A hallmark of Autism spectrum disorder (ASD) is difficulties with social communication, and some learners with ASD experience additional deficits in expressive and/or receptive language that impair their ability to interact with others. However, a strength observed in many learners with ASD is responding to visual cues and structure. The use of…

The first of three booklets in a series designed to help parents of handicapped children birth to 5 years old focuses on the communication process. A chart lists developmental milestones for both expressive and receptive language. Learning processes for communication (such as imitation, sensory knowledge, and memory) are reviewed. The bulk of the…

When speech language pathologists collaborate with classroom teachers to develop language rich environments with many reading, writing, speaking, and listening opportunities, they increase the likelihood that the goals of therapy for language-impaired children will be supported throughout the school day. (Author/DB)

"Specific Learning Disability" is by far the largest category of conditions served in special education. Unfortunately, few parents (and educators) really understand what learning disabilities are. Many erroneously believe it is a "politically correct" term for "mildly mentally retarded" or "dull normal." Further, while most laypeople have heard…

This report presents a revision of the Head Start Child Outcomes Framework (2000), renamed The Head Start Child Development and Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old. The Framework outlines the essential areas of development and learning that are to be used by Head Start programs…

Five receptive and five expressive considerations are presented which serve as guidelines for the selection of informal evaluation tasks. The resulting procedure provides descriptive data on a student's auditory processing skills and his/her ability to use language for various purposes. (Author/CL)

This guide was prepared to facilitate the practitioner's selection of formal tests for evaluating communicative behavior in clinical infant populations during the first year of life. Clinical instruments with particular emphasis on communication and emerging language and speech abilities were identified in terms of publishers' recommended…

This collection of four "focus flyers" developed by the Services for Children with Deaf-Blindness program at the University of Southern Mississippi provides practical guidelines for parents and teachers working with infants, children, and young adults who are deaf-blind. The first flyer is on communication interactions and is organized into an…

Designed to accompany a slide and tape package, this booklet outlines the role parents can take in children's language development. Following an introduction which familiarizes parents with the concepts of receptive language (comprehension of spoken language) and expressive language (the information a person is trying to communicate and the form…

The parent's guide reviews normal speech and language development and discusses ways in which parents of young children with language problems facilitate that development. Terms such as speech, communication, and receptive and expressive language are defined, and stages in receptive/expressive language development are charted. Implications for…

The impact of a disordered phonological system (expressive or receptive) on language development is examined. Research results and guidelines are presented for identification of critical intelligibility and phonological awareness deficiencies and for intervention. Options for expediting intelligibility gains and research findings on enhancing…

This manual presents an assessment instrument designed to help teachers, educational specialists, speech-language therapists, psychologists, and other service providers evaluate the communication skills of children, adolescents, and young adults who have multiple disabilities, including severe or profound mental retardation and deafblindness. It…

The importance of competence in both receptive and expressive language, selective perception, and a rich experiential background for reading readiness skills of hearing impaired children is empahsized. (CL)

This document consists of three separately published fact sheets (for parents and teachers of children who are deaf-blind) combined here because of the close relationship of their subject matter: (1) "Communication Interactions: It Takes Two," by Kathleen Stremel; (2) "Expressive Communication: How Children Send Their Messages to You," by Kathleen…

This guide is designed to help the speech language pathologist teach families language facilitation techniques and to teach basic receptive and expressive skills to preschool children who are nonverbal or have little expressive language. The program's goal is to improve language skills through social interaction including conversations, turn…