No abstract

Twenty-eight 2-year-olds were screened for language development using the Language Development Survey (LDS; L. Rescorla, 1989) and underwent a clinical evaluation within a month following LDS administration. Six measures of phonological development were derived from 20-min language samples of parent-child play interactions, including number of different consonants, number of different consonants in the initial and final positions, number of different consonant clusters in the initial and final position, and percentage of closed syllables shapes. Comparisons were made among 3 groups: (a) those who screened positive on the LDS (LDS+) who were within normal limits on follow-up, (b) those who were identified as language delayed (LD), and (c) children who were language normal (LN). Results revealed that children who were LDS+ and LD had comparable phonetic profiles. The LD group had significantly lower scores on all phonetic measures tested, as compared to the LN group. Clinical recommendations were available on a subset of 13 children who were reassessed at age 3. Children who received "monitor" or "treatment" recommendations at age 3 had significantly lower z scores on measures of phonetic development recorded at 2 years of age than toddlers who received a recommendation of "no concerns" at 3 years. Our preliminary findings indicated that the more delayed the 2-year-old child was in phonological development, the more at risk the child was for continuing delays at age 3.

In this study, it was postulated that typically developing (i.e., normally developing without incidence of a speech or language delay or disorder) Spanish/Englishspeaking children ages 4 to 5 years old would show different articulation productions and phonological patterns in both languages. Sixteen participants from Florida were tested with Spanish and English articulation and phonology tests. For articulation, two manner or articulation comparisons were found to be significant (i.e., plosives and liquids/glides). In addition, two phonological patterns (i.e., stopping and velar fronting) were significantly different. Normative articulation and phonological Spanish and English data were obtained and should be useful for today’s public school speech-language pathologists. Further research should include normative data for bilingual children with articulation and/or phonological disorders to develop more appropriate treatments. In addition, it is recommended that other languages be investigated as the nation is also experiencing growth in languages beyond Spanish.

No abstract

Education in death and dying is needed by pre-professional, speech-language pathology and audiology students who appear to be at risk for professional obstacles and emotional trauma from the death of their patients.