An Introduction to Assessment and Intervention With Older Students With Language-Learning Impairments Bridges From Research to Clinical Practice Clinical Forum
Clinical Forum  |   July 01, 1999
An Introduction to Assessment and Intervention With Older Students With Language-Learning Impairments
 
Author Affiliations & Notes
  • Kenn Apel
    Department of Communication Sciences and Disorders, Western Washington University, Parks Hall, R. 17, Bellingham, WA 98225-9078
  • Corresponding author: e-mail: kennapel@cc.wwu.edu
Article Information
Development / School-Based Settings / Attention, Memory & Executive Functions
Clinical Forum   |   July 01, 1999
An Introduction to Assessment and Intervention With Older Students With Language-Learning Impairments
Language, Speech, and Hearing Services in Schools, July 1999, Vol. 30, 228-230. doi:10.1044/0161-1461.3003.228
History: Received March 15, 1999 , Accepted April 5, 1999
 
Language, Speech, and Hearing Services in Schools, July 1999, Vol. 30, 228-230. doi:10.1044/0161-1461.3003.228
History: Received March 15, 1999; Accepted April 5, 1999
As readers of this forum, I am choosing to make three assumptions about you. The first assumption is that readers desire to help students achieve success in the classroom and with their peers. Of course, academic and social achievement, to some extent, will be measured differently depending on the age of the students you serve and the classrooms they populate (Nelson, 1994). For example, achievement for 5- or 6-year-old children in a kindergarten classroom might mean developing an awareness of implicit school-based rules (e.g., when to talk, when to raise your hand), learning about letter-sound correspondences, and becoming a team player during cooperative play situations. In high school, achievement might be measured by mastering successful time management skills, reconciling differences of opinions in written texts, and understanding the implicit social rules of dating (Nelson).
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