The speech/language pathologist's role in planning and executing a program for autistic children that emphasizes the development of communication and interaction skills is addressed. Journal Availability: American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852. (SEW)

Issues are addressed concerning the speech-language assessment, management, and consultancy role of public school speech-language specialists to multicultural clients. Discussed are the reliability, validity, and relevance of assessment data; the replacement of substandard utterances; cooperation with teachers of English-as-a-Second-Language; and…

A survey of 239 school-based speech-language pathologists revealed that respondents routinely supplement quantitative assessment procedures with language sample analyses, are sensitive to the effects of some contextual variables on sample representativeness, and use language sampling information to assist in planning intervention services.…

An approach to enlisting the involvement of school personnel in fluency assessment and treatment programs is described. The approach involves observations of students in a variety of academic and social situations and information exchange meetings between clinician and school personnel. A classroom-based fluency program using collaborative service…

This article reviews the critical issues that influence whether a child with language impairments can benefit from intervention. It recommends three procedures (profiling, dynamic assessment, and tracking/monitoring) as tools for helping speech-language pathologists make informed decisions about intervention. (Author/JDD)

To determine the effect of videotape self-confrontation as a training device for speech clinicians, 30 students participated in a 12 month study. Ten experimental subjects were assigned to single confrontation, 10 to double confrontation, and 10 were control subjects. Each confrontation subject used a therapy matrix and scored his therapy session…

Analysis of responses of school-based speech-language pathologists found that respondents spend their time on the following activities: monitoring, screening and Individualized Education Program review activities; conferring with teachers; and other activities such as direct intervention and inservice training. Respondents spent most of their time…

Described is a supervised clinical practice program for speech pathology majors at California State University, Los Angeles. (GW)

This article describes results of a survey of licensed Midwestern school-based speech-language pathologists (N=326) regarding methods used to assess the language of children ages 3 to 5 years, 6 to 11 years, and 12 to 18 years. Striking similarities were found in methods used for each age group. The relationship of these methods to recommended…

Public school speech-language clinicians (n=266) in California were surveyed regarding methods for assessing the language of children ages 4-9. Results are discussed in terms of formal and informal expressive and receptive language assessment and ways in which new assessment tools are identified and incorporated. (Author/JDD)

The paper describes a joint effort by the Easter Seal Society and the Arkansas State Department of Education to help rural districts provide appropriate services to orthopedically impaired students. The resulting outreach program provided on-site (school or home) evaluation of students' needs and practical guidelines in non-technical terms to meet…

Intended to assist speech clinicians in the public schools, the guide provides information on establishing accountability for services to children with articulation disorders. Described are procedures involved in initial screening (such as teacher referral and rapid screening), assessment (including audiometric screening and oral peripheral…

This report describes a project which targeted two-person teams of leadership-level personnel in special education and speech/language pathology for training in child language to serve severely handicapped non-verbal children. A "pyramid" training model was used and these primary trainees conducted additional training with teachers and clinicians…

The booklet offers five presentations from a 1975 special conference on the role of the psychologist, audiologist, and speech pathologist in working with the deaf-blind child. The first paper, "Meeting the Needs of the Severely Handicapped" by L. Hall, addresses the needs of special education, the role of administration in special education, and…