Criteria for determining candidacy for an augmentative communication system include a consideration of cognitive, oral reflex, language, motor, intelligibility, emotional, chronological age, previous therapy, imitative, and environmental factors of the communication disordered individual. (Author/PHR)

The study compared the relative benefits of word lists that were individualized for adolescent and adult subjects (N=10) using augmented communication to word lists selected from standard vocabulary sources. Findings indicated that individualized lists could represent a larger portion of the total communication sample in a relatively short list.…

The thesis is developed that, despite commonalities, therapy and research are not necessarily the same activity and that clinicians are not necessarily researchers, and requirements of good therapy and good research are often different in critical ways. (Author/CL)

The use, by three young language-disordered children, of two devices through which utterances are related to ongoing discourses, focus and substitution operations, was observed. A developmental trend reflecting that of the normally developing children emerged. (Author)

Of 1655 kindergarteners assessed for speech and/or language disorders, 180 were identified with speech or language impairment. It is estimated that within the total reference population, between 16.2 percent and 21.8 percent would show some impairment: for the boys, 15.5-20.7 percent and for the girls, 19.1-25.1 percent. (Author/CL)

Immediate and one-day posttest measures were obtained from 20 nonhandicapped seven and eight year olds in a paired-associate transfer of training task using manual signs and Bliss symbols (often used with non-speaking persons). Results showed no overall difference between signs and symbols in number of correct responses on either the immediate or…

This report provides data collected over a 13-year period on communication disorders among college freshmen. The students were examined for existing speech disorders (articulation, voice, or fluency) and questioned about recovery from previous disorders, with and without treatment. (Author)

The study attempted to (1) identify word sequences that occur frequently among 10 linguistically intact augmented communicators, (2) determine the communality with which the various augmented communicators use specific word sequences, and (3) evaluate the usefulness of word sequences in providing keystroke savings for uses of augmentative and…

Thirty verbal and nonverbal behaviors were analyzed from videotapes of mother-child interactions. As a group, the mothers of normally developing young children did not differ from the mothers of young children with language disorders in the frequency of use of verbal or nonverbal interactions or in the mean length of utterance. (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)

The role of theory and science for communication disorders is discussed. It is argued that communication disorders form a unique discipline within behavioral science. Ways in which the discipline can use theory for research and therapy are suggested. (Author/KM)

Examined were the communicative patterns of 9 youngsters, aged 6-20, with moderate or severe mental retardation and severe spoken language impairments who are not independent speakers. Findings are discussed with respect to the modes and functions of the youngsters' communications with conversational partners at home and school. (Author/JDD)

Communication breakdowns occurring in the speech of seven language learning-disabled children (aged 9-11) were examined in conversation and narration and compared to normal peers. Length of communication unit and rate of communication breakdowns per communication unit were greater in narration than conversation compared to controls. No differences…

There are important questions in communication disorders that fall outside the limits of science, such as questions concerning social/personal values, questions calling for logical analysis, and questions that wastefully use science because they emanate from a flimsy foundation or the answers would not affect understandings or behavior.…

The article reviews research and its clinical implications concerning children with speech, language, and communication disorders who also have or are at risk for developing emotional and behavioral disorders. Issues addressed include differential diagnosis, prevention, intervention, and the role of speech-language pathologists. (Author/DB)