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Velleman, Shelley L. – Journal of Child Language, 2011
Although not the focus of her article, phonological development in young children with speech sound disorders of various types is highly germane to Stoel-Gammon's discussion (this issue) for at least two primary reasons. Most obvious is that typical processes and milestones of phonological development are the standards and benchmarks against which…
Descriptors: Reading Difficulties, Phonology, Young Children, Language Acquisition

Davis, Barbara L.; Velleman, Shelley L. – Infant-Toddler Intervention: The Transdisciplinary Journal, 2000
This article argues that the use of developmental apraxia of speech (DAS) as a label for infants and toddlers who are prelinguistic may prematurely label a young child. Diagnostic indicators are reviewed and suggestions for diagnostic therapy to pursue appropriate differential diagnoses in the infant-toddler population are proposed. (Contains…
Descriptors: Clinical Diagnosis, Early Identification, Individual Characteristics, Infants

Polmanteer, Kathryn; Turbiville, Vicki – Language, Speech, and Hearing Services in Schools, 2000
This article describes recommended practices for the development of family-centered Individualized Family Service Plans and provides a summary of recent research examining their use in Kansas as a component of program review. Suggestions of how speech-language pathologists can apply recommended practices are provided. (Contains references.)…
Descriptors: Educational Principles, Family Involvement, Family Needs, Family Programs

Andrews, James R.; Andrews, Mary A. – Infants and Young Children, 1995
This article discusses four solution-focused assumptions in providing early intervention services to children with speech-language disabilities and their families. These assumptions are: a polyocular perspective promotes successful family participation in treatment, a family's story contains resources for change, successful experiences promote…
Descriptors: Communication Disorders, Early Childhood Education, Early Intervention, Educational Principles