Communication Disorders Quarterly

This article highlights the importance of the information obtained from the family in the implementation of the augmentative and alternative communication (AAC) system. The objective was to investigate the communicative abilities of children with severe communication deficit through their parents’ reports within the family routine. Eleven parents of children affiliated with a rehabilitation program in a public university in Brazil participated in this research. Per their parents’ reports, the children demonstrated a variety of communication skills related to comprehension, expressive skills, and vocabulary. Parents further reported their children’s daily communication routines including social partners, communication environment, and the materials the children enjoyed the most. These results emphasize the importance of family involvement in planning AAC so that it is functional within the family context.

Idioms occur frequently in classroom language. Students with literacy or language weaknesses are often challenged by idioms; therefore, the failure to comprehend idioms can impact academic performance. Four 7th-grade female students (mean age: 12 years, 6 months) participated in a multiple baseline single subject study during their general education intensive reading class. Three sets of idioms were taught to examine the effects of classwide peer tutoring (CWPT) intervention on idiom comprehension. Following implementation of CWPT, comprehension of most idiomatic phrases increased and remained largely stable as indicated through visual analysis. Teaching idioms with CWPT was flexible, effective, and time-efficient in a general education classroom setting. Speech language pathologists collaborating with educators should provide evidence-based interventions as guided by educational standards and curriculum. Response to intervention provides a framework to implement a classroom intervention for all students to facilitate idiom understanding.

This study assessed whether instruction in African American English (AAE) phonological and grammatical rules improved speech-language pathology students’ knowledge of AAE features. Students were also instructed in the American Speech-Language and Hearing Association’s (ASHA’s) position on nonstandard American English (non-SAE) dialects, which states that non-SAE dialects should be viewed as valid variations of SAE and should not be viewed as disordered speech. Students were given surveys before and after the instruction to assess their knowledge of AAE features and their attitudes toward AAE use. After instruction in the rules of AAE, students significantly improved their knowledge of the phonological and grammatical features of AAE. In addition, students changed their attitudes toward clinical practice with clients who speak AAE in the schools. At posttest, knowledge of AAE rules was significantly correlated with several attitudes toward clinical practice. This suggests that dialect instruction can improve students’ knowledge of non-SAE dialects.

The National Reading Panel identified fluency as one of the five essential components of reading. Fluency serves as a bridge between word recognition and comprehension. Individuals who are able to read effortlessly and accurately have more capacity to attend to the meaning and, as a result, better understand what they read. The purpose of this study was to review and summarize the research published in peer-reviewed journals between 1970 and 2009 focusing on reading fluency and students who are deaf and hard of hearing. A total of six studies were identified. A summary of each study is presented, and potential educational implications are described. Suggestions for additional research are provided.

This study analyzed spontaneous language samples of 10 late talking toddlers and 11 typically developing toddlers using Dore’s primitive speech act analysis (1974). Late talkers did not produce as many pragmatic functions, and the ones that they do produce did not prompt continued interaction with a communication partner.

The purpose of this study was to analyze resonance characteristics (nasality and nasalance values) during the menstrual cycle. Previous studies indicate changes in voice quality and nasal mucosa due to temporary falling estrogen levels in human females during their menstrual cycle. The present study compared the nasality and “nasalance scores” obtained on 15 healthy participants. The first assessment was done during the first 3 days of the menses and a second assessment was done during postmenstrual ovulation phases using Nasometer II software, and a perceptual nasal resonance assessment was done using Buffalo III Voice Profile. The results revealed significant increases in the nasalance values during the menstruation phase. The findings indicate that hormonal and other related changes occurring during menstruation leads to a significant change in the resonance characteristics of voice.

Three trends emerged from independent parent and teacher ratings of receptive communication and expressive forms and functions among students with severe disabilities and visual impairment/blindness. Parents had higher ratings than teachers, receptive communication was rated the highest, and no skills occurred often. Implications are discussed for ecologically sensitive communication scales.

Undetected/untreated hearing loss imposes significant limitations upon individuals with intellectual disabilities (ID). It can interfere with cognitive development, impede communicative and social interactions, and limit vocational aspirations. Over the past decade, the hearing of 9961 people with ID was evaluated at Special Olympics sports events. This report provides outcome findings. A striking 24% of hearing loss is revealed, 1.4 times greater than the general population of similar ages (18 to 55 years). Most hearing loss is previously undetected, unserved or undertreated. Thirteen percent have sensorineural hearing losses, and most could benefit from hearing aids. An additional 11% show conductive/mixed losses needing medical attention. These outcomes highlight the need for parents, caregivers, primary care physicians, other healthcare providers and teachers to be informed about high incidences of hearing loss among people with ID, to advocate for annual hearing evaluations, and to assure immediate interventions once hearing loss is identified.