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.
The content of Perspectives is subject to editorial review and continuing education review.
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.
Brenda L. Beverly, University of South Alabama
Professional Development Manager
Terry J. Ragan, Atlanta Speech School
Victoria Davis, Publications, ASHA
Pamela J. Leppin, Director, Advertising Sales, ASHA
2016 Coordinating Committee
Geralyn Timler, Miami University
Karole A. Howland, Boston University
Catherine M. Constable, Rye Learning Center
Nichole A. Bierman Mulvey, Illinois State University
ASHA Board of Directors Board Liaisons
Robert C. Fifer, Vice President for Audiology Practice
Sandra Laing Gillam, Vice President for Speech-Language Pathology Practice
Susan Karr, Associate Director, Schools Services in Speech-Language Pathology, ASHA
2016 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