Described is a program of the Los Angeles Unified School District to train 15 paid speech aides and 15 volunteers to provide remedial instruction for 261 pupils (4-12 years old) with either articulation disorders or potential speech problems. (DB)

Examined was the relationship between the presence of articulation disorders and performance on the Illinois Test of Psycholinguistic Abilities (ITPA) with 30 elementary grade children with either mild-moderate or moderate-severe articulation disorders. (DB)

The school speech pathologist's function as a member of an interdisciplinary team responsible for diagnostic and prescriptive program planning and placement for children with language-learning problems is described. (LH)

It was found, among other things, that the program yielded initial articulatory improvement with 28 of the 32 Ss, and that, in a two-year posttreatment follow-up study, 30 of the 32 Ss maintained adequate articulatory production of all phonemes. (DLS)

The article discusses teaching articulation to children by the semantically potent word approach (i.e., by using words which have inherent meaning to a child's life experience) and describes a study in which this approach was used with six children (ages three to five years). (DLS)

Multivariate analyses revealed that dysfluency did not vary as a function of race, social status background, or sex. In addition, the relative contribution of specific types of dysfluency to total dysfluency was virtually identical in each sociocultural group. (Author/DLS)

Articulation test performance following nine testing sessions and 14 therapy sessions indicated mastery of all but two of the original error sounds. It was concluded that the technique of treating all production errors in each remediation session can be a rapid and effective procedure with children displaying multiple sound errors. (DLS)

Though frequently defined as the difference between spontaneous and imitative testing responses, additional clinical procedures for the evaluation of stimulability are reviewed. The clinical implications of isolated sound, syllable, and word-level stimulability are also discussed. (Author/DLS)

The paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained behaviorally oriented noncategorical program for preschool children with speech and language impairments and other developmental delays. (CL)

The reinforcing effects of attention in speech-language remediation with communication problem children are examined. (Author/CL)

As a portion of a community service program for childhood communicative development, 999 sixth-to-eighth grade children were screened for speech and voice problems. (PHR)

Thirty-eight elementary grade school children with hoarse voices participated in a six-lesson, cartoon-illustrated vocal hygiene program that provided information concerning the human voice, voice quality, vocal abuse, and proper use of the voice. (Author)

Examined were protrusive lingual force and lingual diadochokinetic rates in 45 normal and 45 front-lisping speakers (7-12-years old). Results revealed that normal speaking Ss scored significantly higher on lingual force and diadochokinetic rate measurements, challenging the theory that lisping is purely a functional articulatory disorder. (CL)