The author reviews methods of studying individuals in context (ecological, phenomenological, and system approaches) and offers suggestions for implementing these approaches in identification, assessment, and intervention procedures for language-disordered children. (CL)

The memory deficits associated with the dementia syndromes of Alzheimer's, Parkinson's, and Lewy body disease are outlined and related to the language impairments that have been observed in patients with these disorders. Assessment techniques are described, including commonly used individual tests and test batteries that assess memory and…

Appropriate identification/assessment of limited English speaking students requires: (1) the use of both standardized and nonstandardized assessment instruments and techniques, and (2) the use of speech-language pathologists or interpreters who are proficient in the students' native language. (JDD)

This paper discusses risks to communication development in infants and toddlers. It suggests basic guidelines for assessment of the infant, the interaction, the caregiver, and familial strengths and needs. It also suggests guidelines and resources for intervention with infants at various linguistic stages and with their families. (JDD)

Early language developmental delay within high-risk and handicapped populations is explored, focusing on: basic guidelines and emerging directions in screening, diagnosis, and ongoing evaluation of infants, toddlers, and their families; early intervention activities in neonatal intensive care nurseries and in community settings; and future…

Subcultural differences existing among various Chinese immigrant groups are described, through examination of such cultural characteristics as languages, religions, philosophy, and family life. Two case studies reveal the difficulties inherent in conducting educational evaluations of Chinese children with special needs. (JDD)

Cognitive-communicative intervention with children and adults with head injuries should emphasize such aspects of cognitive functioning as the knowledge base and the executive system. Assessment and intervention should focus on realistic goal setting, planning, self-directing and initiating, self-inhibiting, self-monitoring, self-evaluating,…

A case study of a hearing-impaired 7-year-old Hmong boy illustrates the complex process involved in identifying a limited English speaking child's learning, speech, language, and hearing disabilities. The process requires uncovering past experiences and evaluating environmental and cultural factors. The history and culture of the Hmong people are…

Explains how many of the narratives told by children are mapped onto frameworks carried in long-term memory. Assessment methods that speech-language pathologists can use to determine whether a child can use narrative frameworks and how to explain the assessment results are discussed. (Author/CR)

Described is a two-pronged approach to assessment of cognitive-communicative functions in head injury, incorporating elements of both restorative and compensatory models. The approach combines: (1) use of standardized cognitive measures, and (2) observational protocols for systematic evaluation of functioning on integrated, multicomponent tasks…

This article considers how information regarding processing limitations in children with specific language impairment (SLI) might be extended to assist in early identification of toddlers at risk for language disorder. Preliminary findings from an investigation of early lexical processing of 15 late talking toddlers and 15 controls are presented.…

This paper presents data on contextual assessment issues, particularly in the area of communicative intent, that affect clinicians working with young children. Variables often overlooked in assessment are discussed, including task characteristics, opportunities available to the child, event context, maintaining joint attention, and responsivity.…

Community reentry programing for individuals with head injuries should involve cognitive retraining integrated into a social skills context. Combining ecological validity with a social skills approach provides a real-world, client-centered approach and a systematic philosophical framework upon which assessment, treatment, and outcome evaluation…

This article discusses how reading and written language samples can be analyzed to provide information about curriculum-based language strengths and needs that can be used recursively to establish student goals and benchmarks, provide intervention, evaluate change, and begin the next round of planning. A case example is presented. (Contains…

Feelings of helplessness can impact on learning to read. This research review illustrates problems in assessing learned helplessness, including instrumentation inadequacies, lack of comprehensive causal schemes, context specificity, etc. Observations of and discussions with the child are recommended in the assessment process. Guidelines for…