Language, Speech & Hearing Services in Schools 2004: Vol 35 Index

2004·1.5 MB·English

LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS
INDEX TO VOLUME 35, 2004
Author Index
Subject Index
Title Index
AUTHOR INDEX Fiestas, C. E., & Pefia, E. D. Narrative Ingram, D. See Ingram et al. Digital data
discourse in bilingual children: Language collection and analysis: Application for
Anderson, K. L., & Goldstein, H. Speech and task effects. 35(2), 155-168. clinical practice. 35(2), 112-121.
perception benefits of FM and infrared Freebairn, L. A. See Lewis et al. School-age Ingram, K., Bunta, F., & Ingram, D. Digital
devices to children with hearing aids in a follow-up of children with childhood data collection and analysis: Application
typical classroom. 35(2), 169-184. apraxia of speech. 35(2), 122-140. for clinical practice. 35(2), 112-121.
Bahr, R. H. Epilogue: Childhood voice Fujiki, M. See Brinton et al. Description of lyengar, S. K. See Lewis et al. School-age
disorders: A glance back and charge a program for social language interven- follow-up of children with childhood
ahead. 35(4), 373-374. tion: “If you can have a conversation, apraxia of speech. 35(2), 122-140.
Baker, S. See Sapienza et al. Laryngeal you can have a relationship.” 35(3), Johnson, B. W. See Watkins & Johnson.
structure and function in the pediatric 283-290. Language abilities in children who
larynx: Clinical applications. 35(4), Girolametto, L., Weitzman, E., & stutter: Toward improved research and
299-307. Greenberg, J. The effects of verbal clinical applications. 35(1), 82-89.
Brinton, B., Robinson, L. A., & Fujiki, M. support strategies on small-group peer Justice, L. M. See Curenton & Justice.
Description of a program for social interactions. 35(3), 254-268. African American and Caucasian
language intervention: “If you can have a Glaze, L. See Lee et al. Quick Screen for preschoolers’ use of decontextualized
conversation, you can have a relation- Voice and supplementary documents for language: Literate language features in
ship.” 35(3), 283-290. identifying pediatric voice disorders. oral narratives. 35(3), 240-253.
Bunta, F. See Ingram et al. Digital data 35(4), 308-319. Justice, L. M., & Ezell, H. K. Print
collection and analysis: Application for Goldstein, B., Fabiano, L., & Iglesias, A. referencing: An emergent literacy
clinical practice. 35(2), 112-121. Spontaneous and imitated productions in enhancement strategy and its clinical
Craig, H. K. See Thompson et al. Variable Spanish-speaking children with applications. 35(2), 185-193.
production of African American English phonological disorders. 35(1), 5—15. Justice, L. M., & Kaderavek, J. N.
across oracy and literacy contexts. 35(3), Goldstein, H. See Anderson & Goldstein. Embedded-explicit emergent literacy
269-282. Speech perception benefits of FM and intervention I: Background and
Craig, H. K., Thompson, C. A., Washington, infrared devices to children with hearing description of approach. 35(3), 201-211.
J.A., & Potter, S. L. Performance of aids in a typical classroom. 35(2), Justice, L. M., & Kaderavek, J. N.
elementary-grade African American 169-184. Embedded-explicit emergent literacy
students on the Gray Oral Reading Tests. Greenberg, J. See Girolametto et al. The intervention II: Goal selection and
35(2), 141-154. effects of verbal support strategies on implementation in the early childhood
Curenton, S. M., & Justice, L. M. African small-group peer interactions. 35(3), classroom. 35(3), 212-228.
American and Caucasian preschoolers’ 254-268. Kaderavek, J. N. See Justice & Kaderavek.
use of decontextualized language: Hall, N. E. Lexical development and Embedded-—explicit emergent literacy
Literate language features in oral retrieval in treating children who stutter. intervention I: Background and
narratives. 35(3), 240-253. 35(1), 57-69. description of approach. 35(3), 201-211.
Dworkin, J. P., Marunick, M. T., & Krouse, Hansen, A. J. See Lewis et al. School-age Kaderavek, J. N. See Justice & Kaderavek.
J. H.Velopharyngeal dysfunction: Speech follow-up of children with childhood Embedded-explicit emergent literacy
characteristics, variable etiologies, apraxia of speech. 35(2), 122-140. intervention II: Goal selection and
evaluation techniques, and differential Hellerich, S. See Sanger et al. Speech- implementation in the early childhood
ianguage pathologists’ opinions on classroom. 35(3), 212-228.
Ezell, H. K. See Justice & Ezell. Print communication disorders and violence. Kamhi, A. G. A meme’s eye view of
referencing: An emergent literacy 35(1), 16-29. speech-language pathology. 35(2),
enhancement strategy and its clinical Hooper, C. R. Treatment of voice disorders 105-111.
applications. 35(2), 185-193. in children. 35(4), 320-326. Kelchner, L. N. See Lee et al. Quick Screen
Fabiano, L. See Goldstein et al. Spontane- Iglesias, A. See Goldstein et al. Spontane- for Voice and supplementary documents
ous and imitated productions in Spanish- ous and imitated productions in Spanish- for identifying pediatric voice disorders.
speaking children with phonological speaking children with phonological 35(4), 308-319.
disorders. 35(1), 5S—15. disorders. 35(1), 5-15.
LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS * Vol. 35 * 383-387 * October 2004 © American Speech-Language-Hearing Association 383
0161-1461/04/3504—0383
Krouse, J. H. See Dworkin et al. Sapienza, C. M. See Ruddy & Sapienza. Zelazny, S. K. See Sandage & Zelazny.
Velopharyngeal dysfunction: Speech Treating voice disorders in the school- Paradoxical vocal fold motion in children
characteristics, variable etiologies, based setting: Working within the and adolescents. 35(4), 353-362.
evaluation techniques, and differential framework of IDEA. 35(4), 327-332.
treatments. 35(4), 333-352. Sapienza, C. M., Ruddy, B. H., & Baker, S.
Leahy, M. M. Therapy talk: Analyzing Laryngeal structure and function in the
therapeutic discourse. 35(1), 70-81. pediatric larynx: Clinical applications.
Lee, L., Stemple, J. C., Glaze, L., & 35(4), 299-307.
Kelchner, L. N. Quick Screen for Voice Segers, E., & Verhoeven, L. Computer- SUBJECT INDEX
and supplementary documents for supported phonological awareness
identifying pediatric voice disorders. intervention for kindergarten children HEARING
35(4), 308-319. with specific language impairment.
Lewis, B. A., Freebairn, L. A., Hansen, A. 35(3), 229-239. NATURE OF HEARING
J., Iyengar, S. K., & Taylor, H. G. Stemple, J. C. See Lee et al. Quick Screen AND ITS DISORDERS
School-age follow-up of children with for Voice and supplementary documents
childhood apraxia of speech. 35(2), for identifying pediatric voice disorders. Hearing Loss and Deafness
122-140. 35(4), 308-319.
Speech perception benefits of FM and
Marunick, M. T. See Dworkin et al. Taylor, H. G. See Lewis et al. School-age
infrared devices to children with hearing
Velopharyngeal dysfunction: Speech follow-up of children with childhood
aids in a typical classroom. Anderson, K.
characteristics, variable etiologies, apraxia of speech. 35(2), 122-140. L., & Goldstein, H. 35(2), 169-184.
evaluation techniques, and differential Thompson, C. A. See Craig et al. Perfor-
treatments. 35(4), 333-352. mance of elementary-grade African
Effects of Noise and Issues in Hearing
McFarlane, S. C. See Von Berg & American students on the Gray Oral
Conservation
McFarlane. Prologue: Childhood voice Reading Tests. 35(2), 141-154.
disorders: Tell me something I don’t Thompson, C. A., Craig, H. K., & Speech perception benefits of FM and
know. 35(4), 297-298. Washington, J. A. Variable production of infrared devices to children with hearing
Montgomery, J. See Sanger et al. Speech- African American English across oracy aids in a typical classroom. Anderson, K.
language pathologists’ opinions on and literacy contexts. 35(3), 269-282. L., & Goldstein, H. 35(2), 169-184.
communication disorders and violence. Verhoeven, L. See Segers & Verhoeven.
35(1), 16-29. Computer-supported phonological INTERVENTION
Moore-Brown, B. J. See Sanger et al. awareness intervention for kindergarten
Speech-language pathologists’ opinions children with specific language Habilitation, Rehabilitation,
on communication disorders and impairment. 35(3), 229-239.
and Education
violence. 35(1), 16—29. Von Berg, S., & McFarlane, S. C. Prologue:
Pefia, E. D. See Fiestas & Pefia. Narrative Childhood voice disorders: Tell me Computer-supported phonological
discourse in bilingual children: Language something I don’t know. 35(4), 297-298. awareness intervention for kindergarten
children with specific language
and task effects. 35(2), 155-168. Washington, J. A. See Craig et al. Perfor-
impairment. Segers, E., & Verhoeven, L.
Potter, S. L. See Craig et al. Performance of mance of elementary-grade African
35(3), 229-239.
elementary-grade African American American students on the Gray Oral
Treatment of voice disorders in children.
students on the Gray Oral Reading Tests. Reading Tests. 35(2), 141-154.
35(2), 141-154. Washington, J. A. See Thompson et al. Hooper, C. R. 35(4), 320-326.
Ratner, N. B. Caregiver—child interactions Variable production of African American
and their impact on children’s fluency: English across oracy and literacy LANGUAGE
Implications for treatment. 35(1), 46-56. contexts. 35(3), 269-282.
Robinson, L. A. See Brinton et al. Descrip- Watkins, R. V., & Johnson, B. W. Language NATURE OF NORMAL LANGUAGE
tion of a program for social language abilities in children who stutter: Toward
intervention: “If you can have a improved research and clinical applica- Language Development
conversation, you can have a relation- tions. 35(1), 82-89.
African American and Caucasian
ship.” 35(3), 283-290. Weiss, A. L. Epilogue: What child language preschoolers’ use of decontextualized
Ruddy, B. H. See Sapienza et al. Laryngeal research may contribute to the under- language: Literate language features in
structure and function in the pediatric standing and treatment of stuttering. oral narratives. Curenton, S. M., &
larynx: Clinical applications. 35(4), 35(1), 90-92. Justice, L. M. 35(3), 240-253.
299-307. Weiss, A. L. Prologue: What child language Caregiver—child interactions and their
Ruddy, B. H., & Sapienza, C. M. Treating research may contribute to the under- impact on children’s fluency: Implica-
voice disorders in the school-based standing and treatment of stuttering. tions for treatment. Ratner, N. B. 35(1),
setting: Working within the framework of 35(1), 30-33. 46-56.
IDEA. 35(4), 327-332. Weiss, A. L. Why we should consider The effects of verbal support strategies on
Sandage, M. J., & Zelazny, S. K. Paradoxi- pragmatics when planning treatment for small-group peer interactions.
cal vocal fold motion in children and children who stutter. 35(1), 3445. Girolametto, L., Weitzman, E., &
adolescents. 35(4), 353-362. Weitzman, E. See Girolametto et al. The Greenberg, J. 35(3), 254268.
Sanger, D., Moore-Brown, B. J., Montgom- effects of verbal support strategies on Embedded-explicit emergent literacy
ery, J., & Hellerich, S. Speech-language small-group peer interactions. 35(3), intervention II: Goal selection and
pathologists’ opinions on communication 254-268. implementation in the early childhood
disorders and violence. 35(1), 16-29. Woodnorth, G. H. Assessing and managing classroom. Justice, L. M., & Kaderavek,
medically fragile children: Tracheostomy J. N. 35(3), 212-228.
and ventilatory support. 35(4), 363-372.
384 LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS ¢ Vol. 35 ¢ 383-387 October 2004
Epilogue: What child language research A meme’s eye view of speech-language Print referencing: An emergent literacy
may contribute to the understanding and pathology. Kamhi, A. G. 35(2), 105-111. enhancement strategy and its clinical
treatment of stuttering. Weiss, A. L. Print referencing: An emergent literacy applications. Justice, L. M., & Ezell, H.
35(1), 90-92. enhancement strategy and its clinical K. 35(2), 185-193.
Language abilities in children who stutter: applications. Justice, L. M., & Ezell, H. Prologue: What child language research
Toward improved research and clinical K. 35(2), 185-193. may contribute to the understanding and
applications. Watkins, R. V., & Johnson, School-age follow-up of children with treatment of stuttering. Weiss, A. L.
B. W. 35(1), 82-89. childhood apraxia of speech. Lewis, B. 35(1), 30-33.
Narrative discourse in bilingual children: A., Freebairn, L. A., Hansen, A. J., Speech-language pathologists’ opinions on
Language and task effects. Fiestas, C. E., Iyengar, S. K., & Taylor, H. G. 35(2), communication disorders and violence.
& Pena, E. D. 35(2), 155-168. 122-140. Sanger, D., Moore-Brown, B. J.,
Prologue: What child language research Montgomery, J., & Hellerich, S. 35(1),
may contribute to the understanding and Learning Disabilities 16-29.
treatment of stuttering. Weiss, A. L.
Computer-supported phonological
35(1), 30-33. awareness intervention for kindergarten Discourse Analysis
School-age follow-up of children with children with specific language Therapy talk: Analyzing therapeutic
childhood apraxia of speech. Lewis, B. impairment. Segers, E., & Verhoeven, L. discourse. Leahy, M. M. 35(1), 70-81.
A., Freebairn, L. A., Hansen, A. J., 35(3), 229-239.
Iyengar, S. K., & Taylor, H. G. 35(2),
School-age follow-up of children with
122-140.
childhood apraxia of speech. Lewis, B.
A., Freebairn, L. A., Hansen, A. J., SPEECH
Language Differences lyengar, S. K., & Taylor, H. G. 35(2),
and Different Languages 122-140. NATURE OF NORMAL SPEECH
Narrative discourse in bilingual children:
Language and task effects. Fiestas, C. E., Development of Speech and Voice
ASSESSMENT AND INTERVENTION
& Pefia, E. D. 35(2), 155-168. Laryngeal structure and function in the
Performance of elementary-grade African Assessment pediatric larynx: Clinical applications.
American students on the Gray Oral Sapienza, C. M., Ruddy, B. H., & Baker,
Reading Tests. Craig, H. K., Thompson, Narrative discourse in bilingual children: S. 35(4), 299-307.
Language and task effects. Fiestas, C. E.,
C. A., Washington, J. A., & Potter, S. L. Quick Screen for Voice and supplementary
& Pefia, E. D. 35(2), 155-168.
35(2), 141-154. documents for identifying pediatric voice
Variable production of African American Performance of elementary-grade African disorders. Lee, L., Stemple, J. C., Giaze,
English across oracy and literacy American students on the Gray Oral L., & Kelchner, L. N. 35(4), 308-319.
Reading Tests. Craig, H. K., Thompson,
contexts. Thompson, C. A., Craig, H. K., Treating voice disorders in the school-based
C. A., Washington, J. A., & Potter, S. L.
& Washington, J. A. 35(3), 269-282. setting: Working within the framework of
35(2), 141-154.
IDEA. Ruddy, B. H., & Sapienza, C. M.
Emergent Literacy Speech-language pathologists’ opinions on 35(4), 327-332.
communication disorders and violence.
Embedded-explicit emergent literacy Sanger, D., Moore-Brown, B. J.,
intervention I: Background and Montgomery, J., & Hellerich, S. 35(1), Perception of Speech
description of approach. Justice, L. M., & 16-29. Computer-supported phonological
Kaderavek, J. N. 35(3), 201-211. awareness intervention for kindergarten
Embedded-explicit emergent literacy Intervention children with specific language
intervention II: Goal selection and impairment. Segers, E., & Verhoeven, L.
implementation in the early childhood Description of a program for social 35(3), 229-239.
language intervention: “If you can have a
classroom. Justice, L. M., & Kaderavek,
conversation, you can have a relation-
J. N. 35(3), 212-228. Phonological Development
ship.” Brinton, B., Robinson, L. A., &
Print referencing: An emergent literacy Fujiki, M. 35(3), 283-290. A prospective longitudinal study of
enhancement strategy and its clinical The effects of verbal support strategies on phonological development in late talkers.
applications. Justice, L. M., & Ezell, H. small-group peer interactions. Williams, A. L., & Elbert, M. 34(2),
K. 35(2), 185-193. Girolametto, L., Weitzman, E., & 138-153.
Greenberg, J. 35(3), 254-268.
LANGUAGE DISORDERS Embedded-explicit emergent literacy SPEECH AND VOICE DISORDERS
intervention I: Background and
Language Disorders description of approach. Justice, L. M., & Articulation and Resonance Disorders
in Children Kaderavek, J. N. 35(3), 201-211.
School-age follow-up of children with
Embedded-explicit emergent literacy
Description of a program for social childhood apraxia of speech. Lewis, B.
intervention II: Goal selection and
language intervention: “If you can have a A., Freebairn, L. A., Hansen, A. J.,
implementation in the early childhood
conversation, you can have a relation- lyengar, S. K., & Taylor, H. G. 35(2),
classroom. Justice, L. M., & Kaderavek,
ship.” Brinton, B., Robinson, L. A., & 122-140.
J. N. 35(3), 212-228.
Fujiki, M. 35(3), 283-290. Spontaneous and imitated productions in
Epilogue: What child language research
Embedded-explicit emergent literacy Spanish-speaking children with
may contribute to the understanding and
intervention I: Background and phonological disorders. Goldstein, B.,
treatment of stuttering. Weiss, A. L.
description of approach. Justice, L. M., & Fabiano, L., & Iglesias, A. 35(1), 5-15.
35(1), 90-92.
Kaderavek, J. N. 35(3), 201-211.
Index 385
Velopharyngeal dysfunction: Speech Treating voice disorders in the school-based Instrumentation for Diagnostics,
characteristics, variable etiologies, setting: Working within the framework of Treatment, and Research
evaluation techniques, and differential IDEA. Ruddy, B. H., & Sapienza, C. M.
Digital data collection and analysis:
treatments. Dworkin, J. P., Marunick, M. 35(4), 327-332.
Application for clinical practice. Ingram,
T., & Krouse, J. H. 35(4), 333-352. Treatment of voice disorders in children.
K., Bunta, F., & Ingram, D. 35(2),
Hooper, C. R. 35(4), 320-326.
112-121.
Physiologically Based
Speech Disorders
ASSESSMENT AND INTERVENTION
CULTURAL AND LINGUISTIC DIVERSITY
Velopharyngeal dysfunction: Speech
characteristics, variable etiologies, Screening
Diversity
evaluation techniques, and differential
Quick Screen for Voice and supplementary
treatments. Dworkin, J. P., Marunick, M. Spontaneous and imitated productions in
documents for identifying pediatric voice
T., & Krouse, J. H. 35(4), 333-352. Spanish-speaking children with
disorders. Lee, L., Stemple, J. C., Glaze,
phonological disorders. Goldstein, B.,
L., & Kelchner, L. N. 35(4), 308-319.
Stuttering and Fabiano, L., & Iglesias, A. 35(1), 5-15.
Other Fluency Disturbances
Assessment
Caregiver—child interactions and their PROFESSIONAL
Assessing and managing medically fragile
impact on children’s fluency: Implica- children: Tracheostomy and ventilatory AND GENERAL
tions for treatment. Ratner, N. B. 35(1),
support. Woodnorth, G. H. 35(4), SCIENTIFIC ISSUES
46-56.
363-372.
Epilogue: What child language research Quick Screen for Voice and supplementary PROFESSIONAL AFFAIRS
may contribute to the understanding and
documents for identifying pediatric voice
treatment of stuttering. Weiss, A. L.
disorders. Lee, L., Stemple, J. C., Glaze, Governmental and Professional
35(1), 90-92.
L., & Kelchner, L. N. 35(4), 308-319. Regulations
Language abilities in children who stutter:
Toward improved research and clinical Spontaneous and imitated productions in Treating voice disorders in the school-based
applications. Watkins, R. V., & Johnson, Spanish-speaking children with setting: Working within the framework of
B. W. 35(1), 82-89. phonological disorders. Goldstein, B., IDEA. Ruddy, B. H., & Sapienza, C. M.
Fabiano, L., & Iglesias, A. 35(1), 5-15. 35(4), 327-332.
Lexical development and retrieval in
Velopharyngeal dysfunction: Speech
treating children who stutter. Hall, N. E.
35(1), 57-69. characteristics, variable etiologies, Service Provision
evaluation techniques, and differential
Prologue: What child language research treatments. Dworkin, J. P., Marunick, M. Models and Problems
may contribute to the understanding and T., & Krouse, J. H. 35(4), 333-352. The effects of verbal support strategies on
treatment of stuttering. Weiss, A. L. small-group peer interactions.
35(1), 30-33. Girolametto, L., Weitzman, E., &
Acoustic Measures
Therapy talk: Analyzing therapeutic Greenberg, J. 35(3), 254-268.
of Speech and Voice
discourse. Leahy, M. M. 35(1), 70-81. Treating voice disorders in the school-based
Why we should consider pragmatics when Digital data collection and analysis: setting: Working within the framework of
planning treatment for children who Application for clinical practice. Ingram, IDEA. Ruddy, B. H., & Sapienza, C. M.
stutter. Weiss, A. L. 35(1), 34-45. K., Bunta, F., & Ingram, D. 35(2), 35(4), 327-332.
112-121.
Voice and Other Laryngeal Disorders Research Issues and Methodology
Intervention
Assessing and managing medically fragile Digital data collection and analysis:
children: Tracheostomy and ventilatory Assessing and managing medically fragile Application for clinical practice. Ingram,
support. Woodnorth, G. H. 35(4), 363— children: Tracheostomy and ventilatory K., Bunta, F., & Ingram, D. 35(2),
372. support. Woodnorth, G. H. 35(4), 363- 112-121.
372.
Epilogue: Childhood voice disorders: A
Treating voice disorders in the school-based
glance back and charge ahead. Bahr, R. setting: Working within the framework of PROFESSIONAL TRAINING
H. 35(4), 373-374.
IDEA. Ruddy, B. H., & Sapienza, C. M.
Laryngeal structure and function in the 35(4), 327-332. Education and Continuing Education
pediatric larynx: Clinical applications.
Velopharyngeal dysfunction: Speech Speech-language pathologists’ opinions on
Sapienza, C. M., Ruddy, B. H., & Baker,
characteristics, variable etiologies, communication disorders and violence.
S. 35(4), 299-307.
evaluation techniques, and differential Sanger, D., Moore-Brown, B. J.,
Paradoxical vocal fold motion in children
treatments. Dworkin, J. P., Marunick, M. Montgomery, J., & Hellerich, S. 35(1),
and adolescents. Sandage, M. J., &
T., & Krouse, J. H. 35(4), 333-352. 16-29. :
Zelazny, S. K. 35(4), 353-362.
Why we should consider pragmatics when
Prologue: Childhood voice disorders: Tell
planning treatment for children who Counseling
me something I don’t know. Von Berg,
stutter. Weiss, A. L. 35/1), 34-45.
S., & McFarlane, S. C. 35(4), 297-298. Caregiver—child interactions and their
impact on children’s fluency: Implica-
Quick Screen for Voice and supplementary
tions for treatment. Ratner, N. B. 35(1),
documents for identifying pediatric voice
46-56.
disorders. Lee, L., Stemple, J. C., Glaze,
L., & Kelchner, L. N. 35(4), 308-319.
386 LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS ¢ Vol. 35 ¢ 383-387 October 2004
HIsTORICAL PERSPECTIVES Embedded-explicit emergent literacy Prologue: What child language research may
intervention I: Background and description contribute to the understanding and
Clinical Interaction of approach. Justice, L. M., & Kaderavek, treatment of stuttering. Weiss, A. L. 35(1),
J. N. 35(3), 201-211. 30-33.
Therapy talk: Analyzing therapeutic
Embedded-explicit emergent literacy Quick Screen for Voice and supplementary
discourse. Leahy, M. M. 35(1), 70-81.
intervention II: Goal selection and documents for identifying pediatric voice
implementation in the early childhood disorders. Lee, L., Stemple, J. C., Glaze,
Labeling/Terminology
classroom. Justice, L. M., & Kaderavek, J. L., & Kelchner, L. N. 35(4), 308-319.
A meme’s eye view of speech-language N. 35(3), 212-228. School-age follow-up of children with
pathology, Kamhi, A. G. 35(2), 105-111. Epilogue: Childhood voice disorders: A childhood apraxia of speech. Lewis, B. A.,
glance back and charge ahead. Bahr, R. H. Freebairn, L. A., Hansen, A. J., lyengar, S.
35(4), 373-374. K., & Taylor, H. G. 35(2), 122-140.
Epilogue: What child language research may Speech-language pathologists’ opinions on
contribute to the understanding and communication disorders and violence.
treatment of stuttering. Weiss, A. L. 35(1), Sanger, D., Moore-Brown, B. J., Mont-
TITLE INDEX 90-92. gomery, J., & Hellerich, S. 35(1), 16-29.
Language abilities in children who stutter: Speech perception benefits of FM and
African American and Caucasian Toward improved research and clinical infrared devices to children with hearing
preschoolers’ use of decontextualized applications. Watkins, R. V., & Johnson, B. aids in a typical classroom. Anderson, K.
language: Literate language features in oral W. 35(1), 82-89. L., & Goldstein, H. 35(2), 169-184.
narratives. Curenton, S. M., & Justice, L. Laryngeal structure and function in the Spontaneous and imitated productions in
M. 35(3), 240-253. pediatric larynx: Clinical applications. Spanish-speaking children with phonologi-
Assessing and managing medically fragile Sapienza, C. M., Ruddy, B. H., & Baker, S. cal disorders. Goldstein, B., Fabiano, L., &
children: Tracheostomy and ventilatory 35(4), 299-307. Iglesias, A. 35(1), 5-15.
support. Woodnorth, G. H. 35(4), 363-372. Lexical development and retrieval in treating Therapy talk: Analyzing therapeutic
Caregiver—child interactions and their impact children who stutter. Hall, N. E. 35(1), discourse. Leahy, M. M. 35(1), 70-81.
on children’s fluency: Implications for 57-69. Treating voice disorders in the school-based
treatment. Ratner, N. B. 35(1), 46-56. A meme’s eye view of speech-language setting: Working within the framework of
Computer-supported phonological awareness pathology, Kamhi, A. G. 35(2), 105-111. IDEA. Ruddy, B. H., & Sapienza, C. M.
intervention for kindergarten children with Narrative discourse in bilingual children: 35(4), 327-332.
specific language impairment. Segers, E., Language and task effects. Fiestas, C. E., Treatment of voice disorders in children.
& Verhoeven, L. 35(3), 229-239. & Pefia, E. D. 35(2), 155-168. Hooper, C. R. 35(4), 320-326.
Description of a program for social language Paradoxical vocal fold motion in children and Variable production of African American
intervention: “If you can have a conversa- adolescents. Sandage, M. J., & Zelazny, S. English across oracy and literacy contexts.
tion, you can have a relationship.” Brinton, K. 35(4), 353-362. Thompson, C. A., Craig, H. K., &
B., Robinson, L. A., & Fujiki, M. 35(3), Performance of elementary-grade African Washington, J. A. 35(3), 269-282.
283-290.
American students on the Gray Oral Velopharyngeal dysfunction: Speech
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