Introducing the New Editorial Team This issue of Language, Speech, and Hearing Services in Schools (LSHSS) marks the beginning of the 41st year of continuous publication of articles pertaining to the nature, assessment, and treatment of communication disorders affecting school-age children and adolescents. For example, in the inaugural issue of LSHSS (January 1970), Professor ... Editorial
Editorial  |   January 01, 2010
Introducing the New Editorial Team
 
Author Notes
  • Marilyn A. Nippold, PhDEditor
Article Information
Editorial
Editorial   |   January 01, 2010
Introducing the New Editorial Team
Language, Speech, and Hearing Services in Schools, January 2010, Vol. 41, 2. doi:10.1044/0161-1461(2010/ed-01)
 
Language, Speech, and Hearing Services in Schools, January 2010, Vol. 41, 2. doi:10.1044/0161-1461(2010/ed-01)
This issue of Language, Speech, and Hearing Services in Schools (LSHSS) marks the beginning of the 41st year of continuous publication of articles pertaining to the nature, assessment, and treatment of communication disorders affecting school-age children and adolescents. For example, in the inaugural issue of LSHSS (January 1970), Professor Laura Lee of Northwestern University published an article in which she summarized research in typical language development, describing how that body of knowledge could be used by speech-language pathologists to promote syntactic development in students with language disorders.
The current issue also marks the beginning of my 3-year term as Editor (2010–2012). It is with great honor and enthusiasm that I accept this assignment, having been a regular reader of the journal since the 1970s and a contributing author since the 1980s. During the early years of my career, when I worked as a speech-language pathologist in the public schools of California, LSHSS was regarded as an important source of new information on disorders of speech, language, and hearing in school-age children and adolescents. Later, when I began my research career, it beckoned as a well-respected journal that published pertinent articles of high quality. During the ensuing years, the journal has expanded to include a broader range of topics pertaining to communication disorders and differences in children and adolescents, including service delivery options, and to place a greater emphasis on evidence-based treatment.
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