The thesis is developed that, despite commonalities, therapy and research are not necessarily the same activity and that clinicians are not necessarily researchers, and requirements of good therapy and good research are often different in critical ways. (Author/CL)

Speech-language pathologists can help prevent communication disorders by helping to promote disability awareness, focusing on good health, limiting noise pollution, and helping to prevent injuries due to vocal misuse. Suggested activities for each aspect are presented. (CL)

Described are the professional and personal problems of a speech clinician and reviewed are the procedures used by the supervisor to change the clinician's behavior. (CL)

Analysis of questionnaires completed by 40 California school districts revealed a need for more clear credentialed speech-language pathologists and suggested that districts underestimated the number of personnel needed in their districts. Additional problems noted were lack of funding, inadequate numbers of bilingual speech-language pathologists,…

Time management strategies for speech-language pathologists are outlined for three major areas of concern: using time, organizing work area, and managing paperwork. The use of such methods is cited as a help in coping with federal, state, and local regulations while continuing to provide quality therapeutic services. (Author/CL)

Findings of a high prevalence of psychological problems among children with articulation and language disorders are reviewed and implications drawn for the role of the speech-language pathologist in behavior problem identification, referral, and therapy. A battery of psychological tests, including both parent-teacher questionnaires, and child…

The article reviews problems and principles of impedance audiometry and discusses its value to school speech and language clinicians. (CL)

Speech-language clinicians should offer specific suggestions to classroom teachers for dealing with language handicapped children. Suggestions may touch upon listening behavior, classroom emotional climate, as well as specific techniques for talking with children (modeling, expatiation, expansion). Specific activity ideas may also be offered. (CL)

A British therapy administrator comments on the role of speech therapists in providing services to children with special needs and bilingual children. The therapist's role on the interdisciplinary team is reviewed, particularly regarding the assessment implication of the Warnock Report and The 1981 Education Act. (CL)

The article describes a strategy used to teach sign communication to severely handicapped students in the classroom. It recommends that the speech-language pathologist adopt a consultant role in service delivery. (Author)

The PDQ Project, Planning and Development of Quality Services in the Schools, was an effort by the American Speech-Language-Hearing Association to provide public school personnel working with communication-disordered children with information and training related to better management. The report summarizes program objectives and outcomes including…

The study investigated the status of clinician services to limited- and non-English proficient (LEP/NEP) children with communication disorders. Surveys of speech/language pathologists, school districts, and professional organizations were undertaken. Results revealed the prevalence by type of communication disorders (language disorders were the…

The role and responsibility of the speech and language specialist in implementing IEPs (individualized education programs) for handicapped students are examined. (CL)

Approximately 107 school speech clinicians were asked questions concerning policies and facts of school finance. (LS)