Language, Speech & Hearing Services in Schools 2002: Vol 33 Index

5 Pages·2002·1.3 MB·English

LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS
INDEX TO VOLUME 33, 2002
Author Index
Subject Index
Title Index
AUTHOR INDEX Ertmer, D. J., Young, N., Grohne, K., Johnson, C. See Ertmer, Young, et al. Vocal
Mellon, J. A., Johnson, C., Corbett, K., & development in young children with
Saindon, K. Vocal development in young cochlear implants: Profiles and implica-
Barlow, J. A. Epilogue: Recent advances in
phonological theory and treatment: Part children with cochlear implants: Profiles tions for intervention. 33(3),
Il. 33(1), 67-69. and implications for intervention. 33(3), 184-195.
184-195. Johnson, C. J. See DeKroon et al. Partner
Barlow, J. A. Prologue: Recent advances in
phonological theory and treatment: Part Fujiki, M., Brinton, B., & Clarke, D. influences on the social pretend play of
If. 33(1), 4-8. Emotion regulation in children with children with language impairments.
specific language impairment. 33(2), 33(4), 253-267.
Blood, G. W., Ridenour, J. S., Thomas, E.
102-111. Justice, L. M., Invernizzi, M. A., & Meier,
A., Qualls, C. D., & Hammer, C. S.
Predicting job satisfaction among Geers, A. E. Factors affecting the develop- J. D. Designing and implementing an
speech-language pathologists working in ment of speech, language, and literacy in early literacy screening protocol:
public schools. 33(4), 238-290. children with early cochlear implanta- Suggestions for the speech-language
tion. 33(3), 172-183. pathologist. 33(2), 84-101.
Brinton, B. See Fujiki et al. Emotion
regulation in children with specific Girolametto, L., & Weitzman, E. Respon- Kyte, C. S. See DeKroon et al. Partner
language impairment. 33(2), 102-111. siveness of child care providers in influences on the social pretend play of
interactions with toddlers and children with language impairments.
Chin, S. B. Aspects of stop consonant
preschoolers. 33(4), 268-281. 33(4), 253-267.
production by pediatric users of cochlear
implants. 33(1), 38-51. Grohne, K. See Ertmer, Young, et al. Vocal Leonard, J. S. See Ertmer, Leonard, &
development in young children with Pachuilo. Communication intervention
Clarke, D. See Fujiki et al. Emotion
cochlear implants: Profiles and implica- for children with cochlear implants: Two
regulation in children with specific
tions for intervention. 33(3), case studies. 33(3), 205-217.
language impairment. 33(2), 102-111.
184-195. Lewis, K. E. See Tyler et al. Efficacy and
Corbett, K. See Ertmer, Young, et al. Vocal
Hammer, C. S. See Blood et al. Predicting cross-domain effects of a morphosyntax
development in young children with
job satisfaction among speech-language and a phonology intervention. 33(1),
cochlear implants: Profiles and implica-
pathologists working in public schools. 52-66.
tions for intervention. 33(3),
184-195. 33(4), 238-290. Meier, J. D. See Justice et al. Designing and
Haskill, A. See Tyler et al. Efficacy and implementing an early literacy screening
DeKroon, D. M. A., Kyte, C. S., & Johnson,
cross-domain effects of a morphosyntax protocol: Suggestions for the speech-
C. J. Partner influences on the social
and a phonology intervention. 33(1), language pathologist. 33(2), 84-101.
pretend play of children with language
impairments. 33(4), 253-267. 52-66. Mellon, J. A. See Ertmer, Young, et al.
Hetzroni, O. E., Quist, R. W., & Lloyd, L. Vocal development in young children
Ertmer, D. J. Epilogue: Technological
innovations and intervention practices for L. Translucency and complexity: Effects with cochlear implants: Profiles and
on Blissymbol learning using computer implications for intervention. 33(3),
children with cochlear implants. 33(3),
218-221. and teacher presentations. 33(4), 184-195.
291-303. Moore, J. A. See Teagle & Moore. School-
Ertmer, D. J. Prologue: Challenges in
optimizing oral communication in Quist, R. W. See Hetzroni et al. Translu- based services for children with cochlear
children with cochlear implants. 33(3), cency and complexity: Effects on implants. 33(3), 162-171.
149-152. Blissymbol learning using computer and Moore, J. A., & Teagle, H. F. B. An
teacher presentations. 33(4), 291-303. introduction to cochlear implant
Ertmer, D. J. See Wilkins & Ertmer.
Introducing young children who are deaf Lloyd, L. L. See Hetzroni et al. Translu- technology, activation, and programming.
or hard of hearing to spoken language: cency and complexity: Effects on 33(3), 153-161.
Child’sVoice, an oral school. 33(3), Blissymbol learning using computer and Morrisette, M. L. See Storkel & Morrisette.
196-204. teacher presentations. 33(4), 291-303. The lexicon and phonology: Interactions
Ertmer, D. J., Leonard, J. S., & Pachuilo, Invernizzi. See Justice et al. Designing and in language acquisition. 33(1), 24-37.
M. L. Communication intervention for implementing an early literacy screening Most, T. The use of repair strategies by
children with cochlear implants: Two protocol: Suggestions for the speech- children with and without hearing
case studies. 33(3), 205-217. language pathologist. 33(2), 84-101. impairment. 33(2), 112-123.
304 Lancuace, SPEECH, AND HEARING SERVICES IN SCHOOLS © Vol. 33 * 304-307 © October 2002 © American Speech-Language-Hearing Association
0161-1461/02/3304-0304
LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS
INDEX TO VOLUME 33, 2002
Author Index
Subject Index
Title Index
AUTHOR INDEX Ertmer, D. J., Young, N., Grohne, K., Johnson, C. See Ertmer, Young, et al. Vocal
Mellon, J. A., Johnson, C., Corbett, K., & development in young children with
Saindon, K. Vocal development in young cochlear implants: Profiles and implica-
Barlow, J. A. Epilogue: Recent advances in
phonological theory and treatment: Part children with cochlear implants: Profiles tions for intervention. 33(3),
Il. 33(1), 67-69. and implications for intervention. 33(3), 184-195.
184-195. Johnson, C. J. See DeKroon et al. Partner
Barlow, J. A. Prologue: Recent advances in
phonological theory and treatment: Part Fujiki, M., Brinton, B., & Clarke, D. influences on the social pretend play of
If. 33(1), 4-8. Emotion regulation in children with children with language impairments.
specific language impairment. 33(2), 33(4), 253-267.
Blood, G. W., Ridenour, J. S., Thomas, E.
102-111. Justice, L. M., Invernizzi, M. A., & Meier,
A., Qualls, C. D., & Hammer, C. S.
Predicting job satisfaction among Geers, A. E. Factors affecting the develop- J. D. Designing and implementing an
speech-language pathologists working in ment of speech, language, and literacy in early literacy screening protocol:
public schools. 33(4), 238-290. children with early cochlear implanta- Suggestions for the speech-language
tion. 33(3), 172-183. pathologist. 33(2), 84-101.
Brinton, B. See Fujiki et al. Emotion
regulation in children with specific Girolametto, L., & Weitzman, E. Respon- Kyte, C. S. See DeKroon et al. Partner
language impairment. 33(2), 102-111. siveness of child care providers in influences on the social pretend play of
interactions with toddlers and children with language impairments.
Chin, S. B. Aspects of stop consonant
preschoolers. 33(4), 268-281. 33(4), 253-267.
production by pediatric users of cochlear
implants. 33(1), 38-51. Grohne, K. See Ertmer, Young, et al. Vocal Leonard, J. S. See Ertmer, Leonard, &
development in young children with Pachuilo. Communication intervention
Clarke, D. See Fujiki et al. Emotion
cochlear implants: Profiles and implica- for children with cochlear implants: Two
regulation in children with specific
tions for intervention. 33(3), case studies. 33(3), 205-217.
language impairment. 33(2), 102-111.
184-195. Lewis, K. E. See Tyler et al. Efficacy and
Corbett, K. See Ertmer, Young, et al. Vocal
Hammer, C. S. See Blood et al. Predicting cross-domain effects of a morphosyntax
development in young children with
job satisfaction among speech-language and a phonology intervention. 33(1),
cochlear implants: Profiles and implica-
pathologists working in public schools. 52-66.
tions for intervention. 33(3),
184-195. 33(4), 238-290. Meier, J. D. See Justice et al. Designing and
Haskill, A. See Tyler et al. Efficacy and implementing an early literacy screening
DeKroon, D. M. A., Kyte, C. S., & Johnson,
cross-domain effects of a morphosyntax protocol: Suggestions for the speech-
C. J. Partner influences on the social
and a phonology intervention. 33(1), language pathologist. 33(2), 84-101.
pretend play of children with language
impairments. 33(4), 253-267. 52-66. Mellon, J. A. See Ertmer, Young, et al.
Hetzroni, O. E., Quist, R. W., & Lloyd, L. Vocal development in young children
Ertmer, D. J. Epilogue: Technological
innovations and intervention practices for L. Translucency and complexity: Effects with cochlear implants: Profiles and
on Blissymbol learning using computer implications for intervention. 33(3),
children with cochlear implants. 33(3),
218-221. and teacher presentations. 33(4), 184-195.
291-303. Moore, J. A. See Teagle & Moore. School-
Ertmer, D. J. Prologue: Challenges in
optimizing oral communication in Quist, R. W. See Hetzroni et al. Translu- based services for children with cochlear
children with cochlear implants. 33(3), cency and complexity: Effects on implants. 33(3), 162-171.
149-152. Blissymbol learning using computer and Moore, J. A., & Teagle, H. F. B. An
teacher presentations. 33(4), 291-303. introduction to cochlear implant
Ertmer, D. J. See Wilkins & Ertmer.
Introducing young children who are deaf Lloyd, L. L. See Hetzroni et al. Translu- technology, activation, and programming.
or hard of hearing to spoken language: cency and complexity: Effects on 33(3), 153-161.
Child’sVoice, an oral school. 33(3), Blissymbol learning using computer and Morrisette, M. L. See Storkel & Morrisette.
196-204. teacher presentations. 33(4), 291-303. The lexicon and phonology: Interactions
Ertmer, D. J., Leonard, J. S., & Pachuilo, Invernizzi. See Justice et al. Designing and in language acquisition. 33(1), 24-37.
M. L. Communication intervention for implementing an early literacy screening Most, T. The use of repair strategies by
children with cochlear implants: Two protocol: Suggestions for the speech- children with and without hearing
case studies. 33(3), 205-217. language pathologist. 33(2), 84-101. impairment. 33(2), 112-123.
304 Lancuace, SPEECH, AND HEARING SERVICES IN SCHOOLS © Vol. 33 * 304-307 © October 2002 © American Speech-Language-Hearing Association
0161-1461/02/3304-0304
Nittrouer, S. From ear to cortex: A Vihman, M. M. See Velleman & Vihman. INTERVENTION
perspective on what clinicians need to Whole-word phonology and templates:
understand about speech perception and Trap, bootstrap, or some of each? 33(1),
Habilitation, Rehabilitation,
language processing. 33(4), 237-252. 9-23.
and Education
Pachuilo, M. L. See Ertmer, Leonard, & Weitzman, E. See Girolametto & Weitzman.
Pachuilo. Communication intervention Responsiveness of child care providers in Aspects of stop consonant production by
for children with cochlear implants: Two interactions with toddlers and pediatric users of cochlear implants.
case studies. 33(3), 205-217. preschoolers. 33(4), 268-281. Chin, S. B. 33(1), 38-51.
Prelock, P. A. See Smith & Prelock. A case Wiikins, M., & Ertmer, D. J. Introducing Communication intervention for children
with cochlear implants: Two case studies.
management model for school-age young children who are deaf or hard of
children with multiple needs. 33(2), hearing to spoken language: Ertmer, D. J., Leonard, J. S., & Pachuilo,
124-129. Child’s Voice, an oral school. 33(3), M. L. 33(3), 205-217.
Prendeville, J., & Ross-Allen, J. The 196-204. Epilogue: Technological innovations and
transition process in the early years: Young, N. See Ertmer, Young et al. Vocal intervention practices for children with
Enhancing speech-language pathologists’ development in young children with cochlear implants. Ertmer, D. J. 33(3),
perspectives. 33(2), 130-136. cochlear implants: Profiles and implica- 218-221.
Qualls, C. D. See Blood et al. Predicting job tions for intervention. 33(3), Factors affecting the development of
satisfaction among speech-language 184-195. speech, language, and literacy in children
with early cochlear implantation. Geers,
pathologists working in public schools.
A. E. 33(3), 172-183.
33(4), 238-290.
Ridenour, J. S. See Blood et al. Predicting From ear to cortex: A perspective on what
SUBJECT INDEX clinicians need to understand about
job satisfaction among speech-language
pathologists working in public schools. speech perception and language
33(4), 238-290. HEARING processing. Nittrouer, S. 33(4), 237-252.
Ross-Allen, J. See Prendeville & Ross- Introducing young children who are deaf or
Allen. The transition process in the early NATURE OF HEARING hard of hearing to spoken language:
years: Enhancing speech-language AND Its DisORDERS Child’s Voice, an oral school. Wilkins,
M., & Ertmer, D. J. 33(3), 196-204.
pathologists’ perspectives. 33(2),
130-136. Hearing Loss and Deafness An introduction to cochlear implant
technology, activation, and programming.
Saindon, K. See Ertmer, Young, et al. Vocal Aspects of stop consonant production by
development in young children with pediatric users of cochlear implants. Moore, J. A., & Teagle, H. F. B. 33(3),
153-161.
cochlear implants: Profiles and implica- Chin, S. B. 33(1), 38-51.
tions for intervention. 33(3), School-based services for children with Prologue: Challenges in optimizing oral
184-195. communication in children with cochlear
cochlear implants. Teagle, H. F. B., & implants. Ertmer, D. J. 33(3), 149-152.
Smith, V. K., & Prelock, P. A. A case Moore,J . A. 33(3), 162-171.
management model for school-age The use of repair strategies by children with School-based services for children with
children with multiple needs. 33(2), and without hearing impairment. Most, T. cochlear implants. Teagle, H. F. B., &
124-129. 33(2), 112-123. Moore, J. A. 33(3), 162-171.
Storkel, H. L., & Morrisette, M. L. The Vocal development in young children with Vocal development in young children with
lexicon and phonology: Interactions in cochlear implants: Profiles and implica- cochlear implants: Profiles and implica-
language acquisition. 33(1), 24-37. tions for intervention. Ertmer, D. J., tions for intervention. Ertmer, D. J.,
Teagle, H. F. B. See Moore & Teagle. An Young, N., Grohne, K., Mellon, J. A., Young, N., Grohne, K., Mellon, J. A.,
Johnson, C., Corbett, K., & Saindon, K.
introduction to cochlear implant Johnson, C., Corbett, K., & Saindon, K.
33(3), 184-195.
technology, activation, and programming. 33(3), 184-195.
33(3), 153-161.
Teagle, H. F. B., & Moore, J. A. School- Hearing Aids and Other Prostheses
ASSESSMENT OF HEARING
based services for children with cochlear Aspects of stop consonant production by
implants. 33(3), 162-171. pediatric users of cochlear implants.
Thomas, E. A. See Blood et al. Predicting Acoustical Instruments Chin, S. B. 33(1), 38-51.
job satisfaction among speech-language Measurements, and Standards Factors affecting the development of
pathologists working in public schools. School-based services for children with speech, language, and literacy in children
33(4), 238-290. cochlear implants. Teagle, H. F. B., & with early cochlear implantation. Geers,
Tolbert, L. C. See Tyler et al. Efficacy and MooreJ., A. 33(3), 162-171. A. E. 33(3), 172-183.
cross-domain effects of a morphosyntax Introducing young children who are deaf or
and a phonology intervention. 33(1), Specific Diagnostic Techniques hard of hearing to spoken language:
52-66. and Approaches: Speech Child’s Voice, an oral school. Wilkins,
Tyler, A. A., Lewis, K. E., Haskill, A., & M., & Ertmer, D. J. 33(3), 196-204.
Vocal development in young children with
Tolbert, L. C. Efficacy and cross-domain cochlear implants: Profiles and implica- An introduction to cochlear implant
effects of a morphosyntax and a tions for intervention. Ertmer, D. J., technology, activation, and programming.
phonology intervention. 33(1), 52-66. Moore, J. A., & Teagle, H. F. B. 33(3),
Young, N., Grohne, K., Mellon, J. A.,
Velleman, S. L., & Vihman, M. M. Whole- Johnson, C., Corbett, K., & Saindon, K. 153-161.
word phonology and templates: Trap, 33(3), 184-195. School-based services for children with
bootstrap, or some of each? 33(1), 9-23. cochlear implants. Teagle, H. F. B., &
Moore, J. A. 33(3), 162-171.
305
Vocal development in young children with Efficacy and cross-domain effects of a The lexicon and phonology: Interactions in
cochlear implants: Profiles and implica- morphosyntax and a phonology language acquisition. Storkel, H. L., &
tions for intervention. Ertmer, D. J., intervention. Tyler, A. A., Lewis, K. E., Morrisette, M. L. 33(1), 24-37.
Young, N., Grohne, K., Melion, J. A., Haskill, A., & Tolbert, L. C. 33(1), Partner influences on the social pretend
Johnson, C., Corbett, K., & Saindon, K. 52-66. play of children with language impair-
33(3), 184-195. Emotion regulation in children with specific ments. DeKroon, D. M. A., Kyte, C. S.,
language impairment. Fujiki, M.., & Johnson, C. J. 33(4), 253-267.
Brinton, B., & Clarke, D. 33(2), Prologue: Recent advances in phonological
LANGUAGE
102-111. theory and treatment: Part II. Barlow, J.
Epilogue: Recent advances in phonological A. 33(1), 4-8.
NATURE OF NORMAL LANGUAGE
theory and treatment: Part II. Barlow, J.
Language Development A. 33(1), 67-69. Intervention
Epilogue: Recent advances in phonological Frocmli neiacri antos cnoerteedx : toA u npdeersrpsetcatnidv-ea boonu t what Communication intervention for children
with cochlear implants: Two case studies.
tAh.e o3r3y( 1)a,n d6 7t-r6e9a.t ment: Part II. Barlow, J. sprpoeceecshs ipnegr.c eNpittitorno uearn,d Sl.a n33g(u4a)g,e 237-252. Ertmer, D. J., Leonard, J. S., & Pachuilo,
M. L. 33(3), 205-217.
From ear to cortex: A perspective on what The lexicon and phonology: Interactions in
clinicians need to understand about language acquisition. Storkel, H. L., & Efficacy and cross-domain effects of a
speech perception and language Morrisette, M. L. 33(1), 24-37. morphosyntax and a phonology
processing. Nittrouer, S. 33(4), 237-252. intervention. Tyler, A. A., Lewis, K. E.,
Partner influences on the social pretend Haskill, A., & Tolbert, L. C. 33(1),
The lexicon and phonology: Interactions in play of children with language impair- 52-66.
language acquisition. Storkel, H. L., & ments. DeKroon, D. M. A., Kyte, C. S.,
Morrisette, M. L. 33(1), 24-37. & Johnson, C. J. 33(4), 253-267. Epilogue: Recent advances in phonological
Partner influences on the social pretend Prologue: Recent advances in phonological tA.h eo3r3y( 1)a,n d6 7t-r6e9a.t ment: Part II. Barlow, J.
play of children with language impair- theory and treatment: Part II. Barlow, J.
ments. DeKroon, D. M. A., Kyte, C. S., A. 33(1), 4-8. The lexicon and phonology: Interactions in
& Johnson, C. J. 33(4), 253-267. language acquisition. Storkel, H. L., &
Translucency and complexity: Effects on Morrisette, M. L. 33(1), 24-37.
Prologue: Recent advances in phonological Blissymbol learning using computer and
Prologue: Recent advances in phonological
theory and treatment: Part II. Barlow, J. teacher presentations. Hetzroni, O. E.,
A. 33(1), 4-8. Quist, R. W., & Lloyd, L. L. 33(4), theory and treatment: Part II. Barlow, J.
A. 33(1), 4-8.
Whole-word phonology and templates: 291-303.
Trap, bootstrap, or some of each? Whole-word phonology and templates: Whole-word phonology and templates:
Velleman, S. L., & Vihman, M. M. 33(1), Trap, bootstrap, or some of each? Trap, bootstrap, or some of each?
Velleman, S. L., & Vihman, M. M. 33(1),
9-23. Velleman, S. L., & Vihman, M. M. 33(1),
9-23.
9-23.
Language Use in Adults
Early Literacy
Responsiveness of child care providers in Language Disorders in Personality
interactions with toddlers and and Psychiatric Disturbances Designing and implementing an early
preschoolers. Girolametto, L., & literacy screening protocol: Suggestions
Emotion regulation in children with specific
Weitzman, E. 33(4), 268-281. for the speech-language pathologist.
language impairment. Fujiki, M.,
Justice, L. M., Invernizzi, M. A., &
Verbal Learning and Memory B1r0i2n-t1o1n1,. B., & Clarke, D. 33(2), Meier, J. D. 33(2), 84—101.
From ear to cortex: A perspective on what
clinicians need to understand about Nonspeech Communication Systems
ASSESSMENT AND INTERVENTION
speech perception and language Translucency and complexity: Effects on
processing. Nittrouer, S. 33(4), 237-252. Blissymbol learning using computer and
Screening
teacher presentations. Hetzroni, O. E.,
Phonology Designing and implementing an early Quist, R. W., & Lloyd, L. L. 33(4),
literacy screening protocol: Suggestions 291-303.
Aspects of stop consonant production by
for the speech-language pathologist.
pediatric users of cochlear implants.
Justice, L. M., Invernizzi, M. A., &
Chin, S. B. 33(1), 38-51. Meier, J. D. 33(2), 84-101. SPEECH
Whole-word phonology and templates:
Trap, bootstrap, or some of each? NATURE OF NORMAL SPEECH
Assessment
Velleman, S. L., & Vihman, M. M. 33(1),
9-23. A case management model for school-age Development of Speech and Voice
children with multiple needs. Smith, V.
K., & Prelock, P. A. 33(2), 124-129. From ear to cortex: A perspective on what
LANGUAGE DISORDERS Designing and implementing an early clinicians need to understand about
literacy screening protocol: Suggestions speech perception and language
Language Disorders for the speech-language pathologist. processing. Nittrouer, S. 33(4), 237-252.
in Children Justice, L. M., Invernizzi, M. A., &
Meier, J. D. 33(2), 84-101.
A case management model for school-age
children with multiple needs. Smith, V. Epilogue: Recent advances in phonological
K., & Prelock, P. A. 33(2), 124-129. theory and treatment: Part II. Barlow, J.
A. 33(1), 67-69.
306 LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS * Vol. 33 * 304-307 October 2002
Perception of Speech The transition process in the early years: Factors affecting the development of
Enhancing speech-language pathologists’ speech, language, and literacy in children
From ear to cortex: A perspective on what perspectives. Prendeville, J., & Ross- with early cochlear implantation. Geers,
clinicians need to understand about Allen, J. 33(2), 130-136. A. E. 33(3), 172-183.
speech perception and language
From ear to cortex: A perspective on what
processing. Nittrouer, S. 33(4), 237-252.
Interdisciplinary Concerns clinicians need to understand about
speech perception and language
A case management model for school-age
SPEECH AND VOICE DISORDERS children with multiple needs. Smith, V. processing. Nittrouer, S. 33(4), 237-252.
K., & Prelock, P. A. 33(2), 124-129. Introducing young children who are deaf or
Articulation and Resonance Disorders hard of hearing to spoken language:
Predicting job satisfaction among speech-
Child’s Voice, an oral school. Wilkins,
language pathologists working in public
Efficacy and cross-domain effects of a M., & Ertmer, D. J. 33(3), 196-204.
schools. Blood, G. W., Ridenour, J. S.,
morphosyntax and a phonology
intervention. Tyler, A. A., Lewis, K. E., Thomas, E. A., Qualls, C. D., & An introduction to cochlear implant
Hammer, C. S. 33(4), 238-290. technology, activation, and programming.
Haskill, A., & Tolbert, L. C. 33(1),
Moore, J. A., & Teagle, H. F. B. 33(3),
52-66.
153-161.
The lexicon and phonology: Interactions in Education and Continuing Education
The lexicon and phonology: Interactions in
language acquisition. Storkel, H. L., & Predicting job satisfaction among speech-
language acquisition. Storkel, H. L., &
Morrisette, M. L. 33(1), 24-37. language pathologists working in public
Morrisette, M. L. 33(1), 24-37.
schools. Blood, G. W., Ridenour, J. S.,
Partner influences on the social pretend
Thomas, E. A., Qualls, C. D., &
ASSESSMENT AND INTERVENTION Hammer, C. S. 33(4), 238-290. play of children with language impair-
ments. DeKroon, D. M. A., Kyte, C. S.,
Intervention Recruitment and Retention & Johnson, C. J. 33(4), 253-267.
Comwmiuthn iccoacthileoanr iinmtpelravnetnst:i oTn wof orc acshei ldsrtuedni es. Predicting job satisfaction among speech- Preldaicntgiunagg ej opba tshaotliosgfiascttiso nw oarmkoinngg isnp epeucbhl-i c
language pathologists working in public schools. Blood, G. W., Ridenour, J. S.,
Ertmer, D. J., Leonard, J. S., & Pachuilo,
M. L. 33(3), 205-217. schools. Blood, G. W., Ridenour, J. S., Thomas, E. A., Qualls, C. D., &
Thomas, E. A., Qualls, C. D., & Hammer, C. S. 33(4), 238-290.
Efficacy and cross-domain effects of a Hammer, C. S. 33(4), 238-290.
morphosyntax and a phonology Prologue: Challenges in optimizing oral
communication in children with cochlear
intervention. Tyler, A. A., Lewis, K. E.,
implants. Ertmer, D. J. 33(3), 149-152.
Haskill, A., & Tolbert, L. C. 33(1),
52-66. Prologue: Recent advances in phonological
Vocal development in young children with TITLE INDEX theory and treatment: Part II. Barlow, J.
A. 33(1), 4-8.
cochlear implants: Profiles and implica-
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AND GENERAL Communication intervention for children The transition process in the early years:
with cochlear implants: Two case studies.
SCIENTIFIC ISSUES Enhancing speech-language pathologists’
Ertmer, D. J., Leonard, J. S., & Pachuilo,
perspectives. Prendeville, J., & Ross-
M. L. 33(3), 205-217.
PROFESSIONAL AFFAIRS Allen, J. 33(2), 130-136.
Designing and implementing an early Translucency and complexity: Effects on
literacy screening protocol: Suggestions
Service Provision Blissymbol learning using computer
for the speech-language pathologist.
Models and Problems Justice, L. M., Invernizzi, M. A., & and teacher presentations. Hetzroni, O.
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and without hearing impairment. Most, T.
Introducing young children who are deaf or intervention. Tyler, A. A., Lewis, K. E.,
33(2), 112-123.
hard of hearing to spoken language: Haskill, A., & Tolbert, L. C. 33(1),
Child’s Voice, an oral school. Wilkins, 52-66. Vocal development in young children with
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Predicting job satisfaction among speech- language impairment. Fujiki, M.,
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language pathologists working in public Brinton, B., & Clarke, D. 33(2),
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33(3), 184-195.
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