Study guide for teacher certification test in speech and language pathology [Aug. 1983]

STUDY GUIDE FOR TEACHER CERTIFICATION TEST IN SPEECH AND LANGUAGE PATHOLOGY
Published by Georgia Department of Education Georgia Teacher Certification Testing Program
Atlanta. Georgia 30334

National Evaluation Systems. Inc . has prepared for distribution by the Georgia Department of Education the set of content objectives fOund in this Study Guide. These objectives have been verified as important content requirements for initial certification. Not all of the listed objecti ves have had test items written for them. The sel ected objectives have not been identified. All objectives which appear here are certification requirements and a sampling of them will be tested.
When the project to develop the Georgia Teacher Certification Tests (TCT) was begun in November 1976. an Ad Hoc Committee composed of Georgia educators was appointed to work with NES on each TCT. The function of these Ad Hoc Commi ttees was to revi ew all NES genera ted ma teri a1s wi th a goal of making the materials more reflective of Georgia education needs. The first step in the test development process was that of content domain specification. Educators identified all content knowledge that an applicant would need to know to function effectively in a Georgia school. This content was further defined into content objectives. which were sent to currently practicing Georgia educators for verification. These educators provided actual rating of the Ujob-relatedness u of the content objectives. At that point. it was possible to identify. from the original domain specification. the extent of essentiality of specific content skills for successful performance on the job. Test items were written for the most essential objectives which spanned the content of the field.
The purpose of providing objectives is to explicitly define the content required of an applicant for certification in this field. Further. the statement of these objectives should assist in preparing for the criterion-referenced content knowledge test. We encourage applicants to study these materials. which will enhance their understanding of the content field and alleviate any unnecessary concerns about the nature of the Georgia Teacher Certification Tests.
Along with these materials go hopes for a rewarding career in education.
If you have questions or desire further information. contact: Teacher Assessment Division of Staff Development 1858 Twin Towers East Atlanta. Georgia 30334 (404) 656-2556
Georgia Department of Education Charles McDaniel. State Superintendent of Schools

The Georgia Department of Edutltion wishes to express its appreciation to the group of Georgia educators listed below who volunteered their time and expertise to deYelop this Study Guide.
COIIIIIittee Forrest G. UMberger. Chairperson Georgia State University Virgfni& G. Baird Atlanta Public Schools Richard L. Logan Bleckley County Public Schools Rebecca K. Reeves Georgia State Department of Education Rona F. Flippo. Consultant to Committee Georgia Department of Education The committee wishes to thank the following people for their contributions to the project: James Graham. Parthenia Hilliard-Franks. Wi.11im C. Moeny. and Richard Talbot.
August 1983 Georg;a Department of Education
Atlanta. Georgia

STUDY GUIDE FOR TCT IN SPEECH AND LANGUAGE PATHOLOGY Georgia Teacher Certification Testing Program Field 28: Speech and Language Pathology INTRODUCTION
This Study Guide was specifically designed for persons preparing to take the Georgia Teacher Certification Test (TCT) in Speech and Language Pathology. The Speech and Language._Pathology Test was developed by the National Evaluation Systems, Inc., and educators in the state of Georgia. The test covers five subareas: Fundamentals of Speech and Language, Speech and Language Disorders, Related Handicapping Conditions, Hearing Impairments, Program Management and Professional Knowledge.
This Study Guide has been organized by these subareas and follows the sequential order found within the published content objectives of the TeT in Speech and Language Pathology. Examinees will find references keyed to each of the test objectives for each of the five test subareas.
This Study Guide contains: 1. Answers to selected questions that are commonly asked regarding
the test and its related procedures; 2. A numbered listing of selected reference materials, and 3. A listing of the content objectives for each subarea with specific
readings from the numbered reference list matched to each objective. This listing of sources does not mean that all are needed to grasp a particular concept or meet a given objective. Some examinees will have better access to certain sources than to other sources. Additionally, in some cases several objectives have been referenced to the same readings because those readings cover several topics. The references given are suggested references only and are not intended to be an exhaustive or complete listing.

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In addition to the content objectives and readings that will follow. you should be aware that:
1. The TeT items are multiple choice with four possible answers.
2. There are no penalties for guessing when unsure of an answer.
3. While examinees are given ~ hours of actual test time. they may request additional time if needed.
4. In order to pass the TeT one does not hive to PiSS each subarea. Your total score is detena1ned by the number of correct answers.
Examinees wanting specific heJ~.with test-taking skills should ask for assistance from their college/university counseling center and/or refer to one or more of the references listed below:
Flippo, R. F. Testwheness. Reboboth, MISs.: Twin Oaks Publishing,
(1983).
Millman, J. and Pauk, W. How to Take Tests. New York, N.Y.: McGrawHl1l, (1969).
Pauk, W. How to Study in College. Second Editffon. Boston. Mass.: Houghton Mifflin, (1974).
Preston, R. C. and Botel, M. How to Study. Chicago. 111.: SRA. (1974). Raygor, A. l. and Wark, D. M. Systems .for Study. New York. N.Y.:
McGraw-Hill, (1970).

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ANSWERS TO SELECTED QUESTIONS REGARDING THE
SPEECH AND LANGUAGE PATHOLOGY TCT
1. Who is required to take the TCT in Speech-Language Pathology? Persons seeking initial certification who completed their preparation programs after September 1,1978, are required to take the TCT in SpeechLanguage Pathology. Also, persons adding Speech-Language Pathology after September 1, 1981, are required to take the TCT if their preparation was not completed prior,to this date.
2. If I am required to take the TeT, how should I apply? Request a registration bulletin from your college/university, local school system or regional assessment center. Bulletins may also be obtained from the Georgia Department of Education, Teacher Assessment, 1858 Twin Towers East, Atlanta, Georgia 30334, (404) 656-2556. Specific questions regarding test fees, sites and scoring procedures are addressed in the registration bulletin.
3. When is the TCT offered? It is offered three times each academic year. The specific dates are listed in the registration bulletin.
4. When may I take the TCT? The TCT may be taken anytime during the training program. However, persons who have completed their coursework should be more fully prepared. The TCT may also be taken anytime after completfon of a training program. The Georiga Department of Education requires individuals to pass the TCT no later than the end of their first year of teaching. If the test is successfully passed, persons will be eligible for another certificate in Speech and Language Pathology. It is advised that SLP's take the test the first time it is offered during their initial year of employment in Georgia. In this way, even if they do not do well on the test, they will still have two opportunities remaining in that year.
5. What happens if I do not pass the TCT by the end of my first year of employment in Georgia schools? You will be ineligible for continued employment as an SLP in the schools until the test has been successfully passed. However, the test may be taken as many times as necessary and when it is successfUlly passed, you may apply again for another certificate.

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CONTENT OBJECTIVES WITH SELECTED REFERENCE NUMBERS
I . FUNDAMENTALS OF SPEECH AND LANGUAGE Identify structural components and/or functions of the phonatory mechanism. (16, 58, 89, 93, 116, 130, 136, 5) Identify structural components and/or functions of the lips, teeth, and jaw as related to speech production. (58, 89, 93. 116. 136) Identify structural c~ORents and/or functions of the tongue as related to speech production. (58. 89. 93, 116, 136) Identify structural components and/or functions of the hard or soft palates as related to speech production. (58, 89. 93. 116. 136) Demonstrate an understanding of theories of language acquisition. (15. 53. 78. SO) Analyze factors influencing the process of speech and language development. (15, 53. 78, 80) Demonstrate an under$tanding of receptive language development. (15. 53. 78, 80) Identify stages of pre1inguistic speech development (e.g . babbling, echolal i a). (132. 78, 80, 15, 53) Demonstrate an understanding of expressive language development. (15. 53, 78, 80) Demonstrate an understanding of phonological development (e.g., sequence. age). (93. 78, llG) Demonstrate an understanding of morphological development (e.g., sequence, age). (93,78.116) Demonstrate an understanding of syntactic development (e.g., sequence. age). (93, 78, 116) Demonstrate an understanding of semantic development (e.g . sequence. age). (93. 78. 116). Demonstrate an understanding of pragmatic development (e.g., sequence, age). (7) Demonstrate an understanding of theories and/or models of communication. (93. 116)
Demonstrate an understanding of phonology. (93, 89, 87)

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Demonstrate an understanding of morphology. (93, 89. 87) Demonstrate an understanding of semantics. (93, 89. 87) Demonstrate an understanding of syntax. (93. 89. 87) Demonstrate an understanding of the pragmatics of language. (7) Identify types and/or functions of speechless communication (e.g., gestural, assisted. neural-assisted). (118, 119, 73) Demonstrate an understanding of regional/cultural variations in language usage. (116, 93) Demonstrate an understanding of-t~e effects of phonetic environment/ coarticulation on the production of vowels and consonants. (9, 20, 93, 18) Demonstrate an understanding of the ways in which vowels and/or diphthongs are articulated or coarticulated. (9. 20, 93, 18) Identify examples and/or characteristics of a given manner of consonant articulation (e.g., stop-plosive, fricative). (9, 93, 18) Identify specific zones of articulation (i.e., areas of placement) for consonant articulation. (18, 93, 86). Demonstrate an understanding of the basic concept of distinctive features. (126, 93) Interpret International Phonetic Alphabet (IPA) symbols. (27, 125) Analyze the influence of regional and cultural factors on speech production. (93, 116) II SPEECH AND LANGUAGE DISORDERS Demonstrate an understanding of organic factors related to the etiology of speech and language disorders. (93, 116, 122, 89, 127) Demonstrate an understanding of functional factors related to the etiology of speech and language disorders. (116, 93. 122, 127) Demonstrate an understanding of psychogenic factors related to the etiology of speech and language disorders. (116, 93, 68, 135) Demonstrate an understanding of congenital factors related to the etiology of speech and language disorders. (93, 116,26,80,'89) Demonstrate an understanding of acquired factors related to the etiology of speech and language disorders. (93, 116. 122. 89, 32. 56, 106) Identify types and purposes of identification/screening measures. (35,41,67,33)

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Identify types, characteristics, and/or purposes of intelligence tests.
Identify purposes and/or procedures of oral peripheral examinations. (76. 33, 41. 35. 34)
Identify contents and/or purposes of a case history used in assessing speech and language disorders. (33. 41. 35)
Identify techniques and/or purposes of physical and behavioral observation in assessing speech and language disorders. (33.67. 41,35) Identif factors symptomatic of language disorders. (6. 35, 41. 64. 67. 117) Identify causes and/or correlates of language disorders. (6. 35. 41. 64. 67. 117)
Demonstrate an understanding of selection. administration, or interpretation of language measures. (6, 35. 41. 64. 67. 117)
Demonstrate an understanding of procedures used in differential diagnosis and prognosis of language disorders. (6.35.41.64.67. 117)
Demonstrate an understanding of principles and/or procedures used in individual program planning for language disorders. (65, 71, 79. 83. 7)
Demonstrate an understanding of procedures or techniques used in intervention/therapy for language disorders. (65. 71. 79, 83. 7). Identify characteristics symtomatic of articulatory disorders. (9. 35. 41.64,67. 105)
Identify causes and/or correlates of articulation disorders. (9, 35. 41. 64. 67. 105)
Den~nstrate an understandin9 of selection, administration, or interpretation of articulatory measures. (9. 35. 41. 64. 67. 105)
Demonstrate an understanding of procedures used in differential diagnosis and prognosis of articulatory disorders. (35, 41. 64. 67, 105. 34) Demonstrate an understanding of principles and/or procedures used in individual program planning for articulatory disorders. (20, 42. 47. 48. 86. 126)
Demonstrate an understanding of procedures or techniques used in intervention/therapy for articulatory disorders. (20. 42. 47. 48, 86, 126)
Identify ~ymptoms of fluency disorders, includin9 ~peech characteristics, accompanylng movements, and internal features. (14.69, 100, 35.41,67, 33)
DeRlOnstrate an understanding of theories of stuttering. (14, 93, 116. 122. 123)

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Demonstrate an understanding of selection. administration. or interpretation of fluency measures. (35. 41. 33) Demonstrate an understanding of procedures used in differential diagnosis and prognosis of fluency disorders. (35. 41. 33. 100) Denwnstrate an understanding of principles and/or procedures used in individual program planning for fluency disorders. (69. 82, 103. 112. 138.43, 111) Demonstrate an understanding of procedures or techniques used in intervention/therapy for fluency disorders. (124. 14. 93, 116. 122) Identify characteristics symptomatic of voice disorders. (35.41.33, 93. 116. 122) Identify causes and/or correlates of voice disorders. (5, 16. 130. 35. 41. 33. 93, 116, 122) Demonstrate an understanding of selection. administration, or interpretation of measures of voice attributes. (35, 41, 33, 93. 116, 122) Demonstrate an understanding of procedures used in differential diagnosis of voice disorders. (35. 41.93. 116. 122.16.5. 130) Demonstrate an understanding of principles and/or procedures used in individual program planning for voice disorders. (5. 16. 29. 57. 115. 130) Demonstrate an understanding of procedures or techniques used in inter vention/therapy for voice disorders. (5. 13, 16, 29. 57. 115, 130) Analyze the effects of speech and language disorders on an individual's social and/or emotional development. (122, 93. 116. 80. 30. 132) Analyze the effects of speech and language disorders on an individual's intellectual development and/or academic performance. (122. 93. 116. 80, 30. 132) III RELATED HANDICAPPING CONDITIONS Identify the physical features characteristic of cleft palate or other oral-facial anomalies. (116. 122.93.35.41.33,26) Demonstrate an understanding of the effects of cleft palate or other oralfacial anomalies on speech and language. (26. 116) Demonstrate an undcrstanding of associated problems among individuals with c1r.ft ~alatr or other oral-facial anoma1ie5. (26, 116) Uemonsl.rate an unc1erstandinq of specialized speech and languagc diagnosis, prognosis. (Ind/ol' therapy considerations related to cleft palate or other oral-facial anwnalies. (26. 11G)

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Identify characteristics of cerebral palsy or related dysarthrias.
(30,34,35, 41, 33)
Demonstrate an understanding of the effects of cerebral palsy or related dysarthrias on speech and language. (30, 116) Demonstrate an understanding of phYsical, intellectual, perceptual, and/or behavioral problems associated with cerebral palsy or related dysarthrias.
(30)
Demonstrate an understanding of specialized speech and language diagnosi~ prognosis, and/or therapy considerations related to cerebral palsy or related dysarthrias. (30)
Identify characteristics of mental retardation. (116)
Identify primary causes and/or correlates of mental retardation. (116) Demonstrate an understanding of the effects of mental retardation on speech and language. (116, 72, 8) Demonstrate an understanding of associated problems among individuals with mental retardation. (116, 10) Demonstrate an understanding of specialized speech and language diagnosis, prognosis, and/or therapy considerations related to mental retardation.
(35,41,116,33,8,17,21,22,23,36,37,44,45,51,60,72,73,13)
Demonstrate an understanding of the effects of emotional disturbance on speech and 1anguage. (68, 135) Demonstrate an understanding of specialized speech and language diagnosis, prognosis, and/or therapy considerations related to emotional disturbance.
(68, 135)
IV HEARING IMPAIRMENT Identify causes of hearing loss (e.g., sensorineural, conductive, mixed).
(102. 90. 75)
Demonstrate an understanding of the relationship between age of onset of hearing loss and speech and language. (90, 102, 116, 93, 122) Demonstrate an understanding of the relationship between degree of hearing loss and speech and language. (90, 102, 116, 93, 122) Demonstrate an understanding of the relationship between the type of hearing loss (e.g . sensorineural, conductive, mixed) and speech and language. (90, 102, 116, 93, 122) Identify behaviors characteristic of hearing loss. (90. 102, 116, 93, 122) Demonstrate an understanding of procedures involved in the pure-tone identification/screening test for hearing loss. (102, 75)

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Demonstrate an understanding of procedures involved in pure-tone threshold testing. (102. 75) Interpret an audiogram. (102, 75, 84, 109) Demonstrate an understanding of programs, principles and/or techniques used in intervention/therapy for the hearing impaired (e.g., auditory training, speechreading, speech and language training). (104, 70, 66, 63, 11) Identify major approaches to communication development for the hearing impaired (e.g., manual, oral, total). (104,90,70,66,63,11) V PROGRAM MANAGEMENT AND PROFESSIONAL KNOWLEDGE Identify appropriate goals and/or objectives of a school speech and language disorders program. (46,54,55,81, 120, 121,81, 133) Demonstrate an understanding of the role and/or responsibilities of a school speech-language pathologist (e.g., referrals, group dynamics, scheduling, in-service, counseling). (46, 54,55.81,120.121,81, 133) Demonstrate an understanding of the relationship between a school speechlanguage pathologist and other professional staff. (121, 120, 94, 55, 46) Demonstrate an understanding of the interaction between a school speechlanguage pathologist and parents of students in a speech and language disorders program. (121, 120, 94, 55,46) Demonstrate an understanding of issues involved in managing a school speech and language disorders program (e.g., service delivery models). (121, 120, 94. 55, 46, 137) Identify types and/or uses of equipment or materials in speech and language disorders programs. (54, 55, 133) Identify procedur'es involved in developing and implementing an individualized education program (IEP). (39, 40, 25) Demonstrate an understanding of functions and/or purposes of records or reports related to the schools's speech and language disorders program. (121, 120, 81, 55. 46) Demonstrate an understanding of state regulations and/or procedures relevant to speech and language disorders programs. (Available from Georgia State Department of Education) Demonstrate an understanding of federal regulations and/or procedures relevant to speech and langu~ge disorders programs (e.g., Public Law 94-147). (r5, 19. 40) Identify professional associations or publications relevant to speechlanguage pathologist. (93)

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Identify support services for the speech and language disordered. (107, 1,120,121,113) Demonstrate an understanding of professional ethnics. (93) DeMOnstrate an understanding of state SLP certification requirements for speech-language pathologists. (Available from the Georgia State Department of Education)
'-

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1. Alpine, J. G., Ogden, J., and Wiggins, J. "Utilization of Supportive Personnel in Speech Correction in Public Schools." American Speech language-Hearing Association. 12, 599-604 (1970).
2. Alvord, O. J. "Innovation in Speech Therapy: A Cost Effective Program." Exceptional Children. 43, 520-525 (1977).
3. Anderson. J. L. "Supervision of School Speech. Language, and Hearing Programs - An Emerging Role." American Speech-language-Hearing Association. 16, 7-10 (1974).
4. Andrews, M. and Brabson, C. "Preparing the Language Impaired Child for Classroom Mathematics: Suggestions for the Speech Pathologist." language, Speech and Hearing Services in the Schools. VII. 1. 46-53 (1977).
5. Aronson, A. E. Clinical Voice Disorders: An interdisciplinary Approach.
Thieme-Stratton. Inc . New York. (1980).
6. Barrie-Blackley, S., Musselwhite, C. R., Rogister. S. H. Clinical Oral Langua~e Sampling. Danville, Ill.: The Interstate Printers and Publishers, Inc. 1978).
7. Bates, E. language &Context: The Acquisition of Pragmatics. New York: Academic Press (1976).
R. Bender, H., Vallentutti, P., and Bender, R. Teachi~ the Moderately and Severely Handicayped (Vol. I and II). Baltimore, .: Unfversfty Park Press (1976 .
9. Bennett, Bountress and Bull (ed.). Comtemporary Readings in Articulation. Kendall/Hunt Pub. (1982).
10. Bigge, J. l. and O'Donnell, P. A. Teaching Individuals with Physical and
Multiple Disabilities. Columbus, Ohio: Charles E. Merrill (1976).,
11. Blackwell, P. M., Engen. E. Fischgrund. J. E. and Zacadoolas. C. Sentences and Other Systems: A language and learning Curriculum for Hearin~ Imyaired Children. Washington. D.C.: Alexander Graham Bell Association { 978 .
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17. Booth, T. "Early Receptive language Training for the Severely and Profoundly Retarded." language, Speech and Hearing Services in the School. IX, 3, 151-154 (1978).
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22. Bricker, W. A. and Bender, D. "A Program of language Training for the Severely Handicapped Child." Exceptional Child, 37, 101-110 (1970).
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Escambia County (Florida) School Board (1978). Contains IEP Objectfves. 26. Bzoch, K. COl1lllunicative Disorders Related to Cleft lip and Palate. Little-
Brown & Co. (1979). 27. Calvert, D. R. Descriptive Phonetics. Thieme-Stratton, New York. 28. Chapey, Roberta. Language Intervention Strategies in Adult Aphasia. Williams
and Wilkins (1981). 29. Cooper, M. and Cooper, M. H. (eds.). ~roaches in Vocal Rehabilitation.
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Cliffs, N.J.: Prentice-Hall (1980). 32. OIrley, F. Aphasia. Philadelphia: W. B. Saunders & Co. (1982). 33. Darley, F. Evaluation of Appraisal Techniques in Speech and Language
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34. Darley, Aronson, &Brown. Motor Speech Disorders. W. P. Saunders Co.

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35. Darley. F. L. &Spriestersbach. D. C. Diagnostic Methods in Speech Pathology. Second Edition, New York: Harper and Row (1978).
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38. Dickson. D. R. and Dickson. W. M. Anatomical and Physiological Bases of Speech. Little-Brown.

39. Dublfnske, S. "P. l. 94-142: Developing the Individualized Edueati-on Program (IEP)." American Speech-Language-Head ng Association Program. 20, 380-397.
(1978) .
... .
40. Dublfnske, S. and Healy, W. D. "P. l. 94-142: Questions and Answers for the Speech-Language Pathologist and Audiologist." American Speech-LanguageHearing Association. 20. 188-205 (1978).

41. Emerick, L. and Hatten, J. Dia~nosis and Evaluation in Speech Pathology.
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42. Fisher, H. Improving Voice and Articulation. Second Edition. Boston. Mass. : Houghton MiffH n Co. (1975).

43. Fraser, Conditioning in Stuttering.

44. Fristoe. M. Four Langua~e Intervention Systems. Decatur. Ala.: Lurleen B. Wallace Developmenta Center.

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49. Goodman, L. and Mann, L. Learnin~ Disabilities in the Secondary School. New York: Grune and Stratton (1 76}.

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51.

Guess, D., Sailor, W., and Baer, D. Functional Speech and Language Training
for the Severely Handicapped. Part I and II. Lawrence, Kan,: Hand H.

Enterpri ses, Inc. (1976),

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52. Hartbluer. R. E. (ed.). Counselfng fn Communfcative Disorders. Springfield.
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54.

D.C.:

55. Healey. W. C. Standards and Guidelines for COmprehensive Langua~e. S~eech and Hearing Prograllls tn the ScliOols. Wash'ngton. D.C.: Amerfcanpeech-language-
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61. Kess. Joseph F. Psycholinquistics. New York: Academic Press (1976). 62. Knight. N. E. "Structuring Remediatfon in a Sel f-contained Classroom."
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with the Hearing Impaired. Baltimore. M.: University Park Press 64. Lee. L. Developmental Sentence Analysis. Evanston, Ill.: Northwestern
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67. Lloyd. L. L. (ed.). Communicatfon Assessment and Intervention Strategies. Baltimore. Md.: University Park Press (1976).

68. Lovas. O. I. The Autistic Child. New York: John Wiley and Sons (1977).

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70. McCaw. D. Materials for Deaf Hearin Beaverton. re.: Dorllllc. Inc. 7

An Annotated Biblio ra h .

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71. McClean, J., and Snyder-McLean, L. A Transactional Approach to Early Language
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75. Martin, Frederick N. Introduction to Audiology (2nd edition). Prentice-Hall
(1981) .
76. Mason, R., and Simon, D. "An Orofacial Examination Checklist." Language, Speech and Hearing Services in the Schools. VIII 3. 155-163 (1917).
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80. Morehead and Morehead. Normal and Deficient Child Language. Baltimore: University Park Press. (1976).

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83. J. R. MUI11il,

"'''''';:1'''''':;:1''" ., ,

""".

vv, ""y"'""'l ,-1 ~'-."..,", " , y-

_.'

Cliffs, N. - .. .....

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