A language diagnosis model which reverses the traditional model of testing first and assessing later is described. The 11-step approach is explained to allow for the incorporation of new information as it becomes available. (CL)

The author describes how she has used computer technology as an aid to intervention with young children who have language difficulties. The approach features appropriate language goals, play contexts, and the use use of synthesized speech output. (CL)

In the past 30 years, the treatment of communication disorders has evolved into a complex discipline. This article discusses recent developments and changes in language assessment and remediation, specifically in phonological and pragmatic assessment and remediation. (JL)

A review of the effects of chronic undue or low lead absorption on the speech and language behavior of children concludes that the evidence supports the presence of speech and language problems in some low-lead level children. The severity, duration, and specific nature of the problems, however, are not clear. (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)

Described is a resource room program for children with communication disorders (language and speech disorders). (DB)

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)

Compares the communicative behaviors of 18 learning disabled/language impaired (LD/LI) children with two matched groups of normally developing children. LD and normal groups were matched up by age and language mates, and observed for evidence of communicative effectiveness and verbal output. Findings of the study are discussed and related to the…

Communication assistants can fulfill an important role in assessment of language and hearing problems as well as in direct therapy. Four model preservice training programs are summarized and results of efficacy studies noted. (CL)

To examine the effectiveness of a maternal intervention curriculum, 40 mothers and children with varying degrees of language delay were assigned to one of two intervention groups matched on child characteristics. Program impact was assessed through standardized tests (the Sequenced Inventory of Communicative Development to measure whether…

Six hundred children with communication disorders (mean age 5 years 7 months) were evaluated for psychiatric and developmental disorders. The two subgroups with language involvement had higher rates of both psychiatric and developmental disorders than children with pure speech involvement and different patterns of psychiatric diagnoses. (Author/DB)

The concept of communicative competence as a language intervention goal with young handicapped children is discussed in terms of trends in four areas: approaches to intervention (i.e. (behaviorism, operant conditioning); the age of intervention; family involvement; and communication versus oral language. Future goals (such as better assessment and…

Research in language and communication deficits is briefly cited, and three guidelines for choosing and implementing communication therapies for the learning disabled student are described. (JW)

The Screening Kit of Language Development (SKOLD) was designed to meet the following criteria: validity for 2.5 - 4-year-old children, standardization for speakers of standard and Black English, and appropriateness for paraprofessional screeners. This paper describes the development, content, administration, scoring, reliability, and validity of…

A language intervention approach which incorporates communication games involving vocabulary, syntax, articulation, and conversational situations appeared to result in positive changes for children with no or moderate language delays, but not for those with severe cognitive delays. (CL)