a matter of orchestrating various reading strategies to construct meaning. The view of reading that underlies conventional concepts of dyslexia is the word-identification view; indeed, this concept of reading underlies both the deviance and the delay hypothesis, which are described. Briefly cited is some of the evidence from which researchers have concluded that difficulty in reading coherent and connected text may often be instructionally induced, through an overemphasis on skills for identifying words in isolation. This article further explains and challenges the word-identification view of reading and the resultant assumption that anyone who has difficulty reading words is dyslexic. Two decades of miscue analysis (analysis of readers' “errors”)demonstrate unequivocally that even though proficient readers identify most of the words correctly, they focus more upon constructing meaning than identifying words; that constructing meaning involves using prior knowledge and context along with letter/sound knowledge; and that readers who make many miscues (either on isolated words, connected text, or both)may nevertheless construct meaning effectively from conceptually appropriate and naturally written texts. That is, this research demonstrates that accuracy in word identification is less important in proficient reading than being able to coordinate various language cues and metacognitive strategies to construct meaning. Reconsidering the nature of proficient reading leads us to discover the reading strengths of readers who have difficulty with word identification but who nevertheless control the needed strategies to construct meaning from appropriate texts. The argument is illustrated by a case study of Erica, who was diagnosed as dyslexic in the first grade, and who indeed has difficulty identifying words when reading aloud, but who nevertheless has developed effective strategies for constructing meaning and for dealing with words in context, by using ALL the available language and meaning cues and not just her letter/sound knowledge. Retrospective miscue analysis, a tutorial technique used with Erica, is also briefly explained.
Early Referral of School-Age Children with Language Problems
Authors: Sanger Dixie D. , Aspedon Mary , Hux Karen , Chapman Angela
Published: December 2008

This study investigated the effectiveness of using an observational checklist to facilitate early teacher referral of children suspected of having language problems. Twelve classroom teachers completed the Observational Checklist of Conversational Skills on 37 kindergarten and first grade students whom they suspected had language problems (i.e., were at-risk for language impairments) and 37 age-matched peers. Students in the at-risk group were evaluated using the Clinical Evaluation of Language Fundamentals-Revised (CELF-R) and the Communication Abilities Diagnostic Test (CADeT). Scores revealed that 25 of the 37 subjects (67.57%) were at least 1.5 standard deviations below the mean and 14 of the 37 (37.84%) were at least 2.0 standard deviations below the mean on one or both of the measures. Follow-up data collected one year later on 36 of the 37 at-risk students revealed that 27 (75%) had been referred for special education evaluation. Fourteen of those referred were verified as language impaired and/or learning disabled and one subject was verified as other health impaired (ADHD); six subjects did not qualify for services and, for the remaining six, the evaluation process was not yet complete. Of the 37 age-matched peers, two (5.41 %) had been referred for evaluation; one did not qualify for services and the other was verified as articulation impaired. Implications for using checklists to facilitate early teacher referral are discussed.
Discriminating Characteristics of Children Having Mild Retardation With and Without Articulation Disorders
Authors: Sommers Ronald K. , Sebastian-Hall Nancy , Knapp-Oplinger Lisa
Published: December 2008

Two groups of children with mild retardation were compared to ascertain whether certain characteristics differentiate those with articulation disorders from those with normal speech. Subjects were 47 children, ages 6.4 - 14.5, 27 of whom had articulation disorders and 20 normal articulation. Subjects' CA, MA, IQ, right ear dichotic scores, fine motor skills, recall of nouns, adjectives, adverbs and prepositions, and socioeconomic status (SES) were used as factors in a discriminative analysis. Task performance results successfully discriminated 89.3% of the children with articulation disorders and 80% of the children with normal articulation. Fine motor skill subtests, verb and preposition scores, and a measure of SES were helpful in the discrimination of children with articulation disorders from those normal in articulation. For the sample with articulation disorders a moderate prediction of the severity of these disorders was made using scores from noun recall and fine motor skill tasks.