AN INVESTIGATION OF THE RELATIONSHIP BETWEEN COMPETENCE IN COMMUNICATION AND LEARNING POTENTIAL OF APPROXIMATELY 500 MENTALLY RETARDED CHILDREN, AGES 3 TO 9, WAS CONDUCTED. CONCERN WITH CARELESS DESIGNATION OF MENTAL RETARDATION AS A CAUSE OF DELAYED SPEECH LED TO A STUDY OF 1,200 CASE HISTORIES. MANY OF THESE CASE HISTORIES WERE DIAGNOSED…

Creative drama and language experiences are described as ways of improving speech and language learning in communication disordered children. (CL)

Behavior modification procedures are described for establishing compliant behavior in elective mutes. The results are discussed for three children to whom the procedure was applied. Two of the three subjects generalized responsive and spontaneous language from the experimental to everyday settings. (Author)

This guide addresses issues facing the parents, teachers and caregivers of children who are unable to use normal speech as a means of communication. It focuses on people who are intellectually disabled or children who are starting to use augmentative communication. The guide includes the following topics: the nature of communication; an overview…

Performance of 15 language-impaired children (average age eight years) on a referential communication task requiring verbal encoding of novel referents was compared to performance of normally developing age-mates and language-mates. Subjects used known referent, graphic, and mixed strategies about equally with language-impaired children less…

This article discusses communication as a subject of psycholinguistic study, with reference to amnesiacal aphasia. The aphasic's problem is presented as a rupture of the communicative act, on the linguistic as well as on the extra-linguistic level. (Text is in French.) (AM)

Effective communication between middle class, or educated (12th grade and up) and the lower class, or uneducated (8th grade or less) is discussed from the standpoint of problems suggested by potential discontinuity brought about by signs (or language) and common experience. Research in the field is cited. It is suggested that if the people of the…

Defines the rhetorical impreative (i.e. you know?, you see?, okay) as a "non-ah" type of speech disturbance wherein the rhetorical nature of the inherent questions neither seeks nor desires a response. Relates anxiety and floor control to rhetorical interrogatives in experimental testing conditions. (MH)

Describes skill deficiencies exhibited by disadvantaged students and the types of students who would benefit from identification and remediation. (SK)

The reinforcing effects of attention in speech-language remediation with communication problem children are examined. (Author/CL)

Described are the background and results of use of a total communication approach (combining speech, speechreading, gestures, formal sign language, fingerspelling, printed word, cursive writing, and reading) with a non-deaf, mentally retarded boy (15-years-old) lacking communication skills. (LS)

Article is a dialogue between a high school principal and a parent that tries to define the role of the teacher in the educational system. (ML)

An intervention framework for the management of communication disorders in learning disabled children is presented. The model is comprised of three components: communicative intentions (what a speaker wants to convey), presupposition (a speaker's message in relation to specific information needs of a listener), and the social organization of…