The article describes a 10-stage symbolic play language scale and relates the language concepts and structures associated with each developmental play stage. (PHR)

A manual for training the severely multiply handicapped to use communication boards is presented, based on the Functional Speech and Language Training Program. The target group are persons who need a mode of communication but who have poor speech, and poor hand and finger control. A description of the communication boards and symbols includes an…

The document describes the Pediatric Language Institutes' program to develop speech and language skills to preschool children with language deficits. Initial sections describe the program in terms of assessment of children's skills, the daily schedule, design of classrooms, lesson presentation, incidental teaching, and behavior management. The…

A 5-item rating scale was developed for the New York City schools to determine eligibility for English as a Second Language instruction in Category C exceptional students exempted from testing. Most students follow a curriculum of daily living skills, and many are nonverbal. The test was piloted with 163 students including severely, trainable, and…

The goals of this practicum were to help teachers of at-risk kindergarten children become more knowledgeable of developmentally appropriate practices for 5-year-olds, and to research, define, and translate appropriate literacy development theory into practical application strategies for teachers. A needs assessment survey was developed and…

The Total Communication Checklist and Assessment screening tool for multihandicapped students is presented to assist the language examiner to select areas requiring more precise testing. The checklist, which contains 196 rating entries, consists of the following four sections: (1) readiness for symbolic communication, (2) preference for speech,…

The article describes a method for assessing children's production of certain grammatical structures, including noun and verb markers, pronouns, negative forms, and interrogative inversion. (Author)

This compilation of guidelines presents standards for assessment and eligibility determinations and direction for planning services for speech-impaired and language-impaired students in Michigan. The first section, on eligibility considerations, emphasizes the expanded responsibilities of teachers of speech/language-impaired students as they serve…

The monograph presents information designed to help speech/language pathologists in South Carolina improve the quality of services for children with communication disorders while still complying with mandates of P.L. 94-142, the Education for All Handicapped Children Act. A discussion is presented regarding a continuum of appropriate services,…

The Social Interactive Coding System (SICS) assesses the continuous verbal interactions of preschool children as a function of play areas, addressees, script codes, and play levels. This paper describes the 26 subjects and the setting involved in SICS development, coding definitions and procedures, training procedures, reliability, sample…

This article describes and presents in full an instrument for assessing the speech-language skills of limited English proficient children. The role of the speech-language specialist on the assessment team is stressed. (Author/DB)

The Scale of Educators' Attitudes Toward Speech Pathology was administered to 103 school personnel in two rural county school systems, including: teachers in kindergarten through eighth-grade and special education teachers. Analysis of responses showed that all three groups demonstrated a favorable attitude toward their existing speech/language…

A survey of special education class size completed by 70% of the states resulted in tables depicting class size guidelines for a number of types of handicapping conditions: hearing impairments, multiple handicaps, mental retardation, orthopedic handicaps, profound handicaps, serious emotional disturbance, speech/language disability, and visual…

This package presents a standardized receptive vocabulary checklist to identify language deficits in preschool and kindergarten students, especially in students who are mentally retarded, have hearing impairments, language/learning disabilities, or autism. The checklist offers 95 vocabulary words and phrases that children normally acquire in a…

A self-rating scale was used with five mothers of preschool children with language impairments to determine whether the mothers' directive interactional style could be changed to a nondirective style without modeling or correction. Preliminary results indicated that viewing a videotape of a play session between the mother and child and completion…