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The article discusses the use of short, individual treatment through block scheduling by speech-language-pathologists (SLP) to help students progress and ease SLP workload. Topics covered include the advantages of less need for behavior management, enhanced articulation drill skills, and the convenience of lesser time and ready settings. Also noted are suggestions on getting started in block scheduling.

The article shows how providers affiliated with New Mexico's Family Infant Toddler (FIT) program applied the skilled dialogue principles of respect, reciprocity and cultural responsiveness with multilingual families. A FIT team delivered a protection and independence intervention plan for the autistic son of Spanish-speaking undocumented immigrants. A speech language pathologist helped the family of a child with speech sound disorder identify ways to integrate words in different languages.

The author stresses the importance of connecting with the caregivers of a speech-language pathologist's early intervention clients. She mentions the importance of building each treatment around a caregiver's urgent concern. She discusses the two parts of the Facilitated Attuned Interaction (FAN) approach that includes mindful self-regulation and empathic inquiry.

The article focuses on the special education eligibility for children with speech-language impairment. It mentions that in special education law, a child could be eligible to the program if the impairment has an adverse effect to educational performance of the child. It states that speech-language pathologist (SLP) need to understand the educational standard of the state to help children with speech-language impairment to be qualified for special education. INSETS: Role of Educational Audiologists;Prevalence of Children Eligible for Speech-Language Treatment.

Considers the distinction between language difference and deficit in children who speak African American English (AAE). Features unique to AAE across morphology, semantics, syntax, pragmatics, and phonology; Assessment procedures that can be used to distinguish a disorder from a difference in an AAE speaker.

Focuses on speech language impairment (SLI). Characteristics of children with SLI; Facts about SLI; Changes in the definition and terms used for SLI.

The article discusses the importance of sensory activities to children who have difficulty focusing on a learning task. Topics covered include the advantages of adding sensory components into treatment sessions, the need to teach parents about the use of house items in providing sensory input for their child and the importance of being creative when working on providing sensory input.

The article presents tips on how to help a student who finds it difficult generating inferences while reading or in social situations. It suggests that one should initially determine if the student knows how to read for comprehension or can detect sarcasm, encourage him/her to pause at predetermined points in a text to ask a question when reading, and show video examples demonstrating verbal and non-verbal behaviors when he/she is trying to improve on social interaction.

The article features Suzanne Adlof, assistant professor of communication sciences and disorders at the University of South Carolina and recipient of the American Speech-Language-Hearing (ASH) Foundation grant. Topics discussed include information on her research which aimed to examine the characteristics of language and reading impairments to develop targeted early interventions, ASHFoundation scholarship she received, and benefits of ASHFoundation funding to her research progress.

The author discusses the alignment of speech-language goals with the Common Core State Standards (CCSS). She notes that treatment goals of speech-language pathologists (SLPs) should be aligned to CCSS because the standards provide a means to address transience among students, a key mechanism to increase the academic relevance of SLP, and are an improvement over standards of individual state. She says that CCSS specify common learning outcomes in mathematics and language arts.

The article reports a study which found that preschoolers displaying normal development as well as those with a specific learning disorder learn rare words with greater ease as compared to common ones.

The authors present an explanation of the genetic disorder known as CHARGE syndrome and describe how certain symptoms and challenges to development relate to early intervention services provided by audiologists and speech-language pathologists. Issues regarding evaluation, diagnosis, and habilitation in the areas of hearing and communication are addressed.

The article presents a directory of lunchtime sessions from American Speech-Hearing-Language Association Committees, Boards, and Councils to be held on November 16-18, 2006 in Miami Beach, Florida. A session titled "CAA Accreditation Standards" sponsored by the ASHA's Council on Academic Accreditation will be held on November 16, 2006. A session titled " Developing Your Application Portfolio for Specialty Recognition in Child Language," will be held on November 18, 2006.

Relates the personal views and experience of the author as a speech-language pathologist regarding the range of speech-language impairments. Job satisfaction of the pathologists; Significance of communication assistant dog in dealing the problems; Response of the dog to commands in English and Spanish.

Focuses on the activities offered at Kamp Talkalot, a summer camp for the improvement of the pragmatic language intervention programs of children in Scottsdale, Arizona. Goal of the summer camp to improve the functional use of language; Assessment of the pragmatic language of children; Promotion of interaction among children.

Focuses on the programs for children with reading, spelling and written language disorders offered by Reading Center in Lexington, Kentucky. Contract of the organization with a marketing firm; Development of cost-effective forms of advertising to attract employees; Provision of diagnostic testing to school children.

Stresses the need for cultural competence among speech, language and hearing clinicians in the United States. Effects of the increase of cultural and linguistic diversity on clinicians; Importance of considering cultural differences; Details on the research being conducted by researchers led by Harry Seymour on the identification of language disorders among African American children.

The article presents a study published in the May 19, 2014 issue of the "American Journal of Speech-Language Pathology," which showed that behavior regulation can predict the vocabulary gain of children with language disorders.

The article offers information Krystal Werfel, a three-time American Speech-Language-Hearing (ASH) Foundation awardee, her work on the effects pre-linguistic hearing loss on emergent literacy skills acquisition, and her research on spelling skills in children with linguistic defects.

A letter to the editor is presented in response to the article "A+ Speech-Language Goals" by Laura Justice in the October 2013 issue.

A letter to the editor is presented discussing the work of a British group that has developed a YouTube channel "Raise Awareness About Language Learning Impairments" (RALLI).

The article reports on a study which found that children born to women with an HIV infection during pregnancy are at risk for language impairments.

The article reports on the advances in the Systematic Analysis of Language Transcripts (SALT) software for measuring language performance in children. A recent study has documented the power of story retell narratives in bilingual children to predict reading achievement in Spanish and English. The SALT provides the tools to efficiently transcribe and analyze language samples using computer technology.

The article reports on the study of researcher Jean White in Great Britain which found that students with dyslexia see fast-changing work needs in hectic settings like A&E and theater too stressful. The students goes towards more predictable environments. White revealed that students are inclined to go into disciplines such as long-term care and rehabilitation. She contends that these students demand more time than others to adjust new situations.

Reports on the 25th Annual Symposium on Research in Child Language Disorders (SRCLD) at the Monona Terrace Convention center in Madison, Wisconsin, on June 3 to 5, 2004. Objectives of the symposium; Overview on previous symposiums; Invited speakers include Janellen Huttenlocher of the University of Chicago, Elena Plante of the University of Arizona and Elena Grigorenko of Yale University.

Focuses on the scholarships offered by Bamford-Lahey Children's Foundation for doctoral students specializing in children's language disorders in the U.S. Evaluation of the ability of applicants to complete the doctoral programs; Increase of knowledge on children's language disorders; Activities related to completing the doctorate program.

Lists doctoral students in the United States who were named Bamford-Lahey Scholars, a scholarship for those who intend to specialize in children's language disorders, for the 2001-2001 academic year. Barbara Conboy; Amy Constanza-Smith; Celeste Duder; Amy L. Donaldson.

Focuses on the results of a study which examined the playground interactions of children with language impairment and their typical peers. Differences in the social behavior of the two groups of children; Ways to change the behavior of language-impaired children.