Research is reviewed on the Makaton Vocabulary, a sign lexicon used with severely communicatively handicapped pupils. It is concluded that the lack of published teaching strategies tends to perpetuate an oversimplified teaching formula. (CL)

Specific program suggestions are provided to enable the speech-language pathologist to utilize the mealtime setting to integrate both vocal and nonvocal communicative objectives. The roots of interaction and communication which underly both vocal and nonvocal systems are described. (Author)

Described is a milieu teaching approach to language development of young handicapped children. The method involves prompting and contingent delivery of reinforcers during normal language interactions in such classroom settings as free play, lunch, or instructional periods. (MC)

This article describes a cooperative learning approach for instructing communication disorders students about professional issues. We developed case studies characteristic of the complex professional issues encountered in employment settings. We assigned students to cooperative learning groups to examine their assigned case study; collect and…

The paper tabularly presents information strategies (goals and instructional activities) for managing learning disabled children with oral communication disorders. The strategies are based on a comprehensive organizational framework of pragmatic abilities comprised of three major components: communicative intention, presupposition, and social…

The Cummins model of language proficiency is applied to analyzing communication tasks for hearing-impaired students. The model has been found to facilitate individualization in situations where teachers are required to modify lessons spontaneously. (DB)

Cooperative group treatment for aphasia based on cooperative learning principles is designed to improve communication skills during small, two-member group interactions. The treatment involves teamwork incorporating positive interdependence, face-to-face promotive interaction, individual accountability, and group processing. Group size, treatment…

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)

A format was developed at Meyer Children's Rehabilitation Institute (Omaha, Nebraska) to help the parents, teachers, and others become sensitive to the specific vocabulary needs of the nonspeaking child. (Author)

Presents evidence showing that there is no need, in planning or implementing a language program for a retarded child, to exclude nonoral communication. Concludes that consistently supplementing spoken language with nonoral communication systems will not inhibit spoken language development but may well facilitate spoken language by providing a…

A study of teachers and their students in five classrooms each at first-, third-, and fifth-grade levels (15 classrooms total) analyzed the discourse expectations of formal classroom lessons to provide an information base for curriculum-based language intervention. Implications for students with communication disorders are considered. (Author/CR)

Because reading is a language-based skill and many communicatively handicapped youngsters experience difficulties with it, speech-language pathologists have important roles in assisting with reading development for these children. Suggestions are offered for use in speech-language sessions and with teachers or parents. (Author)

The paper provides an organizational framework for communication-based interventions with infants, toddlers, and their families. The paper describes early intervention approaches including remediation, prevention, and compensation, and offers guidelines for selecting the appropriate programmatic approach and determining the model for service…

The study found that a pragmatic teaching strategy based on milieu teaching and time-delay procedures was effective in teaching four nonspeaking, developmentally delayed children (ages five and six) using manual communication boards to initiate requests for information (i.e., who, what, and where) (DB)

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…