Amy L. Weiss

Conversational Demands and Their Effects on Fluency and Stuttering.

Children engaging in conversations are putting to the test not only what they know about using acceptable conversation rules, but they are also expected to converse fluently. In cases where maintenance of fluency is itself a problem, conversation tasks may prove too difficult to manage fluently. In this article, the connection between conversation demands and the ability of children who stutter to maintain fluency is explored. A model of conversation management useful both in assessment and intervention is introduced. Suggestions for ways studies comparing how children who stutter and children who are normally fluent perform on conversation tasks can be used therapeutically are also presented.

Implementing a Communication Coaching Program for Students with Autism Spectrum Disorders in Postsecondary Education.

This article describes the operation of a Communication Coaching Program, which was designed to provide supports for students with autism spectrum disorders (ASDs) attending the University of Rhode Island. To succeed in college programs, many students with ASDs need access to specialized programming and personnel who are able to foster their success in both social and academic venues. The Communication Coaching Program has utilized the principles of individualization, evolution, and relevance over the 5 years of its existence. Disability counselors, along with communication coaches and peer coaches, provide students with ASDs opportunities to receive the explicit teaching and guided practice of social-communication and executive functioning skill sets that are keys to successful retention and graduation from postsecondary education. Insights gleaned from 5 years of programming are discussed.

Involving Parents in Teaching Social Communication Skills to Young Children.

This article focuses on why and how speech–language pathologists and other professionals can encourage the involvement of parents in teaching social communication skills to their young children. Four main topics are explored: (1) the evidence that many of the children with special needs served by speech–language pathologists and other professionals demonstrate deficits in social communication skill development, (2) the legislated mandate to involve families in the education of their children with special needs, (3) the conclusion reached by many investigators and practitioners that social learning necessitates utilization of natural social learning settings, and (4) the consideration of cultural differences represented by the families served. Suggestions for how speech–language pathologists and other professionals who work with families of young children with social skill deficits can enhance social skill development are included.