Students diagnosed with specific learning disabilities, autism, or emotional disturbance may also receive speech-language services as part of their individual education program. This article focuses on the use of telepractice for providing speech-language services in schools. The benefits of telepractice are described, including the accessibility,…

In 2000, 25 speech and language therapy projects were established in schools in England, funded through the Standards Fund. An evaluation commissioned by the Government reported positive results and gave an overview of all the projects at a point approximately six months after their inception. Although there were common themes, it was quite clear…

The "fluency rules" therapy program for young children who stutter consists of seven rules designed to teach children about the physiologic concepts associated with fluent speech production. Pilot testing with nine children (three- to seven-years-old) demonstrated its effectiveness in producing fluent speech and maintaining fluency for a…

The purpose of this paper is to discuss programs that serve children with special needs in Iran, as well as early intervention. These programs are provided through two separate governmental organizations: the Well-Fare Department, and Special Education Organization. These programs include different types of habilitation services such as (a)…

The paper describes the Oral Language Disorders Classroom (OLDC), an approach providing intensive speech and language therapy and academic support to students with severe communication disorders in a primary classroom setting. The OLDC emphasizes preparation for quick return to the regular classroom. General school curriculum is modified and…

Describes how the use of the catalyst system increases the effectiveness of speech and language disorder therapy by allowing for increased case loads. (MG)

This paper describes the pilot of an interactional training programme designed for speech and language therapists to use with school support assistants, students and parents to enhance their implementation of therapy for children with speech sound difficulties. Collaborative therapy sessions in a school setting were videoed to encourage reflection…

This article describes an intervention with an 18-year-old young woman with mild mental retardation and a seizure disorder, which focused on her repetitive echolalic verbalizations. The intervention included time delay, differential reinforcement of other behaviors, and self-monitoring. Overall, the intervention was successful in facilitating…

Describes the development, implementation, and implications of a speech-pathology-based language intervention program originated at the Children's Place, Ltd., day-care center. The program combines individual speech and language therapy by a speech and language pathologist with speech and language intervention by teachers in the classroom, thus…

This article presents a service delivery model for treating schoolchildren who stutter, involving weekly treatment sessions with groups of students after the school day, along with monthly meetings with their parents, focused both on changing attitudes about stuttering and on controlling stuttering behaviors. Results support the efficacy of a…

The report summarizes achievements of a 3 year project to provide continuing education to speech-language-hearing clinicians and special education personnel via a speaker telephone. Committees were formed in each participating district to plan for staff development based on local needs. Consultants chosen to present training were asked to mail any…

An Elementary and Secondary Education Title I program for the 1976-77 school year was conducted in public and parochial schools in Medford, Massachusetts. The program provided reading and language arts instruction, physical education, speech therapy, and counseling. Children in grades K-6 who scored below the fortieth percentile on school…

This report consists of a description, evaluation, and supporting data of an elementary school level Title I program. The Medford, Massachusetts Elementary and Secondary Education Act Title I program for the 1975-76 school year was conducted in thirteen public and parochial schools. The program provided reading and language arts instruction,…

Project LEAP is the Title I program of Medford, Massachusetts, which, in 1978-79, received State validation as an exemplary program for its grades 2-6 reading component. This report describes the project's content, results, and the State evaluation which determined it exemplary. The program includes instruction in reading and language skills that…

The first section of the document consists of the questionnaire/survey instrument completed by 70 professional ancillary staff (including speech, physical, and occupational therapists, adapted physical education teachers, and registered nurses) as part of a study designed to evaluate the quality and efficiency of early education programs serving…