From the Editor… Ruth Huntley Bahr This forum reminds me of the importance of sharing clinical insights with one another. I was very interested to read about the Child’sVoice program (Wilkins & Ertmer) and to learn that children follow different patterns of vocal development (Ertmer et al.), even if they receive their ... Editorial
Editorial  |   July 01, 2002
From the Editor…
 
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Editorial
Editorial   |   July 01, 2002
From the Editor…
Language, Speech, and Hearing Services in Schools, July 2002, Vol. 33, 147. doi:10.1044/0161-1461.3303.147
 
Language, Speech, and Hearing Services in Schools, July 2002, Vol. 33, 147. doi:10.1044/0161-1461.3303.147
Ruth Huntley Bahr
This forum reminds me of the importance of sharing clinical insights with one another. I was very interested to read about the Child’sVoice program (Wilkins & Ertmer) and to learn that children follow different patterns of vocal development (Ertmer et al.), even if they receive their implants early in life. This type of information should be extremely valuable to the practicing clinician who works with individuals who are using a cochlear implant. But, what types of information are we sharing with one another about the other areas of our profession?
Language, Speech, and Hearing Services in Schools (LSHSS) provides a unique medium for practicing clinicians and researchers to share their clinical insights and expertise. It is known as a clinical exchange. There are several possibilities that will fit under the designation of a clinical exchange. The first one is a description of unique and innovative assessment or intervention ideas. Of course, this type of paper would describe something other than a combination of standardized tests. Instead, it could focus on ideas for dynamic assessments and ways to derive relevant clinical information from tests or other assessments that are routinely administered. A good example of this type of work would be the Smith and Prelock (2002)  article in the last issue of LSHSS.
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