Purpose: We explore the extent to which speech-language pathologists (SLPs) are operating under assumptions about speech, language, and literacy that are not supported by evidence or are contradicted by evidence. Method: SLPs (N = 106) marked the degree to which they endorsed or rejected four true and 11 myth (i.e., false) statements on a visual…

Purpose: This tutorial is designed for speech-language pathologists who supervise speech-language pathology assistants (SLP-As) and/ or paraeducators. SLP-As and paraeducators often support young children with disabilities within early childhood settings, but do not always have access to professional development to learn and/or enhance their skill…

Purpose: The purpose of this study is to examine the impact of an intervention in which childcare providers (CCPs) are coached to support toddlers' gesture use during every day classroom routines. Method: This study uses a multiple-baseline across strategies single-case experimental design to examine the impact of a coaching intervention on three…

Purpose: Undiagnosed language impairment (LI) for youth in residential care is a concern as similar populations have shown elevated levels of language delays. Therefore, the purposes of this study were to identify the percentage of youth in residential care who are at risk for LI and to compare the demographic, academic achievement, and functional…

The study compared the categorization skills of first-grade children presenting three levels of expressive language development (normal, mild-moderate delay, and severe delay). Results indicated a significant difference in categorization skills between the children with normal expressive language development and each of the two expressive…

Articulatory generalization of velar cognates /k/, /g/ in two phonologically disordered young children was studied over time as a function of sequential word-morpheme position training. Results suggested that the view of the word-medial position as a unitary concept is an oversimplification. (Author/DB)

The study examined whether 10 developmentally delayed children (3:3 to 5:4 years old) would demonstrate superior comprehension for restricted, syntactically incomplete as compared to reduced, syntactically complete forms. The five children functioning at late linguistic stage I demonstrated better comprehension than the early stage I children for…

This response to Fey (EC 604 058) argues against the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. Clinicians are encouraged to embrace broad-based models that have explanatory value and are consistent with comprehensive assessment procedures and treatment, focusing on…

Three kindergarten children with residual articulation problems, as evidenced by the consistent misarticulation of "s," participated in a therapy program which employed simultaneous training of "s" in the initial, medial, and final positions of familiar words. Rapid generalization of correct "s" production occurred for all children. (Author/DB)

Reviews the literature on late talkers, children producing fewer than 50 words and/or limited word combinations by 24 months of age. Notes that a substantial number of these children will continue to have difficulties with expressive language acquisition. Clinical implications for speech language pathologists working with these children are…

The article points out the most frequently occurring problems in pragmatic functions of children's language, reviews considerations in taking and analyzing spontaneous language samples, and provides a summary of a dialog sample. (Author/CL)

The self-monitoring and generalization behaviors of eight preschool children were observed as they progressed in management programs for their developmental phonological disorders. Self-monitoring behaviors varied in type, frequency, and point of onset in relation to generalization data. Self-monitoring behaviors did not always nor only occur in…

Free play and elicited language samples were obtained monthly for 10 to 12 months from five late talking children. Analysis indicated that three of the children resolved their late onset of speech by 33 to 35 months of age. Both quantitative factors (e.g., limited phonetic inventory) and qualitative factors (e.g., atypical error patterns) were…

Six preschoolers with moderate to severe disorders in both language and phonology received intervention that differentially focused on language, phonology, or both domains. Treatment that directly focused on phonology or treatment that involved a combination of a direct focus on phonology and an indirect focus on language resulted in the largest…

This study compared effects of two styles of storybook reading on the interpretations of two preschool children experiencing delayed language development. One used expansions and cloze procedures; the other provided questions and modeling of appropriate answers. Children produced more answers to questions, more interpretations, and more complex…