The authors address several issues pertinent to designing environmentally based total communication assessment and training programs for language delayed hearing children for whom oral language training alone is inadequate. (Author/CL)

Two approaches to intervention geared to autistic children's characteristics are presented: one stressing speech and the other sign and speech. Some findings relevant to implementation of simultaneous sign and speech are discussed, and due to observed variability in processing and responsiveness to intervention, the need for individual programing…

Discusses the potential of sign language as a tool in teaching reading to normal hearing children and the success of this method with individuals who have various communication disorders. (EJS)

A discussion of the field of clinical linguistics outlines the scope of the discipline, notes its relationship to other speech- and language-related fields, and describes the components of an undergraduate program for individuals in a linguistically relevant clinical field. It suggests general linguistics curriculum components for clinical…

This paper discusses ideas for teachers to increase successful comprehension of their questions by language delayed students. Three kinds of questioning techniques are described. Most often used by teachers are "WH-words" (e.g., who, what, how). Noun-verb reversal (e.g., Can you come to the group?) follows in amount of usage. The least used…