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Direct linkKamhi, Alan G. – Language, Speech, and Hearing Services in Schools, 2006
PURPOSE: In this article, I consider how research, clinical expertise, client values, a clinician's theoretical perspective, and service delivery considerations affect the decisions that clinicians make to treat children with speech-sound disorders (SSD). METHOD: After reviewing the research on phonological treatment, I discuss how a clinician's…
Descriptors: Diagnostic Teaching, Speech Impairments, Speech Language Pathology, Speech Therapy
Peer reviewedNelson, Nickola Wolf – Language, Speech, and Hearing Services in Schools, 1989
The rationale and methods for conducting curriculum-based assessment and intervention with speech/language-impaired children are discussed. Techniques are described for addressing assessment questions related to the language demands of the curriculum and a student's current abilities. Service delivery models and individualized intervention are…
Descriptors: Curriculum, Delivery Systems, Diagnostic Teaching, Elementary Secondary Education
Peer reviewedMasterson, Julie J.; Crede, Leigh Anne – Language, Speech, and Hearing Services in Schools, 1999
Uses the case study of a 5th grader with spelling deficits to explain background information regarding spelling development and factors that influence spelling performance. After 6 weeks of individualized assessment and treatment, the student showed improvements in both formal and informal measures of spelling performance. (Author/DB)
Descriptors: Case Studies, Diagnostic Teaching, Grade 5, Individualized Instruction
Peer reviewedShriberg, Lawrence D. – Language, Speech, and Hearing Services in Schools, 1980
The paper describes a diagnostic teaching procedure for use with children who have persistent /r/ errors. Rationale for the procedure includes a two-category typology of children with persistent /r/ errors and an analysis of articulatory gestures associated with a child's attempts to say /r/ correctly. (PHR)
Descriptors: Articulation Impairments, Diagnostic Teaching, Educational Diagnosis, Elementary Secondary Education
Peer reviewedSchneider, Phyllis; Watkins, Ruth V. – Language, Speech, and Hearing Services in Schools, 1996
This article presents key ideas from Lev S. Vygotsky's social-interactionist zones of proximal development theory and applications of this theory to assessment and intervention with children having language impairments. A case study illustrates the steps in coordinating assessment and intervention. (Author/DB)
Descriptors: Case Studies, Child Development, Child Psychology, Diagnostic Teaching
Peer reviewedWestby, Carol E.; And Others – Language, Speech, and Hearing Services in Schools, 1996
This article describes an observational assessment procedure designed for infants, toddlers, and preschool children. The procedure is intended to link assessment with intervention by determining what supports and what compromises a child's performance, through a holistic team assessment involving a speech-language pathologist, motor specialist,…
Descriptors: Communication Disorders, Diagnostic Teaching, Early Intervention, Evaluation Methods
Peer reviewedSchetz, Katherine F. – Language, Speech, and Hearing Services in Schools, 1989
With a speech-language pathologist as consultant, volunteers provided language/concept enrichment to 22 kindergarten students who had low screening scores in the areas of articulation, language, and concepts. Microcomputer software programs were used to teach quantity, quality, time/sequence, nouns, and verbs. Teachers felt that 41 percent of the…
Descriptors: Articulation (Speech), Computer Assisted Instruction, Computer Software, Concept Teaching
