The author discusses the professional responsibilities and professional behavior of speech and hearing clinicians. (LS)

The article examines the contributions of both audiologists and speech-language pathologists to the diagnosis and management of students with central auditory processing disorders and language impairments. (CL)

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)

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…

Eight speech clinicians responded to questionnaires and audiotapes designed to analyze clinician-child discourse in a language remediation setting with 5- to 8-year-old language delayed children. (Author/CL)

The article notes the impact upon the language/speech therapy profession of therapist interactions with social dialect speakers. Specifically, the role of the speech-language pathologist as a consultant to the classroom teacher is discussed. Clinician involvement in bidialectal training programs for teachers is recommended. (Author/DB)

The author discusses the role of speech and hearing specialists in dealing with language disordered children, and considers the uses and limitations of language tests. (LS)

Classroom teachers join with speech-language pathologists to solve problems suffered by students with speech and language disorders. (RK)

A four-phase model (orientation, demonstration, participation, and implementation) for training communication assistants to help provide speech and language services was successfully applied at a Migrant Head Start Center, where two trained assistants subsequently implemented therapy programs for three students. (CB)

The article points out the most frequently occurring problems in pragmatic functions of children's language, reviews considerations in taking and analyzing spontaneous language samples, and provides a summary of a dialog sample. (Author/CL)

Discusses the role of linguistics in relation to the study and treatment of linguistic disorders. (MM)

The reinforcing effects of attention in speech-language remediation with communication problem children are examined. (Author/CL)

Describes how the use of the catalyst system increases the effectiveness of speech and language disorder therapy by allowing for increased case loads. (MG)