Communication Disorders Quarterly current issue

Spanish-English Articulation and Phonology of 4- and 5-Year-Old Preschool Children: An Initial Investigation

Brice, A. E., Carson, C. K., Dennis O'Brien, J. — Mon, 26 Oct 2009 16:38:43 PDT

In this study, it was postulated that typically developing (i.e., normally developing without incidence of a speech or language delay or disorder) Spanish/Englishspeaking children ages 4 to 5 years old would show different articulation productions and phonological patterns in both languages. Sixteen participants from Florida were tested with Spanish and English articulation and phonology tests. For articulation, two manner or articulation comparisons were found to be significant (i.e., plosives and liquids/glides). In addition, two phonological patterns (i.e., stopping and velar fronting) were significantly different. Normative articulation and phonological Spanish and English data were obtained and should be useful for today’s public school speech-language pathologists. Further research should include normative data for bilingual children with articulation and/or phonological disorders to develop more appropriate treatments. In addition, it is recommended that other languages be investigated as the nation is also experiencing growth in languages beyond Spanish.

Evaluation of the Efficacy of Communication-Based Treatments for Autism Spectrum Disorders: A Literature Review

Brunner, D. L., Seung, H. — Mon, 26 Oct 2009 16:38:43 PDT

This literature review examines the present level of evidence in support of communication-based treatments for children with autism spectrum disorders. Reviews to date have reported on research published through 2002. The current article included 36 studies published between 2002 and 2007. Best available evidence is presented for seven treatment categories: applied behavior analysis, naturalistic behavioral, developmental, classroom-based, video modeling, social skills, and augmentative and alternative communication. Findings indicate that empirical support has been obtained for the efficacy of several methods, whereas other methods remain in an exploratory stage of investigation.

The Acquisition of Mental Orthographic Representations for Reading and Spelling Development

Apel, K. — Mon, 26 Oct 2009 16:38:43 PDT

Word-level reading and spelling skills support reading comprehension and writing composition. Accurate and fluent word-level reading and spelling are facilitated when individuals have clear mental orthographic representations (MOR) that permit them to quickly recognize and recall the visual representation of a word, freeing up memory and attentional resources for comprehending or composing text. It is interesting that the role MOR development plays in early literacy development has received minimal attention. This article, based on a presentation at the 2007 Katharine G. Butler Symposium on Child Language, first reviews the literature that supports a sequential view of MOR acquisition followed by recent findings that support MOR development as a unique and independently developing skill. A general overview of three investigations designed to determine the independence and contribution of MOR development to children’s acquisition of word-level literacy skills is provided. Suggestions for further research and initial clinical implications are made based on the results of the investigations and the current literature on MOR development.

Use of Picture Dictionaries to Promote Functional Communication in Students With Deafness and Intellectual Disabilities

Highnote Allgood, M., Heller, K. W., Easterbrooks, S. R., Fredrick, L. D. — Mon, 26 Oct 2009 16:38:43 PDT

A mismatch of communication modalities can occur between students who communicate using sign language and coworkers at community-based vocational sites who do not use sign language. This study investigated the use of picture dictionaries to facilitate note writing as a form of expressive communication for students who were deaf and had mild to moderate intellectual disabilities. Students were systematically taught to use their picture dictionaries to initiate requests using the system of least prompts and the environmental arrangement strategy. A multiple baseline probe design was used. All students were able to successfully use the picture dictionaries to promote communication initiations. Implications regarding using the picture dictionaries for communication and for improving spelling of target vocabulary are discussed.