The paper presents a symptom approach for the intervention of childhood language disorders. Intervention guidelines are presented in the following areas of functioning: two-word utterances, auxiliaries, grammatical structures, auditory comprehension, discourse, and symbolic play. Behavioral analysis, rather than etiological classification, forms…

The classification, diagnosis, and treatment of children with language disorders should reflect hypotheses about the different levels of cause-effect relationships that exist among the structures, processes, and behaviors involved in language. Clinical examples are presented to illustrate the way in which classification, diagnosis, and treatment…

The paper stresses that, in teaching language handicapped children, the natural reinforcement of language as means of communication, of obtaining wants, is of more value than reinforcers (such as candy) often used in clinical settings. (PHR)

The article reviews normal developmental patterns for naming and discusses research comparing children with normal language and those with language disorders. Implications for assessment and intervention approaches for children with word finding difficulties are noted. (CL)

The paper discusses some principles derived from the normal language development process that could be incorporated into a naturalistic approach for facilitating early language development in language delayed children. (SB)

This short essay encourages speech-language pathologists to consider cooperative learning as a useful tool for group therapy situations. (Author)

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)

The study with 64 speech-language clinicians and their 32 supervisors found that clinicians demonstrated greater completion of commitments made in supervisory conferences when written agreements were used and when the specific behaviors of supervisees could be followed and measured over time. Written agreements were more effective with beginning…

The article describes ways in which selected grant funds can and are being applied to delivery of speech and language services in remote/rural areas. Effects of Public Law 99-457 and the Catastrophic Health Care Bill are noted. Examples of alternative forms of service delivery and personnel preparation are given. (DB)

A comprehensive approach to assessment and treatment of severe developmental speech and language disorders is discussed based on clinical experience with 69 children between 2 1/2 and 7 years of age. A framework is presented that distinguishes therapy goals from therapy styles. (Author)

The special section on speech, language, and hearing services in the schools consists of seven brief articles covering: speech/language fluency development, family role in an interdisciplinary program, use of paraprofessionals in a bilingual program, a referral model, collaboration with classroom teachers, caseload size, and auditory training. (DB)

Speech and language consultation services are presented as a viable form of service delivery in the public schools. Expert and process models are discussed and the roles and responsibilities of the speech-language pathologist are highlighted for each model. Consultation services are seen as a supplement to individual or small group direct therapy.…

Obstacles to implementation of speech-language services in a collaborative effort between speech-language pathologists and classroom teachers include access to the classroom and extension of language goals into the curriculum. Strategies to overcome the obstacles are discussed through descriptions of preschool-level and primary-level projects of…

An action plan is critical for speech-language pathologists to use with influential budgetary decision makers when gaining and maintaining support for delivery of services to adolescents with language disorders. Action plans describe what administrators can do to support and sustain clinicians' efforts and how clinicians can enlist this…

The Test of Problem Solving (TOPS) was evaluated by 20 speech-language clinicians based on designer claims that the test assesses integration of semantic, linguistic, and reasoning ability and taps skills needed for academic and social acceptance. Results challenged the content validity of the test. (Author/DB)