This article describes a conceptual framework for developing a multifaceted, individualized treatment program for young children who stutter, their families, and their preschool or day-care staff. Suggestions are provided for reducing environmental demands through education, affective support, and behavior change facilitation. Direct therapy…

A national survey of public school speech/language clinicians (n=1,145) assessed clinicians' services to limited English-proficient (LEP) children. Findings included 90% did not speak a second language, 76% had no previous coursework addressing LEP children, and Hispanics were the most commonly served. (Author/DB)

The logic and the benefits of requiring college students in basic speech communication classes to tape-record oral journals are set forth along with a detailed description of the assignment. Instructions to the students explain the mechanics of the assignment as follows: (1) obtain and properly label a quality cassette tape; (2) make seven…

This pamphlet maintains that schools must address the needs (typically underserved or unserved in the schools) of students with oral communication disorders. The pamphlet states that such disorders range from language comprehension and/or production deficits to social communication problems, to low-level thinking skills, to hearing problems, to…

Speech class teachers can implement a pre- and post-speech strategy, using pre-speech and self-evaluation forms, to help students become active in directing their own progress, and acknowledge their own accomplishments. Every speech is tape-recorded in class. Students listen to their speeches later and fill in the self-evaluation form, which asks…

Evaluated with 8 preschool severely hearing impaired children was whether use of the Tactile Auditory Visual Feedback Unit would facilitate speech and language development. (LC)

Evaluated was a speech improvement program for kindergarten students in which speech improvement lessons were summarized for teachers, and the services of itinerant speech therapists were shared by classroom teachers. Teacher and therapist agreed upon specific speech lessons which were conducted on a weekly basis. Program development involved…

Role play with toys was modeled to develop communicative language function in 14 visually impaired Ss (ages 8-26 years) who also were mentally retarded. Before treatment, Ss' language was non-communicating and characterized by echolalic and stereotypic verbal responses. Few questions and little narrative speech was present even in those Ss who had…

A GENERAL DESCRIPTION OF ACTIVITIES AND SERVICES FOR A READING PROGRAM TAUGHT BY MEANS OF THE "TALKING TYPEWRITER" IS PRESENTED. THE TALKING TYPEWRITER IS LOCATED IN A SOUNDPROOF BOOTH. THE STUDENT SITS IN FRONT OF A TYPEWRITER AND RESPONDS, REACTS, AND INTERACTS TO DIRECTIONS VOICED BY A COMPUTERIZED, MAGNETIZED PROGRAMED SYSTEM. THE CRITERIA FOR…

SPEECH PROFESSIONALS, SPECIALIZING IN THE ART AND SCIENCE OF SPEECH BEHAVIOR AND COMMUNICATION, SHARE THE COMMON ASSUMPTIONS THAT (1) SPEECH IS THE MOST SIGNIFICANT AND UNAVOIDABLE OF MAN'S LEARNED BEHAVIOR, (2) SPEECH IS THE HUMANISTIC CENTER FROM WHICH THE SEARCH FOR AND TRANSMISSION OF KNOWLEDGE ABOUT MAN PROPERLY PROCEED, AND (3) EVERY…

Described are the compensatory programs in some of the inner city schools in Kansas City, Missouri. The efforts included reading programs, after-school recreational activities and study centers, cultural enrichment, community and parent involvement, teacher seminars, and speech improvement. (NH)

A 2-year, 8-month old boy with a language handicap was the subject of a 5-month training program which investigated the generalization of articulatory ability during and after a series of sessions aimed at correcting the boy's misarticulation of the letter "t." Before training began, three matters necessitated attention: (1) the establishment of…

This report is an evaluation of a New York City school district educational project funded under Title I of the Elementary and Secondary Education Act of 1965. Approximately 4,812 elementary and secondary non-public school children, drawn from four New York City boroughs and enrolled in the ESEA Reading, Mathematics, and English as a Second…