Language, Speech & Hearing Services in Schools 1999: Vol 30 Index

7 Pages·1999·3 MB·English

LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS
INDEX TO VOLUME 30, 1999
Author Index
Subject Index
Title Index
AUTHOR INDEX Cooper, W. See Davis et al. The hearing aid and first-grade students. Jan. 1999,
effect in African American and Cauca- 83-91.
Allard, G. B. See Muir et al. Oral language sian males as perceived by female judges Frerichs, J. See Hargrove et al. A format for
development in a child with Floating- of the same race. April 1999, 165-172. identifying interactions among measures
Harbor Syndrome. April 1999, 207-211. Craig, H. K. See Washington & Craig. of communication skills: A case study.
Apel, K. Checks and balances: Keeping the Performances of at-risk, African Jan. 1999, 11-25.
science in our profession. Jan. 1999, American preschoolers on the Peabody Friel-Patti, S. Clinical decision-making in
98-107. Picture Vocabulary Test-III. Jan. 1999, the assessment and intervention of
75-82. central auditory processing disorders.
Apel, K. An introduction to assessment and
intervention with older students with Creaghead, N. A. Evaluating language Oct. 1999, 345-352.
language-learning impairments: Bridges intervention approaches: Contrasting Fujiki, M., Brinton, B., Morgan, M., &
from research to clinical practice. July approaches: Epilogue. Oct. 1999, Hart, C. H. Withdrawn and sociable
1999, 228-230. 415-416. behavior of children with language
Apel, K. Moving ahead. July 1999, Creaghead, N. A. Evaluating language impairment. April 1999, 183-195.
293-294. intervention approaches: Contrasting Gillam, R. B. Computer-assisted language
Apel, K., & Swank, L. K. Second chances: perspectives: Prologue. Oct. 1999, intervention using Fast ForWord®:
Improving decoding skills in the older 335-338. Theoretical and empirical considerations
student. July 1999, 231-242. Crede, L. A. See Masterson & Crede. for clinical decision-making. Oct. 1999,
Learning to spell: Implications for 363-370.
Bashir, A. S. See Singer & Bashir. What are
the executive functions and self- assessment and intervention. July 1999, Graham, S., & Harris, K. R. Assessment
regulation and what do they have to do 243-254. and intervention in overcoming writing
with language-learning disorders? July Davis, M., JacksonR., Smith, T., & difficulties: An illustration from the self-
1999, 265-273. Cooper, W. The hearing aid effect in regulated strategy development model.
African American and Caucasian males July 1999, 255-264.
Blair, J. C., EuDaly, M., & Von Almen
Benson, P. The effectiveness of as perceived by female judges of the Gray, S., Plante, E., Vance, R., & Henrich-
audiologists’ information sources for same race. April 1999, 165-172. sen, M. The diagnostic accuracy of four
classroom teachers. April 1999, 173-182. Diehl, S. F. Listen and learn? A software vocabulary tests administered to pre-
Brinton, B. See Fukiki et al. Withdrawn and review of Earobics®. Jan. 1999, 108-116. school-age children. April 1999, 196-206.
sociable behavior of children with Donahue, M. L., Szymanski, C. M., & Griffer, M. R. Is sensory integration
language impairment. April 1999, Wujek Flores, C. When “Emily effective for children with language-
183-195. Dickinson” met “Steven Spielberg”: learning disorders?: A critical review of
Calculator, S. N. Look who’s pointing now: Assessing social information processing the evidence. Oct. 1999, 393-400.
Cautions related to the clinical use of in literary contexts. July 1999, 274-284. Greenberg, C. See Muir et al. Oral language
facilitated communication. Oct. 1999, Duchan, J. F. Views of facilitated communi- development in a child with Floating-
408-414. cation: What’s the point? Oct. 1999, Harbor Syndrome. April 1999, 207-211.
Carew, M. See Haaf et al. Computer-based 401-407. Gummersall, D. M., & Strong, C. J.
language assessment software: The Duncan, B. See Haaf et al. Computer-based Assessment of complex sentence
effects of presentation and response language assessment software: The production in a narrative context. April
format. Jan. 1999, 68-74. effects of presentation and response 1999, 152-164.
Church, G. See English & Church. format. Jan. 1999, 68-74. Gutierrez-Clellen, V. F. Mediating literacy
Unilateral hearing loss in children: An English, K., & Church, G. Unilateral skills in Spanish-speaking children with
update for the 1990s. Jan. 1999, 26-31. hearing loss in children: An update for special needs. July 1999, 285-292.
Coggins, T. E. See Cole et al. The influence the 1990s. Jan. 1999, 26-31. Haaf, R., Duncan, B., Skarakis-Doyle, E.,
of language/cognitive profile on EuDaly, M. See Blair et al. The effective- Carew, M., & Kapitan, P. Computer-
discourse intervention outcome. Jan. ness of audiologists’ information sources based language assessment software: The
1999, 61-67. for classroom teachers. April 1999, effects of presentation and response
Cole, K. N., Coggins, T. E., & Vanderstoep, 173-182. format. Jan. 1999, 68-74.
C. The influence of language/cognitive Farber, J. G., & Klein, E. R. Classroom- Halle, J. W. See Harbers et al. Phonological
profile on discourse intervention based assessment of a collaborative awareness and production: Changes
outcome. Jan. 1999, 61-67. intervention program with kindergarten during intervention. Jan. 1999, 50-60.
LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS * Vol. 30 * 437-442 * October 1999 © American Speech-Language-Hearing Association 437
0161-—1461/99/3004—0437
Harbers, H. M., Paden, E. P., & Halle, J. W. Madell, J. R. Auditory integration training: production in a narrative context. April
Phonological awareness and production: One clinician’s view. Oct. 1999, 1999, 152-164.
Changes during intervention. Jan. 1999, 371-377. Swank, L. K. See Apel & Swank. Second
50-60. Masterson, J. J., & Crede, L. A. Learning to chances: Improving decoding skills in the
Hargrove, P. M., Frerichs, J., & Heino, K. A spell: Implications for assessment and older student. July 1999, 231-242.
format for identifying interactions among intervention. July 1999, 243-254. Szymanski, C. M. See Donahue et al. When
measures of communication skills: A Mauer, D. M. Issues and applications of “Emily Dickinson” met “Steven
case study. Jan. 1999, 11-25. sensory integration theory and treatment Spielberg”: Assessing social information
Harris, J. L. See Qualls & Harris. Effects of with children with language disorders. processing in literary contexts. July 1999,
familiarity on idiom comprehension in Oct. 1999, 383-392. 274-284.
African American and European McAllister, L. See Reed et al. Importance of Tharpe, A. M. Auditory integration training:
American fifth graders. April 1999, selected communication skills for talking The magical mystery cure. Oct. 1999,
141-15]. with peers and teachers: Adolescents’ 378-382.
Harris, K. R. See Graham & Harris. opinions. Jan. 1999, 32-49. Thompson, M. See McKinnis & Thompson.
Assessment and intervention in McKinnis, S., & Thompson, M. Altered Altered auditory input and language
overcoming writing difficulties: An auditory input and language webs to webs to improve language processing
illustration from the self-regulated improve language processing skills. July skills. July 1999, 302-310.
strategy development model. July 1999, 1999, 302-310. Turkstra, L. S. Language testing in
255-264. McLeod, K. See Reed et al. Importance of adolescents with brain injury: A
Hart, C. H. See Fujiki et al. Withdrawn and selected communication skills for talking consideration of the CELF-3. April 1999,
sociable behavior of children with with peers and teachers: Adolescents’ 132-140.
language impairment. April 1999, opinions. Jan. 1999, 32-49. Vance, R. See Gray et al. The diagnostic
183-195. Morgan, M. See Fujiki et al. Withdrawn and accuracy of four vocabulary tests
Heino, K. See Hargrove et al. A format for sociable behavior of children with administered to preschool-age children.
identifying interactions among measures language impairment. April 1999, April 1999, 196-206.
of communication skills: A case study. 183-195. Vanderstoep, C. See Cole et al. The
Jan. 1999, 11-25. Muir, N. Y., Allard, G. B., & Greenberg, C. influence of language/cognitive profile
Henrichsen, M. See Gray et al. The Oral language development in a child on discourse intervention outcome. Jan.
diagnostic accuracy of four vocabulary with Floating-Harbor Syndrome. April 1999, 61-67.
tests administered to preschool-age 1999, 207-211. Veale, T. K. Targeting temporal processing
children. April 1999, 196-206. Paden, E. P. See Harbers et al. Phonological deficits through Fast ForWord®:
Jackson, R. See Davis et al. The hearing aid awareness and production: Changes Language therapy with a new twist. Oct.
effect in African American and Cauca- during intervention. Jan. 1999, 50-60. 1999, 353-362.
sian males as perceived by female judges Plante, E. See Gray et al. The diagnostic Von Almen Benson, P. See Blair et al. The
of the same race. April 1999, 165-172. accuracy of four vocabulary tests effectiveness of audiologists’ information
Johnson, C. E. Dimensions of multiskilling: administered to preschool-age children. sources for classroom teachers. April
Considerations for educational avdiol- April 1999, 196-206. 1999, 173-182.
ogy. Jan. 1999, 4-10. Qualls, C. D., & Harris, J. L. Effects of Washington, J. A., & Craig, H. K. Perfor-
Johnston, S. S. See Reichle & Johnston. familiarity on idiom comprehension in mances of at-risk, African American
Teaching the conditional use of African American and European preschoolers on the Peabody Picture
communicative requests to two school- American fifth graders. April 1999, Vocabulary Test-III. Jan. 1999, 75-82.
age children with severe developmental 141-151. Wujek Flores, C. See Donahue et al. When
disabilities. Oct. 1999, 324-334. Reed, V. A., McLeod, K., & McAllister, L. “Emily Dickinson” met “Steven
Kamhi, A. G. To use or not to use: Factors Importance of selected communication Spielberg”: Assessing social information
that influence the selection of new skills for talking with peers and teachers: processing in literary contexts. July 1999,
treatment approaches. Jan. 1999, 92-98. Adolescents’ opinions. Jan. 1999, 32-49. 274-284.
Kamhi, A. To use or not to use: Factors that Reichle, J., & Johnston, S. S. Teaching the
influence the selection of new treatment conditional use of communicative SUBJECT INDEX
‘ approaches: Response to Leonard (1999), requests to two school-age children with
July 1999, 311-312. severe developmental disabilities. Oct. HEARING
Kapitan, P. See Haafe t al. Computer-based 1999, 324-334.
language assessment software: The Singer, B. D., & Bashir, A. S. What are the NATURE OF HEARING
effects of presentation and response executive functions and self-regulation AND Its DISORDERS
format. Jan. 1999, 68-74. and what do they have to do with
Keith, R. W. Clinical issues in central language-learning disorders? July 1999, Auditory and Other
auditory processing disorders. Oct. 1999, 265-273.
Otic Pathologies
339-344. Skarakis-Doyle, E. See Haaf et al.
Klein, E. R. See Farber & Klein. Class- Computer-based language assessment Auditory integration training: One
room-based assessment of a collaborative software: The effects of presentation and clinician’s view. Madell, J. R. Oct. 1999,
intervention program with kindergarten response format. Jan. 1999, 68-74. 371-377.
and first-grade students. Jan. 1999, Smith, T. See Davis et al. The hearing aid Clinical issues in central auditory process-
83-91. effect in African American and Cauca- ing disorders. Keith, R. W. Oct. 1999,
Leonard, L. B. Comments on “To use or not sian males as perceived by female judges 339-344.
to use: Factors that influence the of the same race. April 1999, 165-172. Unilateral hearing loss in children: An
selection of new treatment approaches” Strong, C. J. See Gummersall & Strong. update for the 1990s. English, K., &
by Kamhi (1999). July 1999, 311. Assessment of complex sentence Church, G. Jan. 1999, 26-31.
438 LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS ® Voi. 30 © 437-442 October 1999
Hearing Loss and Deafness Effects of familiarity on idiom comprehen- importance of selected communication
The effectiveness of audiologists’ informa- sion in African American and European skills for talking with peers and teachers:
American fifth graders. Qualls, C. D., & Adolescents’ opinions. Reed, V. A.,
tion sources for classroom teachers.
Harris,J . L. April 1999, 141-151. McLeod, K., & McAllister, L. Jan. 1999,
Blair, J. C., EuDaly, M., & Von Almen
Benson, P. April 1999, 173-182. Importance of selected communication 32-49.
skills for talking with peers and teachers: The influence of language/cognitive profile
Unilateral hearing loss in children: An
update for the 1990s. English, K., & Adolescents’ opinions. Reed, V. A., on discourse intervention outcome. Cole,
McLeod, K., & McAllister, L. Jan. 1999, K. N., Coggins, T. E., & Vanderstoep, C.
Church, G. Jan. 1999, 26-31.
32-49. Jan. 1999, 61-67.
Learning to spell: Implications for Is sensory integration effective for children
Central Auditory Processing Disorders
assessment and intervention. Masterson, with language-learning disorders?: A
Clinical decision-making in the assessment J. J., & Crede, L. A. July 1999, 243-254. critical review of the evidence. Griffer,
and intervention of central auditory M. R. Oct. 1999, 393-400.
processing disorders. Friel-Patti, S. Oct. Language Differences Language testing in adolescents with brain
1999, 345-352.
and Different Languages injury: A consideration of the CELF-3.
Turkstra, L. S. April 1999, 132-140.
Mediating literacy skills in Spanish-
ASSESSMENT OF HEARING speaking children with special needs. Listen and learn? A software review of
Earobics”. Diehl, S. F. Jan. 1999,
Diagnostic Audiology—General G2u8t5i-e2r9r2e.z -Clellen, V. F. July 1999, 108-116.
Auditory integration training: One Performances of at-risk, African American Mediating literacy skills in Spanish-speaking
clinician’s view. Madell, J. R. Oct. 1999, preschoolers on the Peabody Picture children with special needs. Gutierrez-
371-377. Clellen, V. F. July 1999, 285-292.
Vocabulary Test-III. Washington, J. A., &
Clinical issues in central auditory process- Craig, H. K. Jan. 1999, 75-82. Oral language development in a child with
ing disorders. Keith, R. W. Oct. 1999, Floating-Harbor Syndrome. Muir, N. Y.,
339-344. Allard, G. B., & Greenberg, C. April
1999, 207-211.
LANGUAGE DISORDERS
Diagnostic Audiology—Behavioral Targeting temporal processing deficits
Auditory integration training: One Language Disorders through Fast ForWord®: Language
clinician’s view. Madell, J. R. Oct. 1999, therapy with a new twist. Veale, T. K.
371-377. in Children Oct. 1999, 353-362.
Altered auditory input and language webs To use or not to use: Factors that influence
to improve language processing skills. the selection of new treatment ap-
INTERVENTION
McKinnis, S., & Thompson, M. July proaches. Kamhi, A. G. Jan. 1999,
Habilitation, Rehabilitation, and 1999, 302-310. 92-98.
Education Assessment and intervention in overcoming Views of facilitated communication: What’s
writing difficulties: An illustration from the point? Duchan, J. F. Oct. 1999,
Auditory integration training: The magical the self-regulated strategy development 401-407.
mystery cure. Tharpe, A. M. Oct. 1999,
model. Graham, S., & Harris, K. R. July What are the executive functions and self-
378-382. 1999, 255--264. regulation and what do they have to do
Auditory integration training: One
Auditory integration training: One with language-learning disorders? Singer,
clinician’s view. Madell, J. R. Oct. 1999, clinician’s view. Madell, J. R. Oct. 1999, B. D., & Bashir, A. S. July 1999,
371-377.
371-377. 265-273.
Dimensions of multiskilling: Considerations
Checks and balances: Keeping the science When “Emily Dickinson” met “Steven
for educational audiology. Johnson, C. E.
in our profession. Apel, K. Jan. 1999, Spielberg”: Assessing social information
Jan. 1999, 4-10.
98-107. processing in literary contexts. Donahue,
The effectiveness of audiologists’ informa- Clinical decision-making in the assessment M. L., Szymanski, C. M., & Wujek
tion sources for classroom teachers. and intervention of central auditory Flores, C. July 1999, 274-284.
Blair, J. C., EuDaly, M., & Von Almen processing disorders. Friel-Patti, S. Oct. Withdrawn and sociable behavior of
Benson, P. April 1999, 173-182. 1999, 345-352. children with language impairment.
The hearing aid effect in African American Comments on “To use or not to use: Factors Fujiki, M., Brinton, B., Morgan, M., &
and Caucasian males as perceived by that influence the selection of new Hart, C. H. April 1999, 183-195.
female judges of the same race. Davis,
treatment approaches” by Kamhi (1999).
M., Jackson, R., Smith, T., & Cooper, W.
Leonard, L. B. July 1999, 311.
April 1999, 165-172. Learning Disabilities
Computer-assisted language intervention
Unilateral! hearing loss in children: An using Fast ForWord®: Theoretical and Assessment and intervention in overcoming
update for the 1990s. English, K., &
empirical considerations for clinical writing difficulties: An illustration from
Church, G. Jan. 1999, 26-31. decision-making. Gillam, R. B. Oct. the self-regulated strategy development
1999, 363-370. model. Graham, S., & Harris, K. R. July
LANGUAGE Evaluating language intervention ap- 1999, 255-264.
proaches: Contrasting approaches: Computer-assisted language intervention
NATURE OF NORMAL LANGUAGE Epilogue. Creaghead, N. A. Oct. 1999, using Fast ForWord®: Theoretical and
415-416. empirical considerations for clinical
Language Development Evaluating language intervention ap- d1e9c9i9,s io3n6-3m-a3k7i0n.g . Gillam, R. B. Oct.
proaches: Contrasting perspectives:
Checks and balances: Keeping the science in Prologue. Creaghead, N. A. Oct. 1999, Importance of selected communication
our profession. Apel, K. Jan. 1999, 98-107. 335-338. skills for talking with peers and teachers:
Index 439
Adolescents’ opinions. Reed, V. A., Pragmatic Language Impairment Learning to spell: Implications for
McLeod, K., & McAllister, L. Jan. 1999, assessment and intervention. Masterson,
32-49. Withdrawn and sociable behavior of J. J., & Crede, L. A. July 1999, 243-254.
children with language impairment.
An introduction to assessment and Fujiki, M., Brinton, B., Morgan, M., & Moving ahead. Apel, K. July 1999,
intervention with older students with Hart, C. H. April 1999, 183-195. 293-294.
language-learning impairments: Bridges Performances of at-risk, African American
from research to clinical practice. Apel, preschoolers on the Peabody Picture
K. July 1999, 228-230. ASSESSMENT AND INTERVENTION Vocabulary Test-III. Washington, J. A., &
Is sensory integration effective for children Craig, H. K. Jan. 1999, 75-82.
Screening
with language-learning disorders?: A Second chances: Improving decoding skills
critical review of the evidence. Griffer, The diagnostic accuracy of four vocabulary in the older student. Apel, K., & Swank,
M. R. Oct. 1999, 393-400. tests administered to preschool-age L. K. July 1999, 231-242.
Learning to spell: Implications for children. Gray, S., Plante, E., Vance, R., When “Emily Dickinson” met “Steven
& Henrichsen, M. April 1999, 196-206.
assessment and intervention. Masterson, Spielberg”: Assessing social information
J. J., & Crede, L. A. July 1999, 243-254. processing in literary contexts. Donahue,
Listen and learn? A software review of Assessment M. L., Szymanski, C. M., & Wujek
Earobics®. Diehl, S. F. Jan. 1999, Assessment of complex sentence produc- Flores, C. July 1999, 274-284.
108-116. tion in a narrative context. Gummersall,
Moving ahead. Apel, K. July 1999, D. M., & Strong, C. J. April 1999,
Intervention
293-294. 152-164.
Assessment and intervention in overcoming
Second chances: Improving decoding skills Assessment and intervention in overcoming
writing difficulties: An illustration from
in the older student. Apel, K., & Swank, writing difficulties: An illustration from
the self-regulated strategy development
L. K. July 1999, 231-242. the self-regulated strategy development
model. Graham, S., & Harris, K. R. July
What are the executive functions and self- model. Graham, S., & Harris, K. R. July 1999, 255-264.
1999, 255-264.
regulation and what do they have to do
Auditory integration training: One
with language-learning disorders? Singer, Checks and balances: Keeping the science
clinician’s view. Madell, J. R. Oct. 1999,
B. D., & Bashir, A. S. July 1999, in our profession. Apel, K. Jan. 1999, 371-377.
265-273. 98-107.
Checks and balances: Keeping the science
When “Emily Dickinson” met “Steven Classroom-based assessment of a collabora- in our profession. Apel, K. Jan. 1999,
Spielberg”: Assessing social information tive intervention program with kindergar-
98-107.
processing in literary contexts. Donahue, ten and first-grade students. Farber, J. G.,
M. L., Szymanski, C. M., & Wujek & Klein, E. R. Jan. 1999, 83-91, Classroom-based assessment of a collabora-
Flores, C. July 1999, 274-284. Clinical decision-making in the assessment tive intervention program with kindergar-
ten and first-grade students. Farber, J. G.,
and intervention of central auditory
& Klein, E. R. Jan. 1999, 83-91.
processing disorders. Friel-Patti, S. Oct.
Language Disorders in 1999, 345-352. Clinical decision-making in the assessment
Mental Retardation and intervention of central auditory
Computer-assisted language intervention
processing disorders. Friel-Patti, S. Oct.
The influence of language/cognitive profile using Fast ForWord®: Theoretical and
1999, 345-352.
on discourse intervention outcome. Cole, empirical considerations for clinical
K. N., Coggins, T. E., & Vanderstoep, C. decision-making. Gillam, R. B. Oct. Computer-assisted language intervention
Jan. 1999, 61-67. 1999, 363-370. using Fast ForWord®: Theoretical and
Teaching the conditional use of communi- Computer-based language assessment empirical considerations for clinical
decision-making. Gillam, R. B. Oct.
cative requests to two school-age software: The effects of presentation and
children with severe developmental response format. Haaf, R., Duncan, B.., 1999, 363-370.
disabilities. Reichle, J., & Johnston, S. S. Skarakis-Doyle, E., Carew, M., & The influence of language/cognitive profile
Oct. 1999, 324-334. Kapitan, P. Jan. 1999, 68-74. on discourse intervention outcome. Cole,
K. N., Coggins, T. E., & Vanderstoep, C.
Views of facilitated communication: What's The diagnostic accuracy of four vocabulary
the point? Duchan, J. F. Oct. 1999, tests administered to preschool-age Jan. 1999, 61-67.
401-407. children. Gray, S., Plante, E., Vance, R., An introduction to assessment and
& Henrichsen, M. April 1999, 196-206. intervention with older students with
language-learning impairments: Bridges
A format for identifying interactions among
Language Disorders in from research to clinical practice. Apel,
measures of communication skills: A
Personality and Psychiatric K. July 1999, 228-230.
case study. Hargrove, P. M., Frerichs, J.,
Disturbances & Heino, K. Jan. 1999, 11-25. Learning to spell: Implications for
assessment and intervention. Masterson,
Withdrawn and sociable behavior of The influence of language/cognitive profile
J. J., & Crede, L. A. July 1999, 243-254.
children with language impairment. on discourse intervention outcome. Cole,
Fujiki, M., Brinton, B., Morgan, M.., K. N., Coggins, T. E., & Vanderstoep, C. Listen and learn? A software review of
Hart, C. H. April 1999, 183-195. Jan. 1999, 61-67. Earobics®. Diehl, S. F. Jan. 1999,
108-116.
An introduction to assessment and
intervention with older students with Mediating literacy skills in Spanish-
Social Competence and language-learning impairments: Bridges speaking children with special needs.
Language Impairment from research to clinical practice. Apel, Gutierrez-Clellen, V. F. July 1999,
Withdrawn and sociable behavior of K. July 1999, 228-230. 285-292.
Moving ahead. Apel, K. July 1999, 293-294.
children with language impairment. Language testing in adolescents with brain
Fujiki, M., Brinton, B., Morgan, M., injury: A consideration of the CELF-3. Oral language development in a child with
Hart, C. H. April 1999, 183-195. Turkstra, L. S. April 1999, 132-140. Floating-Harbor Syndrome. Muir, N. Y.,
440 LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS ¢ Vol. 30 © 437-442 October 1999
Allard, G. B., & Greenberg, C. April 1999, Syndrome Service Provision
207-211.
Oral language development in a child with Models and Problems
Phonological awareness and production: Floating-Harbor Syndrome. Murr, N. Y.,
Changes during intervention. Harbers, H. M., Allard, G. B., & Greenberg, C. April 1999, Checks and balances: Keeping the science in
Paden, E. P., & Halle, J. W. Jan. 1999, 50-60. 207-211. our profession. Apel, K. Jan. 1999,
Second chances: Improving decoding skills in 98-107.
the older student. Apel, K., & Swank, L. K. Writing Computer-assisted language intervention
July 1999, 231-242. using Fast ForWord®: Theoretical and
Targeting temporal processing deficits Assessment and intervention in overcoming empirical considerations for clinical
through Fast ForWord®: Language therapy writing difficulties: An illustration from the decision-making. Gillam, R. B. Oct. 1999,
with a new twist. Veale, T. K. Oct. 1999, self-regulated strategy development model. 363-370.
353-362. G2r5a5-h2a6m4,. S., & Harris, K. R. July 1999, Computer-based language assessment
Teaching the conditional use of communica- software: The effects of presentation and
tive requests to two schoo!-age children response format. Haaf, R., Duncan, B.,
with severe developmental disabilities. Auditory Processing Skarakis-Doyle, E., Carew, M., & Kapitan,
Reichle, J., & Johnston, S. S. Oct. 1999, Targeting temporal processing deficits P. Jan. 1999, 68-74.
324-334. through Fast ForWord®: Language therapy Dimensions of multiskilling: Considerations
To use or not to use: Factors that influence w3i5t3h- 3a6 2n.e w twist. Veale, T. K. Oct. 1999, for educational audiology. Johnson, C. E.
the selection of new treatment approaches. Jan. 1999, 4-10.
Kamhi, A. G. Jan. 1999, 92-98. The influence of language/cognitive profile
To use or not to use: Factors that influence SPEECH on discourse intervention outcome. Cole,
the selection of new treatment approaches: K. N., Coggins, T. E., & Vanderstoep, C.
Response to Leonard (1999). Kamhi, A. SPEECH AND VOICE DisORDERS Jan. 1999, 61-67.
July 1999, 311-312. Issues and applications of sensory integration
Views of facilitated communication: What's Articulation and theory and treatment with children with
the point? Duchan, J. F. Oct. 1999, Resonance Disorders language disorders. Mauer, D. M. Oct.
401-407. 1999, 383-392.
When “Emily Dickinson” met “Steven Oral language development in a child with Views of facilitated communication: What's
Spielberg”: Assessing social information Floating-Harbor Syndrome. Muir, N. Y., the point? Duchan, J. F. Oct. 1999,
processing in literary contexts. Donahue, Allard, G. B., & Greenberg, C. April 1999, 401-407.
207-211.
M. L., Szymanski, C. M., & Wujek Flores,
C. July 1999, 274-284.
Research Issues and Methodology
ASSESSMENT AND INTERVENTION
Nonspeech Communications Systems Checks and balances: Keeping the science in
Look who’s pointing now: Cautions related to Assessment our profession. Apel, K. Jan. 1999,
98-107.
the clinical use of facilitated communica- Computer-based language assessment
tion. Calculator, S. N. Oct. 1999, 408-414. software: The effects of presentation and Clinical decision-making in the assessment
Teaching the conditional use of communica- response format. Haaf, R., Duncan, B., and intervention of central auditory
tive requests to two school-age children Skarakis-Doyle, E., Carew, M., & Kapitan, processing disorders. Friel-Patti, S. Oct.
with severe developmental disabilities. P. Jan. 1999, 68-74. 1999, 345-352.
Reichle, J., & Johnston, S. S. Oct. 1999, Computer-assisted language intervention
324-334. Nonspeech Communication Systems using Fast ForWord®: Theoretical and
Views of facilitated communication: What’s the Look who’s pointing now: Cautions related to empirical considerations for clinical
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Reading PROFESSIONAL the clinical use of facilitated communica-
An introduction to assessment and interven- AND GENERAL tion. Calculator, S. N. Oct. 1999, 408-414.
tion with older students with language-
SCIENTIFIC ISSUES
learning impairments: Bridges from
research to clinical practice. Apel, K. July Interdisciplinary Concerns
1999, 228-230.
PROFESSIONAL AFFAIRS Auditory integration training: The magical
Moving ahead. Apel, K. July 1999, 293-294, mystery cure. Tharpe, A. M. Oct. 1999,
Second chances: Improving decoding skills in Professional Standards and Ethics 378-382.
the older student. Apel, K., & Swank, L. K. The influence of language/cognitive profile Dimensions of multiskilling: Considerations
July 1999, 231-242. on discourse intervention outcome. Cole, for educational audiology. Johnson, C. E.
K. N., Coggins, T. E., & Vanderstoep, C. Jan. 1999, 4-10.
Spelling Jan. 1999, 61-67. Issues and applications of sensory integration
Learning to spell: Implications for assessment Views of facilitated communication: What’s theory and treatment with children with
and intervention. Masterson, J. J., & Crede, the point? Duchan, J. F. Oct. 1999, language disorders. Mauer, D. M. Oct.
L. A. July 1999, 243-254. 401407. 1999, 383-392.
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Skarakis-Doyle, E., Carew, M., & Kapitan, Earobics®. Diehl, S. F. Jan. 1999, 108-116.
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Continuing Education The diagnostic accuracy of four vocabulary the clinical use of facilitated communica-
tests administered to preschool-age tion. Calculator, S. N. Oct. 1999, 408-414.
Views of facilitated communication: What’s
the point? Duchan, J. F. Oct. 1999, children. Gray, S., Plante, E., Vance, R., & Mediating literacy skills in Spanish-speaking
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Performances of at-risk, African American
Effects of familiarity on idiom comprehen- preschoolers on the Peabody Picture
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Phonological awareness and production:
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view. Madell, J. R. Oct. 1999, 371-377.
Adolescents’ opinions. Reed, V. A., Kamhi, A. G. Jan. 1999, 92-98.
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regulation and what do they have to do
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B. D., & Bashir, A. S. July 1999, 265-273.
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When “Emily Dickinson” met “Steven
that influence the selection of new Issues and applications of sensory integration
Spielberg”: Assessing social information
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Withdrawn and sociable behavior of children
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442 LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS ® Vol. 30 * 437-442 October 1999