In order to review the first year of implementation of the Title I 89-313 federally funded Speech Assistant Program for severely/profoundly handicapped students in the Chicago public schools, data was gathered by interview, questionnaire and observation methods from speech assistants, speech pathologists (who supervised assistants), a…

THIS INTRODUCTORY TEXT ON CEREBRAL PALSY IS DIVIDED INTO TWO SECTIONS. THE FIRST SECTION OF THE BOOK CONTAINS INFORMATION ABOUT UNDERSTANDING THE MEANING OF CEREBRAL PALSY, PROGRAMS FOR THOSE WITH CEREBRAL PALSY, THE NEUROLOGICAL BASES, ETIOLOGY, AND DIAGNOSIS, AND THE CLASSIFICATION OF CEREBRAL PALSY. PROBLEMS OFTEN ASSOCIATED WITH CEREBRAL PALSY…

STANDARDS FOR THE ORGANIZATION, ADMINISTRATION, AND EVALUATION OF A SCHOOL PROGRAM FOR SPEECH- AND HEARING-HANDICAPPED CHILDREN HAVE BEEN ADOPTED BY THE OHIO STATE BOARD OF EDUCATION. THIS PUBLICATION PRESENTS THESE STANDARDS AND THE RESPONSIBILITIES OF THE STATE SUPERVISOR, THE COORDINATOR, THE PRINCIPAL, THE CLASSROOM TEACHER, AND THE SPEECH AND…

Record and report forms for speech and hearing programs in Ohio are provided for the following areas: speech evaluation (including the articulation test, audiometric evaluations, peripheral speech mechanism and muscle coordination, voice, skill of expression, classification of speech problem, related data, and remarks and recommendations);…

The various speech and language problems found at the elementary and secondary school levels are defined in this book which also suggests methods for the analysis, prevention, and correction of such problems within the classroom. Emphasis is placed on the team approach, in which teachers cooperate with reading and speech therapists, parents, and…

To explore the efficacy of improving the dysarthria of cerebral palsy under conditions of aural stimulation, visual stimulation, and combined aural-visual stimulation, 22 subjects (aged 7.6 to 19.0 years) received intensive stimulation for word limitation for 22 consecutive school days. The 87 words of the Irwin Integrated Articulation Test were…

The report is an evaluation of those compensatory education programs established in Hartford by the State Act for Disadvantaged Children (SADC). The measured effects of compensatory education in Hartford and the extension of a modified Higher Horizons program to all poverty area schools are the topics of two introductory essays. The Hartford…

Educational specifications of the program for secondary educable mentally handicapped students in DeSoto County (Florida) are described. Specifications for the overall philosophy, purposes, objectives, activities, space and equipment requirements, and special considerations are provided in the following areas: academics, food preparation, clothing…

Ways in which young children can and do develop language ability are discussed by experts in this collection of papers written by speech and language professionals. This book is designed to help educators and allied professionals guide children through the process of language acquisition in their early language forming years. Practical information…

This final report discusses the activities and outcomes of a project designed to train specialists to work collaboratively across settings to improve the outcomes of young children with language and learning disabilities. It provided education for trainees that led to a Masters degree in speech-language pathology with a specialty in early…

Language samples from 14 students (ages 6-9 at study start) with communication disorders were obtained over a three-year period to determine the effectiveness of a language-in-the-classroom (LIC) intervention model. Results noted that students in the LIC model had more complete and intelligible utterances and fewer incomplete/unintelligible…

This report by a Dutch national committee addresses the definition of dyslexia; characteristic symptoms; consequences of the proposed definition for identification and treatment; appropriate methods of treatment; involvement of various professionals (e.g., neuropsychologist, remedial teacher, speech and language therapist, and neurologist); and…

Twenty-three years of observation and testing of the communication skills of a male with agenesis of the corpus callosum and normal IQ revealed initial weakness in language. Difficulties with fluent speech persisted into young adulthood. With intensive intervention, communication and academic skills developed and the participant completed high…

The whole language approach to literacy parallels the acquisition of oral language, which enables speech-language pathologists to assume leadership roles in such literacy programs. Aspects of whole language programs are discussed, including language, both oral and written; assessment and planning; service delivery; intervention; and the oral…

Two repeated-measures designs with 15 speech-delayed children (ages 2-8) and 5 case studies were completed to compare tabletop management at early and late stages of the response development phase with 2 computer-assisted drill-and-practice activities, 1 of which involved fantasy. The three intervention modes were equally effective, efficient, and…