Forty-eight subjects (grades 1-12) with phonological disorders were identified and categorized into either Residual or Delayed groups and performance was compared with that of 24 normal individuals on various speech and language parameters. Results indicated that voice disorders, deficits in expressive language, and hearing problems occurred more…

A national survey of 145 school-based speech-language pathologists found that more than 80% did not have vocal abuse prevention programs, primarily because of time constraints and low priority assigned to voice problems. Existing programs were primarily for elementary asymptomatic and symptomatic children. Characteristics associated with…

Childhood voice disorders require aggressive management that includes early identification, prevention, and treatment. This aggressive approach calls for re-examining incidence trends and norms; developing a better understanding of laryngologists' expectations; and developing programs for mass voice screening, prevention, and public and…

Literature review found approximately 5-9 percent of school children having clinically significant voice disorders that interfere with classroom communication and may be a symptom of underlying illness. However, voice disorders are grossly underidentified and underserved, particularly in rural schools with personnel shortages. Proposes a teacher…

Background noise from loud ventilation systems, outdoor activities, and poor acoustics can lead to voice problems for teachers, worsen hearing-impaired students' listening ability, and create unhealthy learning environments. Solutions include providing teachers with a sound-field amplification system and improving classroom acoustics. (MLH)

This study evaluated whether slight decrements in hearing sensitivity are associated with other communicative deficits. Data from the 38,497 students included in the National Speech and Hearing Survey (NSHS) were used to partition students into three categories of hearing sensitivity, and the prevalence of other communicative problems was computed…

This article, addressed to singing and choral teachers, examines functional voice disorders resulting from incorrect or abused functions of the laryngeal mechanism. Symptoms, testing methods, and correction techniques, short of medical help, are outlined for disorders of resonance, registration, articulation, and of the vocal fold mass.…

This article offers guidelines for the evaluation and treatment of the child or adult client with vocal disorders, including the importance of obtaining a thorough history; the physical examination, including use of such technology as video strobolaryngoscopy; and medical, surgical, or rehabilitation treatment. A team effort, involving both…

The manual offers criteria as guidelines in determining pupil eligibility for speech and language services in New Jersey. Criteria were originally developed by a task force of speech-language specialists and special education administrators, were then reviewed by public school speech-language specialists, and were subsequently revised. Criteria…

Children with language, articulation, stuttering or voice disorders can experience difficulties in learning and in establishing relationships with others. Speech and language pathologists provide appropriate intervention services and are considered an integral part of the school's total education program. (CM)

Treatment of articulation/phonological disorders with electropalatography (in which speech learners wear a custom-made appliance called a pseudopalate in order to view their tongue-to-palate contacts on a computer monitor) is described. Studies of the treatment's effectiveness with children having articulation or phonological disorders are…

Outlines a series of simple yet effective practices, techniques, and tips for improving the singing voice and minimizing stress on the vocal chords. Describes the four components for producing vocal sound: respiration, phonation, resonation, and articulation. Provides exercises for each and lists symptoms of sickness and vocal strain. (MJP)

Fifty hearing-impaired students, aged 8-12 and 15-19, who used an auditory, visual, or tactile aid in speech training made more progress than controls who received speech training without sensory aids. A visual display was more effective for conveying appropriate average pitch, while the "Portapitch" was useful for conveying dynamic…

This book provides an overview of communication disorders and their causes and provides suggestions for strategies to be used by the classroom teacher in collaboration with the speech-language pathologist and audiologist to enhance communication skills development. Chapters have the following titles and authors: "Articulation Disorders" (Rhonda S.…