About Perspectives and Its Editors

Perspectives is the online member publication for the Special Interest Groups (SIGs) of the American Speech-Language-Hearing Association. The SIGs began publishing newsletters for their affiliates in 1991. Those publications have expanded and evolved over the years and are now reviewed according to the criteria set forth by the Continuing Education Board of ASHA.

Further, all of the SIGs publish content on the graduate level for the professions of speech-language pathology and audiology, enabling readers to earn Continuing Education credits for self-study of Perspectives.

Although subject to editorial review and continuing education review, Perspectives is not a peer reviewed scholarly journal.

Perspectives is focused on narrow topics of interest to professionals practicing in or conducting research related to communications sciences and disorders. Typically, Perspectives is disorder-oriented (e.g., swallowing and swallowing disorders), though some SIGs focus on topics across disorders (e.g., gerontology or diversity) or that relate to pedagogy or supervision.

Each Perspectives boasts an Editor with special knowledge and expertise in the focus topics of that SIG. Each SIG's content is reviewed by a Continuing Education Content Manager and a standing Board of Reviewers who ensure that content meets requirements for ASHA continuing education self-studies.

About Perspectives on Language Learning and Education

In continuous publication since 1991, Perspectives on Language Learning and Education (formerly known as the Division 1, Language Learning and Education Newsletter) is published four times annually (January, March, July, and October) by the American Speech-Language-Hearing Association (ASHA). This Special Interest Group and its publication provide information on and promote activities related to: (1) the linguistic knowledge and communicative interaction of infants, children, and youth from diverse cultures; (2) how knowledge, interactions, and culture affect language learning and literacy; (3) the ways in which contexts, such as school events, influence children's communication; and (4) assessment and intervention approaches for people with developmental disabilities or speech-language-hearing disorders.

Editor

Brenda Beverly, University of South Alabama

Professional Development Manager

Terry J. Ragan, Atlanta Speech School

Production Editor

Victoria Davis, Publications, ASHA

Advertising Sales

Pamela J. Leppin, Director, Advertising Sales, ASHA
pleppin@asha.org

2015 Coordinating Committee

SIG Coordinator

Geralyn Timler, Miami University

Associate Coordinator

Karole A. Howland, Boston University


Catherine M. Constable, Rye Learning Center

Nicole A. Bierman Mulvey, Illinois State University

ASHA Board of Directors Board Liaisons

Donna Fisher Smiley, Vice President for Audiology Practice

Sandra Laing Gillam, Vice President for Speech-Language Pathology Practice

Ex Officio

Susan Karr, Associate Director, Schools Services in Speech-Language Pathology, ASHA

2015 List of Reviewers

Brenda L. Beverly, Editor

Elizabeth I. Burroughs

Amy L. Constanza-Smith

Willie P. Cupples

Laura B. Green

Jennifer A. Larsen

Maura Jones Moyle

Stacey L. Pavelko

Emily S. Rusnak

Amy Louise Schwartz

Terry J. Ragan, Professional Development Manager

Susan T. Karr, Ex Officio

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