Specific program suggestions are provided to enable the speech-language pathologist to utilize the mealtime setting to integrate both vocal and nonvocal communicative objectives. The roots of interaction and communication which underly both vocal and nonvocal systems are described. (Author)

Described is a milieu teaching approach to language development of young handicapped children. The method involves prompting and contingent delivery of reinforcers during normal language interactions in such classroom settings as free play, lunch, or instructional periods. (MC)

Because reading is a language-based skill and many communicatively handicapped youngsters experience difficulties with it, speech-language pathologists have important roles in assisting with reading development for these children. Suggestions are offered for use in speech-language sessions and with teachers or parents. (Author)

The study found that a pragmatic teaching strategy based on milieu teaching and time-delay procedures was effective in teaching four nonspeaking, developmentally delayed children (ages five and six) using manual communication boards to initiate requests for information (i.e., who, what, and where) (DB)

Guidelines are offered for modifying the classroom environment to develop better listening skills in children with poor listening skills. Included are general considerations about the characteristics and needs of children with poor listening skills, specific activities in the classroom to enhance skills in these children, and whole-class listening…

Intervention planning for limited-English-proficient students calls for an experiential approach which compares and contrasts the students' home culture with mainstream United States culture. Methods are presented for incorporating student culture in intervention activities (building a multicultural calendar, studying folk tales) and for…

This guide to Asperger syndrome for teachers describes the underlying impairments of the condition, explains how these may lead to problems in school, and offers practical management suggestions. The first part gives an overview of Asperger syndrome and outlines the three core areas of impairment--social interaction, communication, and lack of…

Teachers can deal with language disordered children through discourse analysis, a conversational teaching process aimed at getting children to talk. Steps include selecting a topic to talk about during the remedial language session, having teacher and child take turns talking about the topic, using requests to constrain the child's responses so…

Voice programing for preschool children with communication disabilities is discussed, including suggestions for enriching the child's auditory environment, selecting target goals, and providing consistency of target presentations by caregivers. Sample vocal awareness and production goals and strategies are offered. (Author/DB)

Characteristics of students with communication apprehension are described, and four teaching strategies are discussed: teaching the functions of silence, developing alternative means for obtaining students' responses, setting routines for students to indicate their participation, and developing collaborations and communities of learning among…

The article describes methods used to bring a seven-year-old boy with severe auditory and visual impairments and no communication skills to a level of oral communication within one year. The manual, graphic, and oral-aural strategies used are described. (Author/DB)

Teaching techniques that enhance the functional communication skills of children in primary-level classes are presented. The techniques focus on articulation, receptive and expressive language, and auditory processing. The role of the teacher as a communication model is noted. (JDD)

This resource manual has been compiled to facilitate collaboration between teachers and speech-language pathologists (SLPs), to describe types of communication disorders that SLPs work with, to identify practical pre-referral techniques for classroom implementation, and to outline goals and objectives used in remediating speech and language…

Three youths with speech and language disorders completed an interview-training strategy emphasizing self-monitoring procedures. The results indicated that the training procedures were effective in increasing the use of positive comments, questions, and self-disclosures both in mock interviews and actual interview situations. (Author/JDD)

Guidelines are presented for assisting classroom teachers in using the strengths of learning-disabled students to help them learn content area material. Specific suggestions are offered for various disabilities, including attention deficits, organizational deficits, auditory processing deficits, visual and visual-motor deficits, language…