INTENDED AS A TEXT SOURCE BOOK, OR PRACTICAL REFERENCE, THE BOOK DISCUSSES SPEECH AND HEARING PROBLEMS, PSYCHOLOGICAL AND LINGUISTIC IMPLICATIONS, AND SPECIAL EDUCATION FOR CEREBRAL PALSIED AND BRAIN DAMAGED CHILDREN. NUMBER AND COMPLEXITY OF SPEECH AND HEARING PROBLEMS ARE EMPHASIZED, I.E., NEUROMUSCULAR INVOLVEMENT, ARTICULATION, RHYTHM, VOICE AND BREATHING, DISCRIMINATION, HEARING ACUITY, AUDITORY LINGUISTICS, AND SYMBOLIC PROBLEMS. METHODS OF EVALUATING SPEECH AND HEARING OF BRAIN DAMAGED CHILDREN ARE DISCUSSED, AND THE TEAM APPROACH IS RECOMMENDED FOR GATHERING PSYCHOLOGICAL, SOCIAL, AND EDUCATIONAL INFORMATION. ACCORDING TO THE AUTHORS, IN SHAPING SPEECH, HEARING, AND LANGUAGE BEHAVIOR, THE THERAPIST STRIVES FOR PERSONAL SOCIAL COMMUNICATION, PUTTING LANGUAGE INTO LIFE SITUATIONS. THE THERAPY FOLLOWS A DEVELOPMENTAL SCHEDULE GEARED TO THE CHILD'S LEVEL. RECEPTIVE AND EXPRESSIVE LANGUAGE RELATES TO MEANINGFUL EXPERIENCES, RATHER THAN SOUND DRILLS. IN SUMMARIZING THE PSYCHOLOGICAL AND LINGUISTIC IMPLICATIONS OF CHILDHOOD BRAIN DAMAGE, THE AUTHORS LIST BEHAVIORAL CHARACTERISTICS, METHODS OF PSYCHOLOGICAL EVALUATION, AND BRIEFLY TREAT EMOTIONAL FACTORS. CURRICULUM, GROUPING, AND METHODS OF REPORTING PROGRESS FOR THE PRESCHOOL LEVEL ARE DISCUSSED. GENERAL LEARNING PROBLEMS AND PROBLEMS RELATED TO SPECIFIC EDUCATIONAL SUBJECT AREAS, SUCH AS READING AND ARITHMETIC, ARE DISCUSSED ALONG WITH SUGGESTIONS FOR APPROPRIATE TEACHING TECHNIQUES. REFERENCE LIST CONTAINS 421 ITEMS. THIS DOCUMENT WAS PUBLISHED BY CHARLES C THOMAS, PUBLISHER, SPRINGFIELD, ILLINOIS. $11.75. (JB)