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

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