Described is a language development technique designed for parents working with their young exceptional children at home. (SB)

In extensive interviews, an augmentative communication user with cerebral palsy (age 25) reflected on the effectiveness of devices designed for her during her school career. Among emergent themes were a disproportionate emphasis on "device usage" over "speech usage," allowing professionals to dominate the decision-making…

Research is reviewed on the interaction patterns of individuals using augmentative and alternative communication systems. Major findings and limitations of interaction studies are highlighted, focusing on methodological approaches, subjects, partners, contexts and sampling procedures, and measures and data analyses. Directions for future research…

There are important questions in communication disorders that fall outside the limits of science, such as questions concerning social/personal values, questions calling for logical analysis, and questions that wastefully use science because they emanate from a flimsy foundation or the answers would not affect understandings or behavior.…

Investigates the impact of hearing-impairment on selected interpersonal communication behaviors of mainstreamed students. Indicates that both hearing and hearing-impaired subjects had increased levels of anxiety when interacting with a target that was hearing-impaired. Hearing-impaired subjects also reported higher levels of trait communication…

Six stages of a total communication intervention strategy to improve question comprehension skills in a profoundly hearing impaired subject (age 12) are described: (1) enhancing emergent skills; (2) manipulating wh-question forms; (3) increasing flexibility in wh-question responses; (4) developing questions in conversational context; (5) prompting…

Three methods for training communication skills, social-conflict method, modeling, and conflict-modeling, were devised to correct specific deficiencies in children's communication behavior. Subjects were 40 kindergarten, first-, second-, and third-grade children. (CM)

The article describes a statewide program (NC) for autistic and communication impaired children--Division TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children). (PHR)

This article presents and discusses the position statement of the National Joint Committee for the Communication Needs of Persons with Severe Disabilities, which addresses concerns about inappropriate eligibility criteria in providing access to necessary communication supports and services. It discusses elements of the position statement, its…

This article is designed to better acquaint speech language pathologists with the professional expertise of school counselors by describing counselors' roles and responsibilities. A developmental school-counseling program is described and suggestions for integrating speech language pathology goals for students with communication disorders into…

A detailed description of the five-step scaffolded story writing process is provided and four case examples of the written narratives of adolescents with communication disabilities are presented. Implications for speech and language intervention include successfully connecting the individualized education program goals with the core curriculum.…

Preschoolers with specific language impairment (SLIs) and two groups of linguistically normally developing children described motion and change-of-state scenes while viewing a video, and patterns of verb use were analyzed. Although SLIs relied heavily on general all-purpose verbs, normally developing children used them more. SLIs made more verb…

The behavior chain interruption strategy was used to teach four students with mental retardation and severe communication disorders the skill of requesting. All students learned requesting with a routine using graphic symbols and generalized these skills to two untaught routines. All also generalized requesting to out-of-routine contexts involving…