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The UN Sustainability Goals recognise the important efforts of organisations to meet global commitments to the terms of the Paris Agreement. This paper argues that the UN Sustainability Goals are deeply embedded in neoliberal goals for sustainable development. The result is that the goals require commitment to contradictory ends: achieving climate goals, while also working to continue economic growth. Education is the focus of SDG4, which features an emphasis on STEM subjects, and the same nod to sustainable development that underpins many of the other 17 goals. Philosophy of education remains one of the most powerful tools available to rethink societal and educational futures.

The effects of evaluation and multiple stimulation in the stimulus-response paradigm of articulation therapy were studied. Changes in the natural latency between stimulus and response were also observed. The results indicate that evaluation improved the effectiveness of the method, that multiple stimulation was more effective at the beginning of the learning task while single stimulation was more effective during the final modification stages of the learning task, and that latency tended to decrease as responses became more accurate.

Verbal behaviors of supervisors and clinicians during 56 three-minute samples of supervisory conferences were analyzed by a ten-category interactional scale. Seven supervisors in replicated conferences with 14 clinicians talked more than the clinicians and used direct style of supervision. Supervisory competency correlated with nondirective and directive styles, verbal reinforcement, and warmth of interactions.

The ability of 40 children with the consistent misarticulation of the /r/ sound to perceive their error production was evaluated in two tasks of sound discrimination, one, an interoceptive or self-monitoring task in which the child compared his own live-voice sound with that of another speaker; the other, an exteroceptive task in which the child compared both his own sound and that of another speaker, recorded and played back from an external source. Results indicated that the error sound, in contrast to standard sound production, was discriminated more accurately in the exteroceptive than in the interoceptive task. The role of sensory feedback in sound discrimination is discussed along with implications for therapy for misarticulation.

Effects of varying latencies upon articulatory productions in the stimulus-response paradigm were studied. Zero latency was compared to latency equal to stimuli and to latency with silent rehearsal of muscular movements. 30 children with misarticulated /r/ from kindergarten, first, and second grades participated as Ss in each of 3 latency conditions. Stimulus /ra/ was recorded on tape to provide 30 stimulations per S. Tape I contained stimuli with no latency; Tape II had stimuli with latency; and Tape III contained stimuli with latency and conditioning for muscular practice. Responses 1, 10, 20, and 30 of each S were judged. Only the responses following zero latency yielded significantly improved reponses after 30 stimulus-response trials. No significant differences were found among conditions after 30 trials. When change scores between Trials 1 and 30 were compared, the zero-latency condition was significantly better than the latency condition. When individuals were studied, however, some improved under a given condition whereas others did not or may even have regressed. It appears desirable to continue to use the stimulus-response method with latencies adapted to the individual S.

Undergraduate majors in speech pathology were relatively consistent in their judgments of articulatory productions. Speech pathology majors were more consistent in making judgments of correct productions than in the judgments of incorrect productions; they were more consistent in making judgments of sounds in words than in phrases or trios; and they were more consistent in making judgments between the first and second tests than between the first and third tests. Special training should be given to the identification of misarticulations.

The purpose of this study was to evaluate speech therapy for functional misarticulations and to determine the measures which predict improvement in speech, language, and listening. The following factors appeared predictive: (a) occupational status of the fathers and word recognition; (b) mental age and improvement in word recognition, auditory discrimination, and articulation; (c) stimulability of sounds and improvement in articulation; (d) auditory skills and improvement in connected speech.

To evaluate behaviors of speech clinicians as affected by several feedback conditions, beginning clinicians and qualified supervisors participated in research modeled after the micro-teaching pattern. Fifty-six one-minute segments for Study I and sixty-four one-minute samples for Study II were recorded by video and audiotape.

An audio-visual test was developed for ascertaining ability inrecognizing misarticulations. Two films, each with a different set of 23 words representing 23 initial and 20 final sounds, were produced. Each test included 138 consonant sounds in phrases, 276 in isolated words, and 144 in trios of words. An empirical “correct” answer sheet was prepared by two experienced clinicians after repeated viewings of the films. Six children with misarticulations presented stimuli in the films. One-hundred-fifty subjects included speech clinicians with five or more years of experience, graduating senior majors in speech pathology, and experienced teachers. Each subject took three tests: Film A (audio-visual), Film B (audio-visual), and the sound-track of Film A presented without motion pictures (audio only). Correctly identified misarticulations, falsely identified misarticulations, and total correct responses were tabulated. Both forms of the audio-visual test were considered valid since the clinicians and students were significantly better than the teachers in identifying misarticulations. Satisfactory reliability was also established, since Films A and B were not significantly different in the accurate identification of sounds in words. Performance was significantly better for audio-visual representation than for audio only; and identification of misarticulation was best with isolated words and worst with phrases. Experienced teachers did not identify 12 of the sounds as accurately as experienced clinicians.

The professional education of speech clinicians who work in the public schools is influenced by the requirements for certification by state departments of education and by the American Speech and Hearing Association. The professional competencies needed by speech clinicians in the public schools are essentially no different from those needed by clinicians who work in other settings. All clinicians need basic information about normal communicative processes, and professional information and skills in speech disorders. In addition, the clinician working in the schools will need some orientation to public school procedures.