Moving Ahead Brad. Ronnie. Alvin. George. Emily and Steven. These students represent the larger population of older students with language-learning impairments whom speech-language pathologists may serve on a daily basis. For these students, speech-language pathologists must move beyond the typical assessment and intervention programs they have used in the past. These students ... Clinical Forum
Clinical Forum  |   July 01, 1999
Moving Ahead
 
Author Affiliations & Notes
  • Kenn Apel
    Department of Communication Sciences and Disorders, Western Washington University, Parks Hall, R. 17, Bellingham, Washington 98225-9078
  • Corresponding author: e-mail: kennapel@cc.wwu.edu
Article Information
School-Based Settings / Attention, Memory & Executive Functions
Clinical Forum   |   July 01, 1999
Moving Ahead
Language, Speech, and Hearing Services in Schools, July 1999, Vol. 30, 293-294. doi:10.1044/0161-1461.3003.293
History: Received March 15, 1999 , Accepted April 5, 1999
 
Language, Speech, and Hearing Services in Schools, July 1999, Vol. 30, 293-294. doi:10.1044/0161-1461.3003.293
History: Received March 15, 1999; Accepted April 5, 1999
Brad. Ronnie. Alvin. George. Emily and Steven. These students represent the larger population of older students with language-learning impairments whom speech-language pathologists may serve on a daily basis. For these students, speech-language pathologists must move beyond the typical assessment and intervention programs they have used in the past. These students are not little children anymore. Rather, they bring their own unique challenges to our services, which are not routinely encountered when working with preschool and early elementary school-age children. Nevertheless, these older students require our services, knowledge of the research of our field and related disciplines, and our counseling skills.
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