DESIGNED TO STRENGTHEN THE SKILLS, COMPETENCIES, AND KNOWLEDGE OF SPEECH CORRECTION TEACHERS, THIS SUMMARY OF A SPECIAL STUDY INSTITUTE CONTAINS A SERIES OF PRESENTATIONS. SPEAKERS DISCUSS ASPECTS OF CLEFT PALATE INCLUDING SPEECH, SPEECH ANATOMY, SURGICAL AND DENTAL MANAGEMENT, DIAGNOSIS, AND SPEECH THERAPY. SPEAKERS REPRESENT MEDICAL AND…

How speech teachers can detect voice disorders. (CH)

This response to Fey (EC 604 058) argues against the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. Clinicians are encouraged to embrace broad-based models that have explanatory value and are consistent with comprehensive assessment procedures and treatment, focusing on…

This response to commentaries on EC 604 058 attempts to update and clarify views on the application of principles of assessment and intervention in phonological disorders in children. The lack of empirical demonstration that this approach is more effective and efficient than existing procedures is noted. (Author/DB)

This response to Fey (EC 604 058) presents arguments and examples in support of using concepts of phonological processes and constructs in assessing and treating phonological disorders in children. The paper disagrees with Fey's contention that using the term "process" for "rule" leads to confusion. (Author/DB)

Retrospective study of case records of speech-delayed children (N=73) given 14 different management programs over seven years suggested that age and error type may be predictors of potential spontaneous generalization and that the inclusion of self-monitoring procedures may increase the probability of early spontaneous generalizations of target…

A TWO-PHASE PROJECT CONCERNED WITH THE EFFECTIVENESS OF SPEECH THERAPY WITH EDUCABLE MENTALLY RETARDED (EMR) CHILDREN IN A PUBLIC SCHOOL SETTING HAD TWO OBJECTIVES--TO ASSEMBLE A REASONABLY COMPLETE PICTURE OF ARTICULATION OF EDUCABLE MENTALLY RETARDED CHILDREN AND TO DETERMINE THE VALUE OF SPEECH THERAPY TO EMR CHILDREN WITH ARTICULATION…

THE AUTOMATED SPEECH CORRECTION PROGRAM (ASCP) WAS DESIGNED TO TEST THE USE OF PROGRAMED INSTRUCTION IN THE REMEDIATION OF FUNCTIONAL ARTICULATION ERRORS. A SERIES OF PROGRAMED TAPES WHICH TAKE THE STUDENT THROUGH AUDITORY IDENTIFICATION, AUDITORY DISCRIMINATION, PRODUCTION, AND SELF-EVALUATION WERE DESIGNED. SUB-GOALS OF THE EXPERIMENT WERE A…

Four mothers of children with a variety of communication disorders received training in behavior change techniques at a 2-day workshop. (Author/GW)

AN ATTEMPT WAS MADE TO DETERMINE WHETHER THE MEASURED ARTICULATION PERFORMANCE OF KINDERGARTEN CHILDREN COULD PREDICT WHICH CHILDREN WOULD DEVELOP SATISFACTORY ARTICULATION AND WHICH CHILDREN WOULD CONTINUE TO MISARTICULATE AND NEED SPEECH THERAPY BY THE SECOND GRADE. IN 1960, 2,150 PREKINDERGARTEN AND KINDERGARTEN CHILDREN WERE GIVEN A PICTURE…

Provided is a program of behavioral objectives for use with speech handicapped preschool and elementary level children in the areas of articulation disorders, language disorders, stuttering, tongue thrust, and voice. Communication disorders are defined as substandard behaviors which interfere with the student's ability to perform acceptably for…

The University of Michigan's Shady Trails Camp helps speech impaired children to realize their full potential, using games, student productions, physical activities, and competition, in addition to speech and language therapy. Dances, parties, and trips in a coeducational environment contribute to the development of social skills. (CJ)

WRITTEN PRIMARILY FOR SCHOOL SUPERINTENDENTS, PRINCIPALS, SPEECH CLINICIANS, AND SUPERVISORS, THIS GUIDE OUTLINES THE MECHANICS OF ORGANIZING AND CONDUCTING SPEECH CORRECTION ACTIVITIES IN THE PUBLIC SCHOOLS. IT INCLUDES THE REQUIREMENTS FOR CERTIFICATION OF A SPEECH CLINICIAN IN MISSOURI AND DESCRIBES ESSENTIAL STEPS FOR THE DEVELOPMENT OF A…