The study examined whether a difference existed between 10 learning disabled (LD) and 10 normally achieving (NA) high school students in terms of comprehension and production or use of pragmatic skills. The skills examined were pragmatic function (i.e., an utterance spoken in context with specific intent), and code-switching (i.e., modification of…

Twenty-one apparently normal children (ages 18 to 34 months) with slow expressive language acquisition were evaluated initially and again at age 3. The late talkers also scored significantly lower in receptive communication and socialization. Followup showed nearly half the group remained delayed in expressive communication and socialization,…

This article offers suggestions on enhancing emotional vocabulary in early childhood education settings. A schematic of children's emotional literacy is followed by ways to build emotional vocabulary by teaching directly, teaching incidentally, or utilizing special activities. Suggestions also address teaching children to recognize feelings in…

Examines the impact of specific language delay (LD) on peer interaction in preschool children. Interaction between three groups of dyads (normals and normals; normals and LD children; and between LD children) were studied. Normal children were more likely to initiate interaction with non-responsive partners and to dominate the interaction.…

A portrait is presented of the toddler with slow expressive language development (SELD), based on research examining the health history; cognitive, communicative, and adaptive skills; behavior; and phonology of 30 toddlers with SELD and 30 nondisabled toddlers. The paper offers a review of research on the outcomes of SELD, and explores…

Two mentally retarded boys with autism and one girl with Down syndrome were successfully taught to initiate and play a ball game with an adult. The program targeted both nonverbal responses (such as ball contact and cooperative play) and verbal responses for play initiation and compliment delivery. (Author/JDD)

The article describes a series of 10 games designed to improve the communication skills of pupils with severe learning difficulties. The games encourage attention development, initiating comments, and giving and receiving instructions. (DB)

Strategies to engage middle school students in listening to stories, retelling them, and improving their communication and social skills are offered. For students with disabilities, teachers should adapt strategies, keep individualized education program goals in mind, and focus on activities that are meaningful to the student. (DB)

This document consists of three separately published fact sheets combined here because of the close relationship of their subject matter. The first fact sheet, "Communication Interactions: It Takes Two" (Kathleen Stremel), defines communication; suggests ways to find opportunities for interactive communication; offers specific suggestions for…

This document consists of three separately published fact sheets combined here because of the close relationship of their subject matter. The first fact sheet, "Communication Interactions: It Takes Two" (Kathleen Stremel), defines communication; suggests ways to find opportunities for interactive communication; offers specific suggestions for…

A review of the research on learning-disabled students suggests that these students often exhibit language deficits that are not readily obvious. These language deficits create problems in understanding social interactions and written and oral directions as well as problems in expressing ideas both orally and in written form. The term language…

The School and Home Enrichment Program for Severely Handicapped Children includes 332 activities. Focus is on the development of sensory responsiveness, eating skills, fine motor skills, gross motor skills, expressive language, receptive language, personal hygiene, dressing, and social interaction that can be used by parents or teachers as a…

Intended for special educators and administrators, the paper addresses the educational implications of closed head injury in children. Characteristics of head injured students are noted, including previous successful experiences in social and academic settings, inconsistent performance patterns, and cognitive deficits which are present as in other…