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Structured input from both teachers and peers maximizes the opportunities for preschoolers to learn grammatical forms. The purpose of this pilot study was to evaluate the effectiveness of using a teacher and a peer with typical hearing and language skills to model grammatically correct verbal responses to action "wh-" questions ("What is he/she doing?") using picture stimuli with three preschool-aged children with hearing loss. Data from a multiple probe across participants design indicated that (a) all children learned to appropriately answer the "wh-" question using their targeted grammatical form during intervention, (b) all three children were able to generalize these skills to untrained pictures with varying degrees of success, and (c) all three children maintained the skills for 6 to 10 weeks following intervention. Implications for teaching grammatical forms to preschool children with hearing loss are discussed.

Children with hearing loss often experience communication and language delays that result in difficulties acquiring novel vocabulary and literacy skills. This research examined the effectiveness of using repeated storybook reading paired with explicit teacher instruction to teach novel vocabulary to young children with hearing loss who were receiving instruction with an oral approach. Data from a multiple baseline design across 4 children demonstrated that all children acquired the instructional vocabulary words, demonstrated generalization of the words in a novel situation, and maintained vocabulary for 2-4 weeks following intervention. Vocabulary that had not been explicitly taught was learned at a low rate across the 5 books. Implications for teaching young children with hearing loss and communication delays are discussed.

The article reports on An Egyptian Shaykh's Literary World, an independent project that digitally reconstructs the 480 print and manuscript titles in the handwritten Arabic probate inventory of Shaykh Mustafa Salama al-Najjari, an intellectual in late Ottoman Egypt. Topics covered include the career background of Al-Najjari, how the dataset both in Arabic and in transliteration was built and the workflow of the project.

The article reports on An Egyptian Shaykh's Literary World, an independent project that digitally reconstructs the 480 print and manuscript titles in the handwritten Arabic probate inventory of Shaykh Mustafa Salama al-Najjari, an intellectual in late Ottoman Egypt. Topics covered include the career background of Al-Najjari, how the dataset both in Arabic and in transliteration was built and the workflow of the project.

The purpose of this study was to investigate whether specific emotion vocabulary could be taught to children with hearing impairments using child-specific social stories and demonstration tasks. The participants were three preschool-aged children who were being served in an auditory-verbal preschool classroom. An A-B single-subject design was used during a small group activity for 10 weeks that took place on average three times a week. During the study, participants were provided small group instruction using social stories and demonstration tasks to teach three target emotion words (afraid, surprised, and frustrated). Results indicated that all children successfully used the target vocabulary without adult prompting to describe target emotions in themselves and in others. The implications for classroom instruction are discussed. [ABSTRACT FROM AUTHOR]

The article discusses the case Coombes v. Florio and third-party liabilities of Massachusetts physicians. The Supreme Judicial Court decision on the Coombes case is seen to broadly extend the liability of physicians to third parties, to an extent that prescribing drugs may be a cause for litigation. The author compares the limited liability rules applied to the Coombes case to the rules used in Florida and New Mexico and examines patient confidentiality and expanding physician liability issues.