Describes inexpensive materials to assist speech-language pathologists in the evaluation and training of electronic augmentative communication potentials of nonspeaking, physically handicapped persons. (Author/CL)

The article offers suggestions on utilizing bulletin boards as a motivational device for students enrolled in speech-language therapy. Theme bulletin boards for each month can be coupled with a reward system. (Author/DB)

Meaningful activities are described that are designed to elicit five language functions normally required in relating socially in school settings while stating personal needs; directing the actions of self and others; giving information; reasoning; judging, and predicting; and imagining and projecting into nonclassroom situations. (Author/CL)

The article describes a language-to-reading intervention method, termed "Communicative Reading Strategies," that can be used to provide language intervention within the context of the language-impaired child's classroom reading group. An example demonstrates modeling principles to assist children in dealing with the complexities of contextual…

Speech-language clinicians should offer specific suggestions to classroom teachers for dealing with language handicapped children. Suggestions may touch upon listening behavior, classroom emotional climate, as well as specific techniques for talking with children (modeling, expatiation, expansion). Specific activity ideas may also be offered. (CL)

The article reviews the various nonspeech options available to clinicians and educators, and it discusses them critically with regard to behavioral characteristics of the autistic and autistic-like individual. (Author)

This article outlines the development of a nine-week communication skills program for elementary grades using a collaborative/consultative model. The program emphasizes social skills training and the importance of using good communication skills. The article outlines program development and procedures for teaching each concept. (DB)

The paper describes an instructional procedure for teaching distinctive features to children with articulation problems. The procedure uses minimal pairs to teach a feature. A four step program is described that considers conceptual skills, discrimination and production training, as well as carry-over. (Author/SBH)

Children with central auditory processing deficiencies often experience extreme learning difficulty within the educational environment. To augment the training these children may receive from the school speech-language pathologist, and to further enhance these children's learning capabilities, a list of classroom management suggestions is…

Adolescent students with voice disorders need information concerning the physiological, environmental, and psychosocial aspects of voice production. This paper describes a multiple-choice quiz format that has been used effectively as part of the awareness phase of vocal reeducation. (Author)

"Whole-body" activities are presented to teach first grade students what they must do to listen. The lesson plan covers the differences between hearing and listening, the active nature of listening, poor listening behaviors, and how teachers can tell who is a good listener. (JDD)

Two cooperative learning techniques are presented for achieving carryover of speech and language skills: a speech-language peer homework monitoring system; and a contractual system among the student, the clinician, and the student's class in which group contingencies foster cooperative interactions. (JDD)