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This article examined consumer satisfaction with speech-language therapy services in two university clinics as reported by 96 clients and caregivers. Satisfaction was related to student speech-language pathologists' communication with clients and families. Survey finding hold implications for supervision of student clinicians. Positive feedback confirms that students are providing quality service and supervisors are teaching clinical skills and managing service delivery. Feedback that points out deficiencies can help students and supervisors in setting their goals for further improvement.

Provides information on the regulations, policies and processes in obtaining certification to practice in the teaching profession in United States. Discussion on the National Board for Professional Teaching Standards; Difficulties of the certification process; Views on the professional development programs and training for teachers.

Pragmatic language skill involves adapting to an interactional environment where a communicator must interpret and originate communicative acts. This study used an elicitation procedure to reveal how 80 six- and seven-year-old children adapted to the pragmatic context of a story and furnished a remark that would be pragmatically appropriate for a story character to utter. Children 'spoke for*^ characters in about 70% of the contexts and thus revealed facility in conceptual perspective-taking and attributing mental states to others. The use of self-generated extra-textual language reveals one way that pragmatic language skill is at work when young children comprehend and respond to text. Given these findings, a model of children's transaction with narrative based on interpretation of others' mental states, understanding of pretence and characterisation, and pragmatic language skill is proposed. [ABSTRACT FROM AUTHOR]