Provides communication-disorders specialists with a basic introduction to the ethnographic method as a way to serve clients and students from diverse cultures with complex disabilities. Gives suggestions for its use as a clinical tool to study culture, context, and communication from a client-centered perspective. (Author/CR)

Discusses the development and current implementation of Idaho's three-tiered system of speech-language paratherapists. Support personnel providing speech-language services to learners with special communication needs in educational settings must obtain one of three certification levels: (1) speech-language aide, (2) associate degree…

Presents a systematic process for completing a language-based curriculum analysis to address curriculum expectations that may challenge students with communication impairments. Analysis of vocabulary and the demands for comprehension, oral, and written expression within specific content areas provides a framework for collaboration between teachers…

This cooperative report of seven associations of special educators and related professionals provides guidelines for using a paraprofessional service delivery model in providing speech language services in educational settings. It identifies three levels of paraprofessionals, recommends requirements for each level, and addresses activities outside…

This study examined the context and interaction variables associated with communication reciprocity with five adolescents with physical and/or cognitive disabilities using augmentative/alternative communication (AAC) systems and their nondisabled peers. Clusters of context/interaction patterns related to more balanced communication were…

Describes factors leading to the recent statewide introduction of speech-language paraprofessionals called speech-language pathology assistants (SLPA) in Kentucky's public schools. Also describes the licensure model, requirements for SLPA licensure, and the scope of practice associated with the position. Reports results of a survey indicating…

This case study describes the experiences of a newly graduated speech-language pathologist working in a small urban school district with a series of speech-language assistants who have various levels of qualifications and personality types. It illustrates how professional supervision skills, preservice paraprofessional training,…

Presents a culturally sensitive four-part augmentative and alternative communication assessment protocol. The protocol is inclusive, emphasizing the need to address cultural features directly, and it includes a self-assessment for all practitioners before they engage in the delivery of services to children from different cultural backgrounds.…

To illustrate past practices in the assessment of children with communication disorders, this article presents a case study from 1967 and then reviews advances since then in assessing children for language and speech disorders. The benefits of dynamic assessment are discussed and steps in dynamic assessment approaches are explained. (CR)

Reviews the preparation, use, supervision, and qualifications of speech-language (SL) paraprofessionals and their SL supervisors working in educational settings. Identifies ongoing issues that have been barriers to the development of national and state guidelines for SL paraprofessional use and supervision and discusses current issues promoting…

A statewide (Pennsylvania) survey examined stressors and family supports of 59 families with children (ages 3 through 12) who use augmentative and alternative technology. The Parenting Stress Index and the Family Support Scale revealed that both parents perceived child-related variables of acceptance and demand as stressful but that mothers and…

Describes how focus groups comprised of speech-language professionals, paraprofessionals, general and special education teachers, and parents in Iowa were used to conduct a needs assessment of issues in staff development and use of paraprofessional personnel and to design job-relevant personnel development programs. An attached chart lists themes…

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…