Search

The effectiveness of training referential communication skills with learning-disabled (LD) students was investigated. Forty-two upper elementary-aged children were divided equally into three groups: (a) an LD training group, (b) an LD control group, and (c) a normally achieving training group. The normal group was included as a check on training procedures. All subjects were administered pretests. The measures were a listening task and two speaking tasks. The two training groups were trained in dyads on a referential communication task. Posttests were administered 1 week after training. Results indicated that on the listening task the groups were not significantly different. On both speaking measures, the LD trained group achieved significantly higher scores than did the LD control group. The LD and normally achieving training groups were not significantly different. Follow-up testing 7 months later indicated that significant differences remained between the two LD groups on one of the speaking measures. It is concluded that LD students can benefit from training on referential communication tasks.

These cases reports describe the rationale and procedures for structuring an articulation therapy program on the basis of distinctive feature analysis of the child's articulation problems. Results of the speech therapy program described in these case reports illustrate the effectiveness and efficiency of using distinctive feature analysis to structure and guide articulation therapy. The report further points out that a therapist need not greatly alter the traditional approach to utilize distinctive feature analysis as an integral part of the overall articulation therapy program.

Two language-delayed children received comprehension instruction on preposition-object phrases using a miniature linguistic system format to structure generalization. Results indicated generalization not only to untreated two-word combinations, but also to comprehension of four-word phrases. In addition, there was some generalization of production of two- and four-word structures.