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Some cerebral-palsied children, because of severe motoric disability, are unable to develop functional speech. Often the greater their desire to communicate, the more tense they become, and the less successful are their attempts at speech. Unable to communicate, such children often become passive and dependent. They are denied the practice and experience necessary for the development of language abilities and effective social interaction. The early use of a communication board helps prevent many of these problems. The child should be evaluated physically to determine positions and movements which facilitate pointing. Intellectual and educational assessment are needed to determine board content. Content and physical layout are also discussed. Good clinical results are obtained with language boards. The children become more relaxed, and their oral responses and vocalizations increase. Phonics, vocabulary, reading, and other linguistic skills improve considerably when children are able to express their thoughts and feelings.

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Responses to the Predictive Screening Test of Articulation (PSTA) were obtained from 460 first graders who presented varying patterns of misarticulation with respect to type, number, and consistency of sounds as measured by the Screening Deep Test of Articulation. PSTA item and total score performance varied among misarticulated subgroups. Across consonant subgroups, no single item or cutting score separated children in degree or type of misarticulation. The implication of this finding is that a single measure may not be able to differentiate children who will achieve normal articulation without rehabilitation from those who will not. Given the heterogeneity that exists among the impaired, efforts should be made to predict changes for sub-groups with well specified characteristics.