Word-initial target phonemes and the production of those phonemes were examined in normal children and children with cleft palate during the period when the children were acquiring their first 50 words. As a group, the children with cleft palate tended to target more words with word-initial nasals, approximants, and vowels ([+sonorant] phonemes) and fewer words with word-initial stops, fricatives, and affricates ([-sonorant] phonemes). Normal children tended to target more words with initial consonants articulated in the center of the oral tract ([+coronal]) and the children with cleft palate targeted more words with initial phonemes articulated at the periphery of the oral tract ([-coronal]). The same patterns also were observed in production, but individual children with cleft palate did not always follow this pattern. Although the accuracy of the productions of individual children appeared to be related to word choice, factors such as hearing sensitivity, structural adequacy, and the timing of surgical repair also might have affected speech production accuracy.

Researchers have assessed relational aggression (RA) and physical aggression (PA) primarily with teacher ratings and peer nominations. However, limited observational research exists in this area. This study compared three methods for assessing RA and PA: a teacher rating scale, a peer nomination measure, and a direct observation measure. Results supported previous research showing intermethod agreement between peer and teacher ratings of RA for girls and PA for boys. All three methods indicated that boys engaged in PA and RA more often than girls. However, teachers and peers agreed more often about incidences of RA and PA than did observers. Thus, a variety of evaluation tools may be necessary to assess preschoolers' types of aggression. Development of accurate, practical measures will provide educators with better identification, prevention, and intervention strategies for boys and girls.

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This article discusses single-case experimental designs (SCEDs) and their relevance to developmental-behavioral pediatrics. Information concerning SCEDs have not been described in the Journal of Developmental and Behavioral Pediatrics, despite its relevance to the field. General issues related to the underlying logic and applications of SCEDs are reviewed with examples selected from the literature to illustrate the strengths and weaknesses of different design strategies. It is suggested that SCEDs can be a useful alternative to traditional between-group designs for clinical and evaluation research because the unit of the analysis is the individual; therefore the feedback to clinicians and families is direct about the effectiveness of a behavioral intervention or medication for that individual. In the field of developmental-behavioral pediatrics, SCEDs can be especially useful in the management of vague symptoms or poorly defined diseases to improve the confidence in a treatment decision for an individual patient. This report is intended to facilitate the understanding and use of single-case methodology so that clinicians are aware that flexible, true experiential designs exist to fill the gap in knowledge and also "do the best for my patient."