The instructor's manual is designed for a 2 hour inservice training workshop on improving listening and auditory perception skills in mainstreamed special needs students. Listening is considered in terms of stages, influential factors, and the effects of language disorders. Auditory perception deficits are noted and suggestions for dealing with…

A study was conducted to examine the ways individuals in organizations interpreted and responded to ambiguous messages. Using Karl Weick's model of organizing, investigators measured the number of rules (criteria for taking action), the number of people, and the frequencies of message categories generated in two simulated organizations comprised…

The paper describes assessment techniques, the process of aid selection, and therapy procedures with young nonverbal handicapped children. Assessment of such children requires an evaluation of the child's present means of communication, hearing, vision, receptive skills, and ability to use language (verbal, gestural, or graphic). Among factors to…

Evaluated was the comprehension of maternal and experimentally posed Wh questions (such as what, why and who) by two 5-year-old Down's Syndrome children. Weekly taperecordings of mother-child play situations and videotapes of individual sessions with the experimenter were analyzed in terms of form, content, and appropriateness of Ss' response.…

The study of the use made by deaf students in regular college classes of selected support services involved 84 deaf students at the National Technical Institute for the Deaf who were cross-registered in various courses for hearing students at the Rochester Institute of Technology. Students' use and perceptions of four support services were…

This study investigated the interrelationship of articulation and receptive and expressive language performance by 306 children in kindergarten and first and second grade in Fort Collins, Colorado, with regard to age, sex, and socioeconomic level. Fifty-one males and 51 females from the sample group were tested on three pairs of tests: the Arizona…

The study investigated the relationship between scores made by 20 kindergarten children on a test of reading readiness skills and tests of auditory reception of language, and between their scores on a test of academic achievement and tests of auditory reception of language. (Author)

Eight retarded preschool children placed in a day activity center setting were selected for inclusion in a multimodality receptive language program to increase receptive language development and stimulate verbal (expressive) language behavior. (Author/SBH)

When vocalizations of three-month-olds (N=40), experiencing either conversational turn-taking or random responsiveness of an adult, were counted and categorized, results indicated that turn-taking caused changes in the quality of vocal sounds. When the adult maintained a give-and-take pattern, the infants produced a higher ratio of…

Total communication procedures were used with three severely mentally retarded children (mental ages 2 to 4) to examine the effects of receptive speech on the acquisition and maintenance of manual signing. Signs corresponding to known words were generally acquired faster and retained better than signs corresponding to unknown words. (Author/JW)

The auditory receptive language skills of 40 learning disabled (LD) and 40 non-disabled boys (all 7 - 11 years old) were assessed via computerized versions of subtests of the Goldman-Fristoe-Woodcock Auditory Skills Test Battery. The computerized assessment correctly identified 92.5% of the LD group and 65% of the normal control children. (DB)

Comparison of Test of Early Language Development (TELD) scores of developmentally-delayed three- to six-year-olds (N=85) with other language and cognition measures indicated that TELD scores documented language delays, correlating strongly with other language measures, but failed to accurately classify subjects clinically classified as…

Six autistic boys (ages 3-11) were presented with a receptive labeling task in several settings which varied in familiarity of person, room, and task stimuli. Results indicated that the greatest amount of echolalia occurred in settings in which an unfamiliar person presented unfamiliar task stimuli. (Author)