Table Of ContentLANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS
INDEX TO VOLUME 31, 2000
AUTHOR INDEX vith Native American kindergartne ley, F immerman, A., |
Facilitating language
Anderson, R. See Gutiérrez-Clellen et al nner-city children
Language sample analysis in Span issroom amplification 1 of a collaborative
speaking children: Methodological Theory and practice. 31| ased intervention
consideration. 31(1), 88-98 Crandell, , & Smaldino, Class-
Arvedson, J. C. Evaluation of children wit! room acoustics for children with normal il, letter to the parent(s)
feeding and swallowing problems 1 with hearing impairment elopmental apraxia of
28-41. ] Speech characteristics
Ayukawa, H. See Eriks-Brophy & 169-17?
Ayukawa. The benefits of sound field tter to the
amplification in classrooms of Inui 1 dey
students of Nunavik art II: The nature and j causes
2311 (4), 324-32325¢ 5
Bahr, R. See Silliman et al. Scafft \ letter to the pare
learning to read in an inclusior velopmental apraxi
room. 31(3> ). 2 27= 9 dartnh ee th:nec r atlser tagn e
nesi sman, J
\ letter to the parent
room with dev — il apraxia of spe
Bedore, L. See Gutiérrez-( eatment of DAS
Language sample analysis in Spar
speaking children: Methodolog
consideration. 31(1), 88-98
Bickerton, C. See Homer et al. Develop liiki. M. See nton et al. Children v
nent of an interdisciplinary dysphagia inguage impairment in cooperative
team in the put blic schools 4 S. See Ukrainetz et al. A
Bradham, T. See Smith et al. The effect « stigation of dynamic assessn
examiner’s race on th € performance of nereco. M. ] lated services research UV 1 kindergartners
African American children on the S¢ th | 42 154
31(2), 116-125 ibilities: Implications for speech- Hewitt, L. E. Doeist matter what your
srinton, B., Fujiki, M., Montagu d ous los incl rhe role of theory
Hanton, J. L. Children with languag assroom 3), 23 ntervention: Response to Kamhi
impairment in cooperative work g
4 pilot study. 31(3), 252-264 :wareness interventionf or children with Hill. S. See Homeert a l
Chandler, L. See Smith et al terdisciplinary dysph
examiner’s race on the performance 26-14 public schools. 31(1), 62
African American children on the rolametto. L.. Hoaken. Weitz1 _E.. Hoaken, L. See
31(2), 116-125 & van Lieshout, R. Patterns of adult of adult-child linguistic 1
Classroom Acoustics Working Group child linguistic interaction in integrated as lay care groups
Appendix: Improving acoustics in ; 3] 155-168
American schools. 31(4), 391-393 Gold, M. A. See Siebein et al. Ten way ier, E. M., BickertCo.,n H,il l, S.,
Collins, K. M. See Palincsar et al. Investi wovide a high-quality acoustical Parham, L., & Taylor, D.D evelopme:
gating the engagement and learning of ‘nvironment in schools. 31(¢ 16-3 in interdisciplinary dysphagia te
students with learning disabilities in jutiérrez-Clellen. V. F.. Restrepo. M. A the public schools. 31(1), 62
guided inquiry science teaching. 31(3) Bedore, L., Pena, E., & Anderson, R Kamhi, A. G. Practice makes perfect: The
240-251. 1uagiege sample e ananaall ysis inin S panisihs] iaen compatibility of prraaccttiicciinngge spesenecehch and and
Coyle, C. See Ukrainetz et al. A prelimi- speaking children: Methodological meaningful communication. 31(2),
nary investigation of dynamic assessment consideration. 31(1), 88-98 182-185
LANGUAGE, SPEECH, ANI RIN ERVIC f 5 3 409-414 * October 2000 American Speech-Language-Hearing Assoc
1461/00/3 104—0409
Kurjan, R. M. The role of the school-based speaking children: Methodological service plans for speech-language
speech-language pathologist serving consideration. 31(1), 88-98. pathologists. 31(1), 4-14.
preschool children with dysphagia: A Parham, L. See Homer et al. Development Ukrainetz, T. A., & Duncan, D. S. From old
personal prespective. 31(1), 42-49. of an interdisciplinary dysphagia team in to new: Examining score increases on the
Logemann, J. A. Therapy for children with the public schools. 31(1), 62-75. Peabody Picture Vocabulary Test-III.
swallowing disorders in the educational Polmanteer, K., & Turbiville, V. Family- 31(4), 336-339.
setting. 31(1), 50-55. responsive individualized family service Ukrainetz, T. A., Harpell, S., Walsh, C., &
Logemann, J. A., & O'Toole, T. J. plans for speech-language pathologists. Coyle, C. A preliminary investigation of
Identification and management of 31(1), 4-14. dynamic assessment with Native
dysphagia in the public schools: Power-deFur, L. Serving students with American kindergartners. 31(2),
Epilogue. 31(1), 79. dysphagia in the schools? Educational 142-154.
Logemann, J. A., & O’ Toole, T. J. preparation is essential! 31(1), 76-78. van Lieshout, R. See Girolametto et al.
Identification and management of Prelock, P. A. Epilogue: An intervention Patterns of adult-child linguistic
dysphagia in the public schools: focus for inclusionary practice. 31(3), interaction in integrated day care groups.
Prologue. 31(1), 26-27. 296-298. 31(2), 155-168.
Long, M. See Hadley et al. Facilitating Prelock, P. A. Prologue: Multiple perspec- Walsh, C. See Ukrainetz et al. A preliminary
language development for inner-city tives for determining the roles of speech- investigation of dynamic assessment with
children: Experimental evaluation of a language pathologists in inclusionary Native American kindergartners. 31(2),
collaborative, classroom-based interven- classrooms. 31(3), 213-218. 142-154.
tion. 31(3), 280-295. Restrepo, M. A. See Gutiérrez-Clellen et al. Weitzman, E. See Girolametto et al.
Luna, M. See Hadley et al. Facilitating Language sample analysis in Spanish- Patterns of adult-child linguistic
language development for inner-city speaking children: Methodological interaction in integrated day care groups.
children: Experimental evaluation of a consideration. 31(1), 88-98. 31(2), 155-168.
collaborative, classroom-based interven- Seal, B. C. Working with educational Wells, C. See Smith et al. The effect of
tion. 31(3), 280-295. interpreters. 31(1), 15-25. examiner’s race on the performance of
Magnusson, S. J. See Palincsar et al. Siebein, G. W. See Siebein et al. Ten ways African American children on the SCAN.
Investigating the engagement and to provide a high-quality acoustical 31(2), 116-125.
learning of students with learning environment in schools. 31(4), 376-384. Wilkinson, L. C. See Silliman et al.
disabilities in guided inquiry science Siebein, G. W., Gold, M. A., Siebein, G. W., Scaffolds for learning to read in an
teaching. 31(3), 240-251. & Ermann, M. G. Ten ways to provide a inclusion classroom. 31(3), 265-279.
Marano, N. L. See Palincsar et al. Investi- high-quality acoustical environment in
gating the engagement and learning of schools. 31(4), 376-384.
students with learning disabilities in Silliman, E. R., Bahr, R., Beasman, J., &
guided inquiry science teaching. 31(3), Wilkinson, L. C. Scaffolds for learning to SUBJECT INDEX
240-251. read in an inclusion classroom. 31(3),
Montague, E. C. See Brinton et al. Children 265-279. HEARING
with language impairment in cooperative
Simmerman, A. See Hadley et al. Facilitat-
work groups: A pilot study. 31(3), ing language development for inner-city NATURE OF HEARING
252-264. children: Experimental evaluation of a AND Its DisORDERS
Nelson, P. B. Epilogue: Improving acoustics collaborative, classroom-based interven-
in American schools. 31(4), 389-390. tion. 31(3), 280-295. Auditory and Other
Nelson, P. B. Prologue: Improving acoustics Smaldino, J. J. See Crandell & Smaldino. Otic Pathologies
in American schools. 31(4), 354-355. Classroom acoustics for children with
Acoustical barriers to learning: Children at
Nelson, P. B., & Soli, S. Acoustical barriers normal hearing and with hearing risk in every classroom. Nelson, P. B., &
to learning: Children at risk in every impairment. 31(4), 362-370. Soli, S. 31(4), 356-361.
classroom. 31(4), 356-361. Smaidino, J. J., & Crandell, C. C. Class-
Appendix: Improving acoustics in
O'Toole, T. J. Legal, ethical, and financial room amplification technology: Theory American schools. Classroom Acoustics
aspects of providing services to children and practice. 31(4), 371-375. Working Group. 31(4), 391-393.
with swallowing disorders in the public Smith, T. T., Bradham, T., Chandler, L., &
The classroom acoustical environment and
schools. 31(1), 56-61. Wells, C. The effect of examiner’s race
the Americans With Disabilities Act.
O'Toole, T. J. See Logemann & O'Toole. on the performance of African American Sorkin, D. L. 31(4), 385-388.
Identification and management of children on the SCAN. 31(2), 116-125.
Epilogue: Improving acoustics in American
dysphagia in the public schools: Soli, S. See Nelson & Soli. Acoustical schools. Nelson, P. B. 31(4), 389-390.
Epilogue. 31(1), 79. barriers to learning: Children at risk in
O'Toole, T. J. See Logemann & O’ Toole. every classroom. 31(4), 356-361. Proslcohgouoel:s . INmeplrsoovni,n gP . aBc.o u3s1t(i4c)s, i3n5 4A-m3e5r5i.c an
Identification and management of Sorkin, D. L. The classroom acoustical
dysphagia in the public schools: environment and the Americans With
Prologue. 31(1), 26-27. Disabilities Act. 31(4), 385-388. Hearing Loss and Deafness
Palincsar, A. S., Collins, K. M., Marano, N. Stockman, I. J. The new Peabody Picture Acoustical barriers to learning: Children at
L., & Magnusson, S. J. Investigating Voc; “wulary Test-III: An illusion of risk in every classroom. Nelson, P. B., &
the engagement and learning of unbiased assessment? 31(4), 340-353. Soli, S. 31(4), 356-361.
students with learning disabilities in Taylor, D. See Homer et al. Development of Appendix: Improving acoustics in
guided inquiry science teaching. 31(3), an interdisciplinary dysphagia team in American schools. Classroom Acoustics
240-251. the public schools. 31(1), 62-75. Working Group. 31(4), 391-393.
Pena, E. See Gutiérrez-Clellen et al. Turbiville, V. See Polmanteer & Turbiville. The benefits of sound field amplification in
Language sample analysis in Spanish- Family-responsive individualized family classrooms of Inuit students of Nunavik:
410 LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS * Vol. 31 © 409-414 October 2000
e
A pilot project. Eriks-Brophy, A., & Appendix: Improving acoustics in Epilogue: Improving acoustics in American
Ayukawa, H. 31(4), 324-335. American schools. Classroom Acoustics schools. Nelson, P. B. 31(4), 389-390
The classroom acoustical environment and Working Group. 31(4), 391-393 Prologue: Improving acoustics in American
the Americans With Disabilities Act. lhe benefits of sound field amplification in schools. Nelson, P. B. 31(4), 354-355
Sorkin, D. L. 31(4), 385-388. classrooms of Inuit students of Nunavik:
Classroom acoustics for children with \ pilot project. Eriks-Brophy, A., & Classroom Amplification
normal hearing and with hearing Ayukawa, H. 31(4), 324-335
he benefits of sound field amplification in
impairment. Crandell, C. C., & rhe classroom acoustical environment and
classrooms of Inuit students of Nunavik
Smaldino, J. J. 31(4), 362-370. the Americans With Disabilities Act.
\ pilot project. Eriks-Brophy, A., &
Classroom amplification technology: Sorkin, D. L. 31(4), 385-388. Ayukawa, H. 31(4), 324-335
Theory and practice. Smaldino, J Classroom acoustics for children with
Crandell, C. C. 31(4), 371-375 normal hearing and with hearing
Epilogue: Improving acoustics in American impairment. Crandell, C. C., & CULTURAL INFLUENCES
schools. Nelson, P. B. 31(4), 389-390 Smaldino, J. J. 31(4), 362-370.
Prologue: Improving acoustics in American ‘lassroom amplification technology: The effect of examiner’s race on the
schools. Nelson, P. B. 31(4), 354-355. Theory and practice. Smaldino, J. J., & performance of African American
Working with educational interpreters. Seal, Crandell, C. C. 31(4), 371-375 children on the SCAN. Smith, T. T.,
Bradham, T., Chandler, L.. & Wells, C
B.C. 31(1), 15-25. Epilogue: Improving acoustics in American 31(2), 116-125
schools. Nelson, P. B. 31(4), 389-390.
Effects of Noise and Prologue: Improving acoustics in American
schools. Nelson, P. B. 3i(4), 354-355. Test Bras
Issues in Hearing Conservation
Working with educational interpreters. Seal.
Acoustical barriers to learning: Children at B.C. 31(1), 15-235. The effect of examiner’s race on the
risk in every classroom. Nelson, P. B., & performance of African American
Soli, S. 31(4), 356-361. children on the SCAN. Smith, T. T.,
Appendix: Improving acoustics in Hearing Aids and Other Prostheses Bradham, T., Chandler, L., & Wells, C
American schools. Classroom Acoustics Acoustical barriers to learning: Children at 31(2), 116-125.
Working Group. 31(4), 391-393 risk in every classroom. Nelson, P. B., &
The classroom acoustical environment and Soli, S. 31(4), 356-361. CENTRAL AUDITORY PROCESSING
the Americans With Disabilities Act Appendix: Improving acoustics in
Sorkin, D. L. 31(4), 385-388. American schools. Classroom Acoustics The effect of examiner’s race on the
Classroom acoustics for children with Working Group. 31(4), 391-393. performance of African American
normal hearing and with hearing Classroom acoustics for children with children on the SCAN. Smith, T. T
impairment. Crandell, C. C., & normal hearing and with hearing Bradham, T., Chandler, L., & Wells, C
Smaldino, J. J. 31(4), 362-370. impairment. Crandell, C. C., & 31(2), 116-125
Classroom amplification technology Smaldino, J
Theory and practice. Smaldino, J. J., & Classroom amplification technology:
Crandell, C. C. 31(4), 371-375. Theory and practice. Smaldino, J. J., & LANGUAGE
Epilogue: Improving acoustics in American Crandell, C. C. 31(4), 371-375.
schools. Nelson, P. B. 31(4), 389-390. Epilogue: Improving acoustics in American NATURE OF NORMAL LANGUAGE
Prologue: Improving acoustics in American schools. Nelson, P. B. 31(4), 389-390.
schools. Nelson, P. B. 31(4), 354-355 Prologue: Improving acoustics in American Language Use in Adults
schools. Nelson, P. B. 31(4), 354-355. Patterns of adult-child linguistic interaction
ASSESSMENT OF HEARING in integrated day care groups.
Classroom Acoustics Girolametto, L., Hoaken, L., Weitzman
Psychoacoustics E., & van Lieshout, R. 31(2), 155-168
Acoustical barriers to learning: Children at
Ten ways to provide a high-quality
risk in every classroom. Nelson, P. B., &
acoustical environment in schools Soli, S. 31(4), 356-361 Language Differences
Siebein, G. W., Gold, M. A., Siebein, G and Different Languages
Appendix: Improving acoustics in
W., & Ermann, M. G. 31(4), 376-384.
American schools. Classroom Acoustics Facilitating language development for
Acoustical Instruments, Working Group. 31(4), 391-393. inner-city children: Experimental
Measurements, and Standards Phe benefits of sound field amplification in evaluation of a collaborative, classroom-
classrooms of Inuit students of Nunavik: based intervention. Hadley, P. A..,
Ten ways to provide a high-quality A pilot project. Eriks-Brophy, A., & Simmerman, A., Long, M., & Luna, M
acoustical environment in schools. Ayukawa, H. 31(4), 324-335 31(3), 280-295.
Siebein, G. W., Gold, M. A., Siebein, G
he classroom acoustical environment and Language sample analysis in Spanish-
W., & Ermann, M. G. 31(4), 376-384
the Americans With Disabilities Act. speaking children: Methodological
Sorkin, D. L. 31(4), 385-388. consideration. Gutiérrez-Clellen, V. F.,
INTERVENTION Classroom acoustics for children with Restrepo, M. A., Bedore, L., Petia, E.. &
Anderson, R. 31(1), 88-98
normal hearing and with hearing
Habilitation, Rehabilitation, impairment. Crandell, C. C., & The new Peabody Picture Vocabulary Test-
and Education Smaldino, J. J. 31(4), 362-370. III: An illusion of unbiased assessment?
Acoustical barriers to learning: Children at Classroom amplification technology: Stockman, I. J. 31(4), 340-353
risk in every classroom. Nelson, P. B., & Theory and practice. Smaldino, J. J., & Working with educational interpreters. Seal,
Soli, S. 31(4), 356-361. Crandell, C. C. 31(4), 371-375. B.C. 31(1), 15-25
Index 411
LANGUAGE DISORDERS ASSESSMENT AND INTERVENTION PHONOLOGICAL AWARENESS
IN THE CLASSROOM
Language Disorders Assessment
in Children Scaffolds for learning to read in an
Children with language impairment in
inclusion classroom. Silliman, E. R.,
Children with language impairment in cooperative work groups: A pilot study.
cooperative work groups: A pilot study. Brinton, B., Fujiki, M., Montague, E. C., Bahr, R., Beasman, J., & Wilkinson, L.
Brinton, B., Fujiki, M., Montague, E. C., & Hanton, J. L. 31(3), 252-264. C. 31(3), 265-279.
& Hanton, J. L. 31(3), 252-264. From old to new: Examining score
Does it matter what your client thinks? The increases on the Peabody Picture SPEECH
role of theory in intervention: Response Vocabulary Test-III. Ukrainetz, T. A., &
to Kamhi. Hewitt, L. E. 31(2), 186-193. Duncan, D. S. 31(4), 336-339. NATURE OF NORMAL SPEECH
The efficacy of phonological awareness
intervention for children with spoken Language sample analysis in Spanish- Perception of Speech
speaking children: Methodological
language impairment. Gillon, G. T. 31(2), consideration. Gutiérrez-Clellen, V. F., Ten ways to provide a high-quality
126-141. Restrepo, M. A., Bedore, L., Pefia, E., & acoustical environment in schools.
Epilogue: An intervention focus for Anderson, R. 31(1), 88-98. Siebein, G. W., Gold, M. A., Siebein, G.
inclusionary practice. Prelock, P. A. W., & Ermann, M. G. 31(4), 376-384.
31(3), 296-298. The new Peabody Picture Vocabulary Test-
Ill: An illusion of unbiased assessment?
A letter to the parent(s) of a child with
Stockman, I. J. 31(4), 340-353. SPEECH AND VOICE DISORDERS
developmental apraxia of speech: Part
ill: Other problems often associated with A preliminary investigation of dynamic
Articulation and Resonance Disorders
the disorder. Hall, P. K. 31(2), 176-178. assessment with Native American
The new Peabody Picture Vocabuiary Test- kindergartners. Ukrainetz, T. A., Harpell, A letter to the parent(s) of a child with
Ill: An illusion of unbiased assessment? S., Walsh, C., & Coyle, C. 31(2), developmental apraxia of speech: Part I:
Stockman, I. J. 31(4), 340-353. 142-154. Speech characteristics of the disorder.
Hall, P. K. 31(2), 169-172.
Prologue: Multiple perspectives for Working with educational interpreters. Seal,
determining the roles of speech-language B. C. 31(1), 15-25. A letter to the parent(s) of a child with
developmental apraxia of speech: Part II:
pathologists in inclusionary classrooms.
Prelock, P. A. 31(3), 213-218. The nature and causes of DAS. Hall, P.
Intervention K. 31(2), 173-175.
i] A letter to the parent(s) of a child with
Learning Disabilities Does it matter what your client thinks? The developmental apraxia of speech: Part
Epilogue: An intervention focus for role of theory in intervention: Response III: Other problems often associated with
inclusionary practice. Prelock, P. A. to Kamhi. Hewitt, L. E. 31(2), 186-193. the disorder. Hall, P. K. 31(2), 176-178.
31(3), 296-298. Epilogue: An intervention focus for A letter to the parent(s) of a child with
Investigating the engagement and learning inclusionary practice. Prelock, P. A. developmental apraxia of speech: Part
of students with learning disabilities in 31(3), 296-298. IV: Treatment of DAS. Hall, P. K. 31(2),
guided inquiry science teaching. Facilitating language development for 179-181.
Palincsar, A. S., Collins, K. M., Marano, inner-city children: Experimental Practice makes perfect: The incompatibility
N. L., & Magnusson, S. J. 31(3), evaluation of a collaborative, classroom- of practicing speech and meaningful
240-251. based intervention. Hadley, P. A., communication. Kamhi, A. G. 31(2),
Prologue: Multiple perspectives for Simmerman, A., Long, M., & Luna, M. 182-185.
determining the roles of speech-language 31(3), 280--295.
pathologists in inclusionary classrooms. Investigating the engagement and learning Physiologically Based
Prelock, P. A. 31(3), 213-218. of students with learning disabilities in Speech Disorders
guided inquiry science teaching.
Development of an interdisciplinary
Palinesar, A. S., Collins, K. M., Marano,
Language Disorders in dysphagia team in the public schools.
Mental Retardation N. L., & Magnusson, S. J. 31(3), Homer, E. M., Bickerton, C., Hill, S.,
240-251.
Parham, L., & Taylor, D. 31(1), 62-75.
Patterns of adult-child linguistic interaction
Prologue: Multiple perspectives for
in integrated day care groups.
determining the roles of speech-language Dysphagia
Girolametto, L., Hoaken, L., Weitzman,
E., & van Lieshout, R. 31(2), 155-168. pathologists in inclusionary classrooms. Identification and management of dysph-
Prelock, P. A. 31(3), 213-218.
agia in the public schools: Epilogue.
Logemann, J. A., & O'Toole, T. J.
Spoken Language Impairment
S31); 79:
Nonspeech Communications Systems
The efficacy of phonological awareness Identification and management of dysph-
intervention for children with spoken Working with educational interpreters. Seal, agia in the public schools: Prologue.
language impairment. Gillon, G. T. 31(2), B.C. 31(1), 15-25. Logemann, J. A., & O'Toole, T. J. 31(1),
126-141. 26-27.
A letter to the parent(s) of a child with
Reading Disorder Cooperative Learning developmental apraxia of speech: Part
The efficacy of phonological awareness Children with language impairment in III: Other problems often associated with
intervention for children with spoken cooperative work groups: A pilot study. the disorder. Hall, P. K. 31(2), 176-178.
language impairment. Gillon, G. T. 31(2), Brinton, B., Fujiki, M., Montague, E. C., The role of the school-based speech-
126-141. & Hanton, J. L. 31(3), 252-264. language pathologist serving preschool
412 LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS * Vol. 31 * 409-414 October 2000
children with dysphagia: A personal swallowing disorders in the public schools. Related services research for students with
prespective. Kurjan, R. M. 31(1), 42 O'Toole, T. J. 31(1), 56-61. low-incidence disabilities: Implications for
Serving students with dysphagia in the speech-language pathologists in inclusive
schools? Educational preparation is classrooms. Giangreco, M. F. 31(3)
essential! Power-deFur, L. 31(1), 76 Service Provision 230-239
Models and Problems
Therapy for children with swallowing
disorders in the educational setting. Development of an interdisciplinary PROFESSIONAL TRAINING
Logemann, J. A. 31(1), 50-55.
dysphagia team in the public schools.
Homer, E. M., Bickerton, C., Hill, S., Education and
Phonological Impairment Parham, L., & Taylor, D. 31(1), 62-75. Continuing Education
The efficacy of phonological awareness Epilogue: An intervention focus for Serving students with dysphagia in the
intervention for children with spoken inclusionary practice. Prelock, P. A. 31(3), schools? Educational preparation is
language impairment. Gillon, G. T. 31(2), 296-298. essential! Power-deFur, L. 31(1), 76-78
126-141.
Facilitating language development for inner-
city children: Experimental evaluation of a
RECOMMENDED PRACTICE
collaborative, classroom-based interven-
ASSESSMENT AND INTERVENTION
tion. Hadley, P. A., Simmerman, A., Long,
Assessment M., & Luna, M. 31(3), 280-295. Family-responsive individualized family
service plans for speech-language
Legal, ethical, and financial aspects of
Evaluation of children with feeding and pathologists. Polmanteer, K., & Turbiville,
providing services to children with
swallowing problems. Arvedson, J. C V. 31(1), 4-14.
swallowing disorders in the public schools.
31(1), 28-41.
O'Toole, T. J. 31(1), 56-61.
A letter to the parent(s) of a child with Maintaining a therapeutic focus and sharing INCLUSIVE EDUCATION
developmental apraxia of speech: Part I:
responsibility for student success: Keys to
Speech characteristics of the disorder. Hall,
in-classroom speech-language services Children with language impairment in
P. K. 31(2), 169-172.
Ehren, B. J. 31(3), 219-229 cooperative work groups: A pilot study
Patterns of adult-child linguistic interaction in Brinton, B., Fujiki, M., Montague, E. C., &
Acoustic Measures of Speech and Voice Hanton, J. L. 31(3), 252-264
integrated day care groups. Girolametto,
Ten ways to provide a high-quality acoustical L., Hoaken, L., Weitzman, E., & van Epilogue: An intervention focus for
environment in schools. Siebein, G. W., Lieshout, R. 31(2), 155-168. inclusionary practice. Prelock, P. A. 31(3),
Gold, M. A., Siebein, G. W., & Ermann, Prologue: Multiple perspectives for determin- 296-298.
M. G. 31(4), 376-384. ing the roles of speech-language patholo- Facilitating language development for inner-
gists in inclusionary classrooms. Prelock, city children: Experimental evaluation of a
Intervention P. A. 31(3), 213-218 collaborative, classroom-based interven-
The efficacy of phonological awareness Related services research for students with tion. Hadley, P. A., Simmerman, A., Long,
M., & Luna, M. 31(3), 280-295
intervention for children with spoken low-incidence disabilities: Implications for
language impairment. Gillon, G. T. 31(2), speech-language pathologists in inclusive Investigating the engagement and learning of
126-141. classrooms. Giangreco, M. F. 31(3), students with learning disabilities in guided
230-239 inquiry science teaching. Palincsar, A. S..,
A letter to the parent(s) of a child with
developmental apraxia of speech: Part I'V: Collins, K. M., Marano, N. L., &
Magnusson, S. J. 31(3), 240-251
Treatment of DAS. Hall, P. K. 31(2),
179-181. Research Issues and Methodology Maintaining a therapeutic focus and sharing
Practice makes perfect: The incompatibility Investigating the engagement and learning of responsibility for student success: Keys to
in-classroom speech-language services
of practicing speech and meaningful students with learning disabilities in guided Ehren, B. J. 31(3), 219-229.
communication. Kamhi, A. G. 31(2), inquiry science teaching. Palincsar, A. S.,
182-185. Collins, K. M., Marano, N. L., & Prologue: Multiple perspectives for determin-
Magnusson, S. J. 31(3), 240-251. ing the roles of speech-language patholo-
gists in inclusionary classrooms. Prelock
PROFESSIONAL Ten ways to provide a high-quality acoustical P. A. 31(3), 213-218
environment in schools. Siebein, G. W.,
AND GENERAL Related services research for students with
Gold, M. A., Siebein, G. W., & Ermann,
SCIENTIFIC ISSUES M. G. 31(4), 376-384. low-incidence disabilities: Implications for
speech-language pathologists in inclusive
classrooms. Giangreco, M. F. 31(3),
PROFESSIONAL AFFAIRS Interdisciplinary Concerns 230-239.
Scaffolds for learning to read in an inclusion
Professional Standards and Ethics Development of an interdisciplinary classroom. Silliman, E. R., Bahr, R.,
dysphagia team in the public schools. Beasman, J., & Wilkinson, L. C. 31(3),
Legal, ethical, and financial aspects of
providing services to children with Homer, E. M., Bickerton, C., Hill, S., 265-279.
Parham, L., & Taylor, D. 31(1), 62-75.
swallowing disorders in the public schools
O'Toole, T. J. 31(1), 56-61. Epilogue: An intervention focus for
inclusionary practice. Prelock, P. A. 31(3),
296-298. TITLE INDEX
Governmental and Professional
Prologue: Multiple perspectives for determin-
Regulations
ing the roles of speech-language patholo- Acoustical barriers to learning: Children at
Legal, ethical, and financial aspects of gists in inclusionary classrooms. Prelock, risk in every classroom. Nelson, P. B., &
providing services to children with P. A. 31(3), 213-218. Soli, S. 31(4), 356-361.
Appendix: Improving acoustics in American Family-responsive individualized family The new Peabody Picture Vocabulary Test-
schools. Classroom Acoustics Working service plans for speech-language HI: An illusion of unbiased assessment?
Group. 31(4), 391-393. pathologists. Polmanteer, K., & Turbiville, Stockman, I. J. 31(4), 340-353.
The benefits of sound field amplification in V. 31(1), 4-14. Patterns of adult-child linguistic interaction in
classrooms of Inuit students of Nunavik: A From old to new: Examining score increases integrated day care groups. Girolametto,
pilot project. Eriks-Brophy, A., & on the Peabody Picture Vocabulary Test- L., Hoaken, L., Weitzman, E., & van
Ayukawa, H. 31(4), 324-335. III. Ukrainetz. T. A., & Duncan, D. S. Lieshout, R. 31(2), 155-168.
Children with language impairment in 31(4), 336-339. Practice makes perfect: The incompatibility
cooperative work groups: A pilot study. Identification and management of dysphagia of practicing speech and meaningful
Brinton, B., Fujiki, M., Montague, E. C., & in the public schools: Epilogue. Logemann, communication. Kamhi, A. G. 31(2),
Hanton, J. L. 31(3), 252-264. J. A., & O'Toole, T. J. 31(1), 79. 182-185.
The classroom acoustical environment and Identification and management of dysphagia A preliminary investigation of dynamic
the Americans With Disabilities Act. in the public schools: Prologue. Logemann, assessment with Native American
Sorkin, D. L. 31(4), 385-388. J.A., & O’ Toole, T. J. 31(1), 26-27. kindergartners. Ukrainetz, T. A., Harpell,
Classroom acoustics for children with normal Investigating the engagement and learning of S., Walsh, C., & Coyle, C. 31(2), 142-154.
hearing and with hearing impairment. students with learning disabilities in guided Prologue: Improving acoustics in American
Crandell, C. C., & Smaldino, J. J. 31(4), inquiry science teaching. Palincesar, A. S., schools. Nelson, P. B. 31(4), 354-355.
362-370. Collins, K. M., Marano, N. L., & Prologue: Multiple perspectives for determin-
Classroom amplification technology: Theory Magnusson, S. J. 31(3), 240-251 ing the roles of speech-language patholo-
and practice. Smaldino, J. J., & Crandell, Language sample analysis in Spanish- gists in inclusionary classrooms. Prelock,
C. C. 31(4), 371-375. speaking children: Methodological P. A. 31(3), 213-218.
Development of an interdisciplinary consideration. Gutiérrez-Clellen, V. F., Related services research for students with
dysphagia team in the public schools. Restrepo, M. A., Bedore, L., Pefia, E., & low-incidence disabilities: Implications for
Homer, E. M., Bickerton, C., Hill, S., Anderson, R. 31(1), 88-98. speech-language pathologists in inclusive
Parham, L., & Taylor, D. 31(1), 62-75. Legal, ethical, and financial aspects of classrooms. Giangreco, M. F. 31(3),
Does it matter what your client thinks? The providing services to children with 230-239.
role of theory in intervention: Response to swallowing disorders in the public schools. The role of the school-based speech-language
Kamhi. Hewitt, L. E. 31(2), 186-193. O'Toole, T. J. 31(1), 56-61. pathologist serving preschool children with
The effect of examiner’s race on the A letter to the parent(s) of a child with dysphagia: A personal prespective. Kurjan,
performance of African American children developmental apraxia of speech: Part I: R. M. 31(1), 42-49.
on the SCAN. Smith, T. T., Bradham, T., Speech characteristics of the disorder. Hall, Scaffolds for learning to read in an inclusion
Chandler, L., & Wells, C. 31(2), 116-125. P. K. 31(2), 169-172. classroom. Silliman, E. R., Bahr, R..
The efficacy of phonological awareness A letter to the parent(s) of a child with Beasman, J., & Wilkinson, L. C. 31(3),
intervention for children with spoken developmental apraxia of speech: Part IT: 265-279.
language impairment. Gillon, G. T. 31(2), The nature and causes of DAS. Hall, P. K. Serving students with dysphagia in the
126-141. 31(2), 173-175. schools? Educational preparation is
Epilogue: Improving acoustics in American A letter to the parent(s) of a child with essential! Power-deFur, L. 31(1), 76-78.
schools. Nelson, P. B. 31(4), 389-390. developmental apraxia of speech: Part III: Ten ways to provide a high-quality acoustical
Epilogue: An intervention focus for Other problems often associated with the environment in schools. Siebein, G. W.,
inclusionary practice. Prelock, P. A. 31(3), disorder. Hall, P. K. 31(2), 176-178. Gold, M. A., Siebein. G. W., & Ermann.
296-298. A letter to the parent(s) of a child with M. G. 31(4), 376-384.
Evaluation of children with feeding and developmental apraxia of speech: Part IV: Therapy for children with swallowing
swallowing problems. Arvedson, J. C. Treatment of DAS. Hall, P. K. 31(2), disorders in the educational setting.
31(1), 28-41. 179-181. Logemann, J. A. 31(1), 50-55.
Facilitating language development for inner- Maintaining a therapeutic focus and sharing Working with educational interpreters
city children: Experimental evaluation of a responsibility for student success: Keys to B.C. 31(1), 15-25.
collaborative, classroom-based interven- in-classroom speech-language services.
Ehren, B. J. 31(3), 219-229.
tion. Hadley, P. A., Simmerman, A., Long,
M., & Luna, M. 31(3), 280-295.
LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS * Vol. 31 * 409-414 October 2000
