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Dissertations / Theses on the topic 'Language disorders – therapy'

Author: Grafiati

Published: 29 July 2024

Last updated: 30 July 2024

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1

Everitt, Andrea. "Speech and language therapy in preschool children : assessing the problems." Thesis, University of Aberdeen, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=53351.

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Introduction: Differentiating between normal language variation and abnormal language development can be difficult for clinicians working with young children who present with slow language development, so-called “late talkers”. Although the language difficulties of many late talkers resolve spontaneously, there is clearly a group of children whose problems persist, either for a long period or possibly permanently (after the age of five, often referred to as children with specific language impairment: SLI). There is a lack of research examining potential markers of language difficulties in young children which may enable the early detection of children at risk of SLI. The aim of this thesis was to determine the most suitable measure, or combination of measures, that can predict which late talkers at age 3;0 to 4;0 will be likely to have SLI at age 4;0 to 5;0. Methods Forty seven late talkers and 47 children with typical language development (TLD) aged from 3;0 to 4;0 were assessed on a number of language, IQ and marker tasks (baseline assessment). The children were recruited from 13 nurseries and one family centre in Aberdeen city. The children were reassessed one year later on a number of language, IQ and marker tasks (follow-up assessment). Results: Characteristics of the child or family examined were not associated with membership of the expressive language delay group at follow-up. Within the late talker group only, the Preschool Language Scale-3 Expressive Communication (PLS-3 EC) and Recalling Sentences scores at baseline were the best predictors of persistent expressive language delay at follow-up. Late talkers performance on the PLS-3 EC and Recalling Sentences tasks at age 3;0 to 4;0 has potential as predictors of persistent expressive language delay (children likely to have SLI) at age 4;0 to 5;0. Conclusions: A sizeable proportion of children identified as late talkers at age 3;0 to 4;0 have persistent language problems a year later at follow-up. The language measure PLS-3 EC has the potential to differentiate between late talkers who are going to have more persistent problems from those who recover. The marker task Recalling Sentences also has the potential to differentiate between late talkers who are going to have more persistent problems from those who recover. Given the simplicity of Recalling Sentences, this task has the potential to be a useful screening test in clinical practice although this needs to be evaluated in further research.

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2

Weill, Christine Pieno. "An Investigation into the Manifestations of the Core Deficits of Autism Spectrum Disorders in the Writing Process of Individuals with this Disorder." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002407.

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This research study investigates the manifestations of the core deficits of autism spectrum disorder (ASD) in the writing process of three school-aged individuals diagnosed with this disorder. A qualitative research design was employed in order uncover the effects of the core deficits on the social interactions surrounding a constructivist approach to writing development. The ethnographic methods used during this investigation allowed the identification behavioral strategies employed as a result of the core deficits of ASD as they occurred during the authentic context of interest. The results of this study suggest underlying cognitive deficits described as an inaccurate locus of joint attention, rigid and restrictive conceptualizations of the writing process, and non-social use of the writing process. These underlying cognitive capacities decrease the ability of the individual with ASD to engage in the writing process in conventionally appropriate and effective manners. In response to a social constructivist approach to the writing process, the manifestations of the core deficits changed in each of the three participants followed in this study to include the establishment of joint action routines, integrated conceptualizations of the writing process, and the emergent use of writing for social purposes. The results of this research investigation support the theoretical standing of pragmatics as an emergent epiphenomenon (Perkins, 2005). For the three participants in this investigation, the social use of both the writing process and of written language emerged as other core capacities in social interaction and rigid conceptualizations responded to the social constructivist approaches employed in this study. As the writing process and written language became part of the social interactions of these IASD, the communicative functions of writing became apparent as a way to share their interests and experiences with others.

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3

BALTZER, TATIANA. "PARENT EXPECTANCIES OF SPEECH AND LANGUAGE THERAPY." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1060884844.

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4

Willet, Holly. "Effects of treatment on finite morphemes in children with specific language impairment /." abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1404975.

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5

Cherry, Shannon Marie. "Speech Pathologists and Knowledge Regarding Communication Disorders with Genetic Inheritance." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212085523.

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6

Silver, Kathi Olinsky. "Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2498/.

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The purpose of this study was to examine the prevalence of the comorbidity of emotional/behavioral disorders (EBD) and speech/language disorders among those students identified as under The Individuals With Disabilities Education Act criteria as emotionally disturbed and speech impaired. The literature reviewed included clinical and school settings that examined a cooccurrence of language disorders in the EBD population. Other research reported a lack of routine involvement of speech/language therapists in the assessment of the EBD population. Implications from clinical studies suggested a need for greater attention to language disorders in a multi- and interdisciplinary assessment. This study investigated the prevalence of the dual occurrence of EBD and speech/language disorders in Grades 2 through 6 in Texas schools in light of the known research. Relationships in ethnicity and socioeconomic status were examined using chi-square test of independence. Aggregate data were obtained from the database of the Texas Pupil Information Management System and from survey questionnaire responses provided by speech therapists in selected districts. The literature review focused on the impact of language in the development of appropriate personal interactions and communication skills, especially those relevant to pragmatic language factors and the implications of language competency in successful personal living and career roles and supported the importance of language as an important contributor to a person's life success and the correlation of EBD disabilities and speech/language disorders. Social skills instruction, the relationship of language, especially pragmatics, and social competencies for this population are included. The results revealed a relationship between ethnicity and speech/language disorders among the students identified with EBD. In considering the population of students identified as EBD and language disordered, a significant relationship was found between ethnicity and socioeconomic status. Recommendations include suggestions for future research, assessment procedures, classroom interventions, and data collection methods.

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7

Culley, Amanda. "The Effects of Event Knowledge and Parent Input on the Language Skills of Children with and without Language Impairment." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1366997797.

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8

Lee, Chao-Chin. "Relationship Between Jaw Opening and Phonetic Complexity: A Cross-Language Study." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1877.

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The current study employs a simultaneous cross-system monitoring technique to examine the impact of jaw opening on articulatory and vocal behaviours. The purpose of the study is to determine whether an increased jaw opening posture can improve speech and voice quality in a variety of phonetic contexts. Participants were 20 healthy non-smoking adults, including 10 New Zealand English (Mean = 36.5 years, SD = 14) and 10 Mandarin (Mean = 27.5 years, SD = 9.3) native speakers, with five females and five males in each group. Participants were asked to say, with and without an exaggerated jaw opening posture, monosyllabic consonant-vowel (CV) couplets which contained a vowel (/i/, /a/, or /u/) and a consonant selected from the phonemes in their native language. Signals recorded with the acoustic, electroglottographic (EGG), and marker-based video tracking devices were analyzed to yield (i) acoustic measures, including consonant length, fundamental frequency (F0), percent jitter (%jitter), percent shimmer (%shimmer), signal-to-noise ratio (SNR), and frequencies of Formants One and Two (F1 and F2), (ii) EGG measures, including open quotient and speed quotient, and (iii) maximum jaw displacement. A series of two-way Analysis of Variances (ANOVAs) and repeated measures ANOVAs were conducted on the experimental measures to determine whether there was an effect of task (normal vs. exaggerated jaw opening), language (English vs. Mandarin), consonant, or tone (Tones 1 to 4, for the Mandarin group only). Results showed that an exaggerated jaw opening posture resulted in an expansion of vowel space (as shown in the F1-F2 plot for vowels /i/, /a/, and /u/), increased F0, and positive changes in phonatory stability, including decreased %jitter and %shimmer and increased SNR. These findings highlighted the importance of jaw manipulation in speech treatment and supported the hypothesis that an open mouth approach was useful for speech and voice enhancement, suggesting that jaw opening had a universal effect of reducing phonetic complexity. In addition, some changes of the experimental measures were also shown to be a function of language, consonant, and tone.

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9

Starling, Julia M. "The Language in Classrooms Program : an evaluation of a whole-school intervention for adolescents with language impairment." Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/16006.

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10

Lastra, Juan Carlos. "Single-subject experimental design using melodic intonation therapy with an adult Hispanic male a case study /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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11

Chapman, Brianna Anne. "School Speech-Language Pathologist's Comfort Working with Traumatic Brain Injury / Acquired Cognitive Disorders." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333050789.

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12

Dyke, Jodi. "The application of visual phonics and phonological awareness interventions to address language impairment in preschool children /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131592145.pdf.

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13

Philip, Biji A. "Conversational Repair Strategies in Adolescents with Autism Spectrum Disorders." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1225745290.

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14

Kim, Ui-jung. "The effects of milieu teaching procedures on the spoken language skills of children with autism /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992835.

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15

Richards, Stephanie A. "Measurement and Features of Persuasive Writing in Undergraduate Students with and without Written Language Disorders." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371130329.

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16

Vermeulen, Carianne. "Undergraduate speech-language therapy students’ perceived competence to treat persons who stutter following an additional training component using a simulated patient." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5391.

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Thesis (MPhil (Centre for Health Sciences Education)--University of Stellenbosch, 2010.
AFRIKAANSE OPSOMMING: Doel: Te min spraak-taalterapeute (STT’e) wêreldwyd spreek vlotheidsversteurings aan. Dit mag aan hul gevoelens van onbevoegdheid in die hantering van persone wat hakkel toegeskryf word. Nuut-gegradueerde STT’e, in die Suid-Afrikaanse konteks, het dikwels nie toegang tot ondersteuning en leiding van ervare klinici om hul vaardighede en bevoegdheid in die hantering van persone wat hakkel, te ontwikkel nie. Die doel van hierdie studie was om voorgraadse STTstudente se persepsies van hul eie bevoegdheid om persone wat hakkel te hanteer, te ondersoek en beskryf 1) direk na die voltooiing van hul teoretiese module en voor kliniese plasing, en 2) na blootstelling aan ‘n bykomende opleidingskomponent waar hulle waargeneem het hoe intervensieprosedures op ‘n gesimuleerde pasiënt toegepas word. Metodes: ‘n Beskrywende opnameontwerp, met pre- en post-intervensie-vraelyste is gebruik om die andragogiese benadering se impak op studente, voor en nadat hulle die bykomende opleidingsgeleentheid ontvang het, te evalueer. Resultate: Voor die intervensie het die meeste studente hulself nie as bevoegd geag om persone wat hakkel te evalueer of behandel nie. Na die intervensie is statisties beduidende veranderinge in die studente se self-ervare bevoegdheid vir die meeste aspekte verwant aan die evaluering en behandeling van mense wat hakkel, gerapporteer. Opsomming: Daar is tot die gevolgtrekking gekom dat die studente hierdie tipe innoverende opleidingsmetodologie hoog op prys stel en dat dit ‘n nodige aanvulling tot studente se bestaande kliniese plasings is.

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17

Gergits, Elizabeth K. "The application of visual phonics and phonological awareness interventions to address emergent literacy development in speech-language impaired preschoolers /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524724.pdf.

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18

Coran, Monica. "Novel Word Learning as a Treatment of Word Processing Disorders in Aphasia." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/485434.

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Communication Sciences
M.A.
Research suggests that novel word learning tasks engage both verbal short-term memory (STM) and lexical processing, and may serve as a potential treatment for word processing and functional language in aphasia (e.g., Gupta, Martin, Abbs, Schwartz, Lipinski, 2006; Tuomiranta, Grönroos, Martin, & Laine, 2014). The purpose of this study was to gain support for the hypotheses that novel word learning engages verbal STM and lexical access processes and can be used to promote improvements in these abilities in treatment of aphasia. We used a novel word learning task as a treatment with three participants: KT, UP, and CN, presenting with different types and severities of aphasia and predicted that treatment would result in (1) acquisition of trained novel words (2) improved verbal STM capacity and (3) improved access to and retrieval of real words. Twenty novel words were trained for 1 hour x 2 days/week x 4 weeks. Language and learning measures were administered pre- and post-treatment. All three participants showed receptive learning and some improvement on span tasks, while UP and CN demonstrated some expressive learning. KT also improved in performance on the Peabody Picture Vocabulary Test and the Philadelphia Naming Test. UP showed significant improvement on proportion Correct Information Units (CIUs) in discourse. CN showed some minimal improvement in narrative production for proportion CIUs and proportion of closed class words. These findings support that novel word learning treatment, which engages verbal STM processes and lexical retrieval pathways, can improve input lexical processing. Theoretically, this study provides further evidence for models that propose common mechanisms supporting novel word learning, short-term memory, and lexical processing.
Temple University--Theses

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19

Abram, Kristin. "Exploring the Impact of Music Therapy on Children with Complex Communication Needs and Autism Spectrum Disorders: A Focus Group Study." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1399667716.

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20

Letsky, Sarah Michelle. "The Nature of the Relationship of Speech and Language Impairment and Speed of Processing Time." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270086733.

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21

Frankenberg, Jenny v. "Orofaziale Störungen und Dysphagien im Säuglings- und Kleinkindalter in der ambulanten sprachtherapeutischen Praxis." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6245/.

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1 Einleitung 2 Überblick über die ungestörte Entwicklung des Essens und Trinkens und deren Einflussfaktoren 3 Diagnostik Kindlicher Dysphagien 4 Überlegungen zum therapeutischen Vorgehen in der ambulanten Praxis 5 Literatur

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22

Seidl, Rainer O., and Corinna Schultheiss. "Evidenzbasierte Medizin in der Diagnostik und Therapie neurogener Schluckstörungen." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6246/.

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1. Einleitung 1.1 Schluckstörungen 1.2 Neurophysiologie des Schluckens 2. Diagnostik 2.1 Klinische Schluckuntersuchungen 2.2 Instrumentelle Schluckuntersuchungen 3. Therapie 3.1 Änderung der Nahrungskonsistenz 3.2 Fazilitationstechniken 3.3 Position und Manöver 3.4 Kombinierte Techniken 3.5 Zusammenfassung 4. Ausblick 5 Literatur

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23

Frank, Ulrike. "Wie viel Schlucken ist normal? : Normdaten in der Diagnostik und Therapie bei Dysphagie." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6247/.

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1 Einleitung 2 Das Problem der Messbarkeit: Welche Messgrößen kommen in Frage? 3 Wie oft Schlucken ist normal? Schluckfrequenz bei gesunden Erwachsenen 4 Wie viel Schlucken ist normal? Bolusvolumina bei gesunden Erwachsenen 5 Variabilität normaler Funktionen: Mögliche Gründe 6 Fazit 7 Literatur

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24

Sauerland, Uli, and Kazuko Yatsushiro. "Welche Kinder sind in Sprachförderschulen? . eine Regressionsanalyse anhand von Standardtests." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6254/.

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25

V, Verband für Patholinguistik e. "Spektrum Patholinguistik (Band 5) - Schwerpunktthema: Schluck für Schluck: Dysphagietherapie bei Kindern und Erwachsenen." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/5987/.

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Das Herbsttreffen Patholinguistik wird seit 2007 jährlich vom Verband für Patholinguistik e.V. (vpl) durchgeführt. Die Jubiläumsveranstaltung am 19.11.2011 in Potsdam war nicht nur die 5. Auflage der Veranstaltung, sondern auch ein Fest zum 10jährigen Bestehen des Verbandes. Das Thema lautete "Schluck für Schluck: Dysphagietherapie bei Kindern und Erwachsenen". Im vorliegenden Tagungsband finden sich die Artikel der Hauptvorträge sowie die Abstracts der Posterpräsentationen.
The 'Herbsttreffen Patholinguistik' is an annual conference organized by the Association for Patholinguistics (Verband für Patholinguistik e.V./vpl) since 2007. The anniversary event on November 19th, 2011 in Potsdam marked both the 5th edition of this conference series and the 10th birthday of the vpl. The main topic of the meeting was "Sip by sip: Dysphagia therapy in children and adults". These proceedings contain the papers from the invited talks and the abstracts of the poster presentations.

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26

Fuß, Sophia, Michaela Stefke, Andrea Honekamp, and Silke Winkler. "Erfassung von kindlichen Dysphagien : Erprobung eines Diagnostikverfahrens bei Kindern und Jugendlichen mit infantiler Cerebralparese." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6248/.

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27

Jäckel, Annemarie, and Ulrike Frank. "Effekte des Mendelsohn Manövers auf die Atem-Schluck-Koordination : eine Untersuchung der intra-individuellen Variation bei gesunden Erwachsenen." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6249/.

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28

Schindler, Wencke, and Ulrike Frank. "Wasserschlucktests in der klinischen Dysphagiediagnostik : Einzelschluckvolumen als Prädiktor für die sequentielle Schluckrate?" Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6250/.

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29

Wenglarczyk, Anke, Stefanie Weise, and Judith Heid. "Mapping-Therapie mit reversiblen Passivsätzen bei einer Patientin mit Agrammatismus." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6251/.

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30

Stadie, Nicole, and Astrid Schröder. "Forschungsbasiertes Vorgehen im klinischen Alltag : Werkzeuge für die Planung, Durchführung und Evaluation von Sprachtherapie." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6252/.

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Baer-Henney, Dinah, and Ruben van de Vijver. "Der Erwerb von Alternationen im Deutschen." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6253/.

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Bruchmüller, Wiebke, Saana Sjöström, Susann Schütz, Romy Swietza, and Marie Zielina. "Wie kann zwischen Kindern mit einer ungestörten Zweitsprachentwicklung und zweisprachigen Kindern mit einer grammatikalischen sSES differenziert werden?" Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6255/.

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33

Freymann, Marie, Nadin Hausmann, Isabelle Köntopp, Johanna Liebig, Annemarie Schnell, and Viktoria Wegener. "Der Vergleich der phonologischen Entwicklung im Türkischen und Deutschen : gibt es mögliche Folgen für die Sprachtherapie sukzessiv bilingualer Kinder?" Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6256/.

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Heinemann, Steffi, Diana Haensel, and Dirk Mürbe. "Longitudinale Untersuchung der Sprachentwicklung von CI-versorgten Kindern." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6257/.

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Schöppe, Doreen, and Nicole Stadie. "Multiple phonologische Verarbeitungsfähigkeiten von Kindern mit Entwicklungsdyslexie." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6258/.

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Schöppe, Doreen, Kristine Blatter, Verena Faust, Dana Jäger, Cordula Artelt, Wolfgang Schneider, and Petra Stanat. "Phonologische Sprachförderung bei Vorschulkindern deutscher und nichtdeutscher Herkunftssprache." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6259/.

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Pomnitz, Patricia, and Julia Siegmüller. "Die projektinterne LST-LTS-Wortliste als Grundlage für entwicklungsproximales Vorgehen in der rezeptiv lexikalischen Therapie." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6260/.

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Forbes, Joan Christine. "Teacher/therapist collaborations : discourses, positionings and power relations at work." Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/1523.

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The focus of this research is on the collaboration relationships of teachers and therapists working in school-based provision for pupils with language and communication disorders. The research is concerned with how the collaboration relationship operates as a power relation for these individuals. There is an attempt to work out something of the effects of changing notions of professionalism in its historical and current versions. The research reveals individuals' identifications with the powerful discourses in this contingent context, manifested in their metaphors and discursive moves. It analyses the complex interaction of discourses and cultural discourses/practices, attempting to grasp the effects of the powerful discourses as individuals construct and re-construct multiple professional and cultural identities and subject positions. In its examination of the political and cultural functioning of the forces of power-knowledge-selves-desire, the research analyses the operation of five dimensions of power at work in these relationships. The analysis subsequently suggests some implications for teacher/therapist co-practice. The research attends to the discourses of inter-professional collaboration in government policy documentation at the macro level, within local authority and school-institution policy statements at the meso level and in the way that participants write and speak of their collaborations at a micro leveL. Macro level discourses were examined in the relevant speech and language therapy and education agencies' policy documentation including Her Majesty's Inspectorate of Schools (HMI) Report (1996) and the Royal College of Speech and Language Therapists (RCSLT) (1996) statement of professional standards. Meso level discourses were sought in the relevant local education authority and school policy documentation. Micro level discourses were explored in instances of individuals' talk about their collaborative practice. Participants' accounts were gathered in semi-structured interviews, audiotaped collaborators' meeting talk and written texts. Individual experiences within specific collaboration relationships have not perhaps been grasped or understood in research into teacher/therapist co-working which draws upon positivist methodology and uses positivist methods. There is much previous research which theorizes collaboration at interagency or interprofessionallevels or that takes a systems theory approach that seeks to generalize norms of 'effectiveness' at either or both of these levels. This research was concerned to explore individuals' experiences of co-practice in an analysis which questioned co-practice norms and attempted to unsettle certainties. Participants' accounts in this analysis suggested a more continuous, fluid process of construction and re-construction of individuals' subject positions characterised by unstable identifications. Analysis of individuals' accounts revealed their subjection to the powerful discourses and their active exploitations of those discourses as resources, their subject positions manifested in their discursive choices, ambivalences, oscilations, evasions and miscalculations. Certain of the ways were uncovered in which multiple, unstable practice and co-practice related discourses interplay and compete, working to produce individuals subject to their power; and providing the discursive resources which individuals deploy as they constitute and reconstitute discourse/practice identity positions in their struggles for domination within their relationships. This analysis suggests certain of the effects of the powerful discourses as the participants constitute and re-constitute acceptable power sharing practices, positions within the dimensions of power which, at times collide with positions acceptable to the other. A number of possibilities for the co-practice of teachers and therapists in school-site provision for pupils with language and communication disorders are identified and discussed. These suggest how school institutions' and agencies' policy makers might attend to the diversity and plurality of teachers' and therapists' discursive resources and co-practices. These also suggest that spaces for the exploration of teacher/therapist discourse/practice differences as these relate to the notion of shared discursive resources and co-practice should be opened-up. These further suggest the need to question current policies and practices using a wider variety of conceptual and analytical tools and the need for shared learning spaces which might promote more personally acceptable practices underpinned by knowledge of each other's aspirations.

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39

Manchaiah, Vinaya, Eldre Beukes, Elizabeth Parks Aronson, Maria Munoz, Gerhard Andersson, and Marc A. Fagelson. "Internet-based Cognitive Behavioral Therapy (ICBT) for Tinnitus in the U.S." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7814.

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Objectives: Although tinnitus is one of the most commonly-reported symptoms in the general population, patients with bothersome tinnitus are challenged by issues related accessibility of care, and intervention options that lack strong evidence to support their use. Therefore, creative ways of delivering evidence- based interventions are necessary. This presentation focuses on the adaptation of an Internet-based Cognitive Behavioral Therapy (ICBT) intervention, originally used in Sweden and in the UK, for individuals with tinnitus in the United States. Elements of the ICBT program requiring consideration included (a) adaptations to the platform’s features and functionalities, (b) translation into Spanish to extend the reach of the program (c) user acceptability and satisfaction of the program, (d) outcomes from a pilot trial from which it was hypothesized that patients would demonstrate a reduction in tinnitus distress and associated difficulties as measures using standardized self-reported outcome measures, and (e) discussion of the relative merits and appropriateness of the intervention. Design: The iTerapi platform developed in Sweden was adopted for use in the US. The platform required functional and security features modifications to confirm its compliance with both institutional and governmental regulations, and to ensure it was suitable for the US population. Acceptability and suitability of the materials were evaluated by both hearing healthcare professionals (n=11) andindividuals with tinnitus (n=8). A pilot study followed as adults with bothersome tinnitus completed the 8-week program (n=30). Results: Cultural adaptations included word substitutions, adapting counseling examples for a US population, and modifying the spelling of certain words. The materials were then translated into Spanish and cross-checked. Professional review ensured the suitability of the chapters. Literacy level analysis confirmed all chapters were within the guidelines to be below the 6th grade level for readability. Healthcare professionals and individuals with tinnitus reported favorable acceptance and satisfaction ratings regarding the content, suitability, presentation, usability and exercises provided in the ICBT platform. Preliminary analyses of pilot data indicated a reduction in tinnitus distress and associated difficulties (i.e., anxiety, depression, insomnia) and an improvement in quality of life. Conclusions: Ensuring that the ePlatform offers the appropriate features and functionalities for the intended population is an essential part of developing Internet-based intervention. The user evaluations and pilot trial outcomes indicated that clinical trials can be performed to assess the effectiveness of ICBT for tinnitus in the US.

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Hiipakka, Ciera M. "A Language Analysis of Parent-Child Storybook Reading with Typically Developing Preschoolers and Preschoolers with Autism Spectrum Disorders." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300743673.

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Roulstone, Susan Elizabeth. "The child, the process & the expertise : identification of priority children from preschool referrals to speech and language therapy." Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/5450.

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This study concerns the decisions and expertise of speech and language therapists (sits) working with preschool children, in particular, the selection and prioritisation of newly referred youngsters for therapy. The literature review covers three aspects: the difficulties of identifying communication disorders in preschool children; the nature of speech & language therapy knowledge; the nature of the selection and prioritisation task. These three aspects provide the theoretical foundations of the study and gave rise to the selection of a multimethod and predominantly qualitative methodology. Using a series of knowledge elicitation tasks, the selection and prioritisation decision was explored. A small group of expert slts participated in semistructured interviews, case history analyses, focus group discussions and card sorting exercises. The results are summarised under three headings: the child, the process and the expertise. The study identifies areas considered significant in the discrimination of priority children. In particular, the co-consideration of the child's communication skills and the supporting communicative context emerged as the key categories. Features within these categories associated with priority and nonpriority children were identified. The process emerged as one whereby sits collected and evaluated baseline descriptions of the child and context. As these findings accumulated, they were judged as to their diagnostic and prognostic significance, as evidence of progress and as potential causes for sit concern. Substantial consensus was demonstrated between sits suggesting that the knowledge elicited emanated from a body of knowledge rather than being idiosyncratic. Even where variation occurred, patterns were evident, reflecting the possible existence of theories-of-action related to differing working contexts. The results are presented as theories-of-action which underpin slts decisions. As such they will be of support to junior sits in their understanding of the selection and prioritisation task and to more experienced slts in making their own decisions explicit.

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Lowe, Katherine. "Effect of a Humanoid Robot During Therapy on Responding to Joint Attention with Children with Autism Spectrum Disorder." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3341.

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This study examined the use of a humanoid robot to engage two children with Autism Spectrum Disorder (ASD) on responding language behaviors including language, affect, imitation, and eye contact. The robot was integrated into each child's regular intervention in low-doses (10 min of a 50 min session). The goal was to increase responding language behaviors in the children with their conversational partners. The two children participated in pre and post assessment sessions as well as 16 intervention sessions. The data from these sessions were coded into two main categories including how the children interacted (Initiating Engagement, Responding to Engagement, and Non-Engagement) and who the children interacted with (Robot Only and Both). Both children improved in response to the intervention indicating a relation between improved behavior and intervention with the robot.

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Shalit, Ami. "A microcomputer-based synthesis of Blissymbols from key components to facilitate language acquisition in severely disabled people." Doctoral thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/26322.

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Blissymbolics is a semantically-based graphic language which was originally developed as universal channel of communication to promote world peace. Instead, this logical and unambiguous symbol system has been adopted as a communication-enhancement system for pre-reading non-speaking children, and it is now ranked as the most comprehensive and effective graphic system used within augmentative communication. Over the years, a number of multi-functional programmes designed to manipulate microcomputer- based assembly of Blissymbols have been developed. Although some of these applications have become rather popular, none of them is based on a mechanism which provides their users with a cognitive access to the stored symbol vocabulary. The present research was initiated and devised with an underlying goal to gain an insight into some of the most potent characteristics of Blissymbolics, and then, with the backing of the findings, offer a microcomputer-based interface featuring a cognitive technique designed to facilitate retrieval, manipulation, teaching and learning of Blissymbols.

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Mark, Lindsay. "The Role of the Speech Language Pathologist in the Treatment of Patients with Percutaneous Endoscopic Gastrostomy Tubes." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1624292292143869.

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Sheridan, McKinzie Craig. "A COMPARISON OF GROUP VERSUS INDIVIDUAL THERAPY ON THE OUTPUT OF APPROPRIATE UTTERANCES IN A SIX-YEAR-OLD GIRL WITH AUTISM: A CASE STUDY." UKnowledge, 2012. http://uknowledge.uky.edu/rehabsci_etds/5.

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Children with autism spectrum disorders typically experience language deficits in multiple areas, including form, content, and use. These children often receive speech therapy with individual sessions (one child and clinician), group sessions (several children), or a combination of both. Although research has deemed individual therapy successful, there is still debate regarding the success of group therapy, and there is virtually no literature examining a comparison between individual and group therapy. The current case-study investigated the relative effectiveness of individual versus group therapy for one six-year-old female with moderate autism spectrum disorder. The child underwent ten alternating therapy sessions of similar structure with consistent language targets during one academic semester. All sessions were transcribed using Systematic Analysis of Language Transcripts (SALT) conventions, and analyzed via the SALT program and Microsoft Excel t-tests. Results indicate that individual sessions yielded larger improvement with syntax and semantics, while group sessions produced greater progress with pragmatics and social skills, suggesting that a combination of both therapy types may be most beneficial. Social validation of group therapy also signified high parent satisfaction with overall growth during the semester. Implications of this study, as well as recommendations for future research and clinical practice are discussed.

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Voss-Hoynes, Heather A. Voss-Hoynes. "DISSECTING THE GENETICS OF HUMAN COMMUNICATION: INSIGHTS INTO SPEECH, LANGUAGE, AND READING." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1473337776061224.

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Mashima, Pauline A. "The Use of Video-Teleconferencing to Deliver Voice Therapy At-A-Distance." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1299182897.

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Norman, Vivienne Rose. "The need for speech and language therapy intervention for infants and toddlers with tracheostomies a retrospective study /." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09102007-113757.

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Hamilton, Alexa Kate. "What's the Story? Micro- and Macro- Analyses of Narratives from Children with ADHD and LI." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430341132.

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Cummings, Alycia Erin. "Brain and behavior in children with phonological delays phonological, lexical, and sensory system interactions /." Diss., [La Jolla] : [San Diego] : University of California, San Diego ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3352373.

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Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2009.
Title from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 244-259).

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