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)

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…

The current state of research into augmentative and alternative communication (AAC) systems is reviewed, and four dimensions of the study of communication handicap are described: structural, developmental, pragmatic (interaction), and technological. Recommendations regarding standardized research reporting procedures are offered in light of the…

Four specific perspectives on narrative structure are briefly reviewed, and a case study is used to illustrate how these perspectives can provide useful insights into the language behavior of a language-disordered child. (Author/SW)

The case study involves a developmentally apraxic eight-year-old girl using a multimodal communication system. The Partners in Augmentative Communication Training program was implemented. Results after two months suggested some improvement in communication interaction skills. Issues regarding developmental apraxia and the use of augmentative and…

Past findings were reviewed with psychometric results and clinical observations of seven children with unusually precocious word-recognition skills and otherwise multiple significant developmental deviations. Implications concerning the syndrome of hyperlexia and how the behavior pattern may disrupt the acquisition of appropriate modalities of…

This review of the literature on narrative discourse in children with language disorders describes theoretical perspectives on narrative use; surveys researchers' rationales for the investigation of narrative ability, including the pragmatic nature of narrative use and narrative ability as an index of language development; discusses methodological…

A model of communicative development is described that includes seven progressively more complex levels of competence and a set of six criteria (communicative features) for individual assessment at particular developmental levels. Research evidence supporting the model is reviewed. Implications for assessment and intervention with communicatively…

Teachers can deal with language disordered children through discourse analysis, a conversational teaching process aimed at getting children to talk. Steps include selecting a topic to talk about during the remedial language session, having teacher and child take turns talking about the topic, using requests to constrain the child's responses so…

The manual describes a workshop designed to provide parents of normal and hearing or language impaired young children with information on helping their child's communication development. The workshop series is presented in four sessions intended for 2 hours at a time. Preparation procedures are outlined along with facilitating factors. Curriculum…

This introduction to the special issue summarizes issues raised in the nine subsequent contributed papers, which discuss research findings on communication and language development in persons with mental retardation or developmental disabilities. The paper stresses the direct relevance of the research for prevention, assessment, intervention, and…

This newsletter issue contains four articles all addressing aspects of intervention with infants and toddlers having communication disorders. The first, "Assessing the Communication of Infants and Toddlers: Integrating a Socioemotional Perspective" (Barry M. Prizant and Amy M. Wetherby) describes a new instrument, the Communication and Symbolic…

Decisions based on the Fluharty Preschool Screening Tests and the Northwestern Syntax Screening Test (and their subtests) were compared to a validity criterion of passing or failing the Sequenced Inventory of Communication Development for 182 children aged 36-47 months. Validity differences were found that depended on test and subtest content.…

Presented for preschool teachers are guidelines for meeting the needs of speech and language delayed children. Information is provided on the following topics: language development theory, the difference between speech and language, normal speech and language development (including a chart of language milestones from birth to 6 years), disorders…

This study examines otitis media as a possible factor associated with increased risk for communicative handicap in a group of children with a possible vulnerability for language delay: "late-talkers." Speech and language outcomes at ages 3 and 4 were examined in 28 late talkers and 24 children with normal language development. Late…