Dissertations / Theses on the topic 'Language impairment language delay'
To see the other types of publications on this topic, follow the link: Language impairment language delay.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Language impairment language delay.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Embree, Jared A. "Suicidal Behavior, Language Acquisition, and Deafness: Evaluating the potential relationship between age of language acquisition and prevalence of suicidal behavior in a Deaf population with co-occurring substance use disorder." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1310159367.
Full text
2
Norbury, Courtenay Frazier. "Pragmatic language impairment : where autistic spectrum disorder meets specific language impairment." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404362.
Full text
3
Collins, Anna. "Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/metapragmatic-awareness-in-children-with-typical-language-development-pragmatic-language-impairment-and-specific-language-impairment(67bb77e7-bda0-40d2-ac62-772bbab8bb25).html.
Full textAbstract:
Metapragmatic awareness (MPA) is the ability to explicitly reflect upon the pragmatic rules that govern conversation. There is a paucity of research on how MPA develops in childhood and whether it is impaired in children with pragmatic impairments. Despite this, MPA is often cited as an intervention tool for children with pragmatic language impairments (cwPLI) and children with specific language impairments (cwSLI). There are currently no published assessments of MPA ability and practice would benefit from application of a formalised assessment methodology. This thesis reports the phases of development of a novel clinical assessment of MPA for school-aged children called the Assessment of Metapragmatics (AMP). The AMP task is a set of 13 Video Items each depicting a conversation between pairs of school-aged children. Each Video Item portrays a different pragmatic rule violation. After viewing each AMP Video Item the participants were asked a set of Assessor Questions designed to measure MPA. The AMP Video Items were shown to 40 children with typical language development (cwTLD), 34 cwPLI and 14 cwSLI. Preliminary analyses revealed the AMP to be sensitive to age-related changes in MPA and to demonstrate good internal reliability. For the cwTLD there was a distinct developmental shift in MPA ability around seven years of age. At this age there was an increase in the child’s ability to use explicit metapragmatic vocabulary to describe a pragmatic rule violation. CwTLD demonstrated superior MPA ability in comparison to the cwPLI and the cwSLI. No differential impairment in MPA abilities was present between the cwPLI and cwSLI. Considerable variability in MPA abilities occurred for both the cwPLI and cwSLI and this was associated with language ability. This suggests that where MPA is found to be impaired, the child’s language ability should be taken into account and that language ability should be remediated before MPA is targeted in intervention. Where MPA is impaired, raising awareness of pragmatic rule may be the first step for intervention. Where MPA is age-appropriate, the child’s ability to monitor their use of the pragmatic rule, or their motivation to use the pragmatic rule, may be a more effective target of intervention in order to change behaviour. The relationship between MPA and social understanding for the pragmatic rule violation is also discussed and further studies of MPA are considered.
4
Moran, Paul Andrew. "What is language delay?" Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424109.
Full textAbstract:
My research is concerned with the coherence of the notion of language delay, drawn from Natural Aural deaf education. Empirical evidence strongly indicates that children who have not acquired the underlying structures of the functional grammar (Radford, 1990) of their target language prior to four years of age do not subsequently develop a functional grammar; a finding that renders the notion of language delay, within this context, empirically incoherent. Instead, the coherence of language delay is found to reside within Natural Auralism as a discursive practice. Contradictions between the empirical data and the discursive practice surrounding language delay within Natural Auralism are investigated from the theoretical perspective of a version of Chaos Theory, which I develop as model2 theory. Model2 theory is then used to explain why children who have not achieved a functional grammar prior to four years of age suffer an enduring and protracted language delay within a broader model2 description of the process of language acquisition, which is also critical of some aspects of Chomsky's work on grammar, in particular Logical Form.
5
Nudel, Ron. "Molecular genetics of language impairment." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:70249129-ef2e-4508-b8f6-50d6eae8e78b.
Full textAbstract:
Developmental language impairments are neurodevelopmental disorders in which the acquisition of language, a task which children typically perform with ease, is hindered or fraught with difficulty. This work focuses on specific language impairment (SLI), a common and highly heritable language impairment in which language development is abnormal while other developmental domains are normal. Additionally, a case-study of a child with a broader linguistic and behavioural phenotype is also presented. The work described in this thesis includes both genetic and functional investigations which were aimed at identifying candidate genes for language impairment and provide insight into the genetic mechanisms that underlie language development. I performed a genome-wide association study of SLI which included child genotype effects, maternal genotype effects, parent-of-origin effects, and maternal-foetal interaction effects. This study found significant paternal parent-of-origin effects with the gene NOP9 on chromosome 14, and suggestive maternal parent-of-origin effects with a region on chromosome 5 which had previously been implicated in autism and ADHD. Case-control and quantitative association analyses of HLA genes and SLI identified several risk alleles and protective alleles. A case-control association analysis for related individuals which used an isolated population affected by SLI identified a non-synonymous coding variant in the gene NFXL1 which was significantly more frequent in affected individuals than in unaffected individuals. High-throughput sequencing of the coding regions of NFXL1 and LD blocks surrounding associated variants in ATP2C2, CMIP and CNTNAP2 (as reported in previous studies) identified novel or rare non-synonymous coding variants in NFXL1 and ATP2C2 in SLI families as well as intronic variants in all four genes that were significantly more frequent in SLI probands than in population controls. I describe a functional study of NFXL1 examining its expression in various brain regions, the presence of different splice variants across several tissues, its effect on genes it potentially interacts with, and the subcellular localisation of the protein. Finally, I present the case-study of a child with language impairment who had chromosomal rearrangements which spanned the location of FOXP2. I examine the potential influence the chromosomal rearrangements had on FOXP2 expression and describe a lincRNA gene which was disrupted by the chromosomal inversion. In conclusion, this work identified new candidate genes for language impairment, provided further support for the involvement of previously-identified candidate genes in SLI and contributed to the understanding of the molecular function of a newly-identified candidate gene for SLI.
6
Graves, Tracey A. "Etiologies of specific language impairment." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061396940.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xi, 122 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Robert A. Fox, Dept. of Speech and Hearing Science. Includes bibliographical references (p. 116-122).
7
Rohrer, J. D. "Language impairment in frontotemporal lobar degeneration." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/516148/.
Full textAbstract:
The term frontotemporal lobar degeneration (FTLD) describes a heterogeneous group of neurodegenerative disorders associated with frontal and temporal lobe atrophy. Within this spectrum, two progressive aphasia syndromes, progressive nonfluent aphasia (PNFA) and semantic dementia (SD), are well described. FTLD is commonly a genetic disorder and mutations in two genes, microtubule-associated protein tau (MAPT) and progranulin (GRN) account for a large proportion of familial cases. A retrospective imaging study using cortical thickness measures shows involvement of the anteroinferior temporal lobes in SD and the left inferior frontal lobe/insula in PNFA. Studies of disease severity and of longitudinal imaging reveal spread through the left hemisphere and into the right hemisphere in both groups. A genetics and heritability study shows that PNFA can be familial, although much less than the behavioural variant of FTLD, and that this is often due to mutations in GRN. Differing patterns of atrophy are shown between different genetic mutations and also between different pathologies with the same clinical syndrome. Evidence from the neurological, neuropsychological, neuroanatomical, genetic and pathological features of the nonfluent aphasias suggests that there are at least three nonfluent aphasia syndromes: a disorder with motor speech impairment with or without agrammatism, a disorder with agrammatism but no apraxia of speech (found in patients with progranulin mutations) and a disorder without agrammatism or apraxia of speech but with word-finding pauses (consistent with descriptions of logopenic/phonological aphasia and pathologically associated with Alzheimer’s disease). Studies of specific deficits (single word processing, prosody, neologistic jargon, apraxia and behavioural symptoms) in the progressive aphasias provide further insight into the disease. This thesis therefore provides neurological, neuropsychological and imaging data with related genetic and pathological information that can provide greater insights into the natural history and classification, and therefore pathophysiological basis of the neurodegenerative disorders that cause primary progressive language impairment.
8
Fahim, Donia. "Developmental language impairment in Egyptian Arabic." Thesis, Birkbeck (University of London), 2005. http://discovery.ucl.ac.uk/1445435/.
Full textAbstract:
Three longitudinal case studies were conducted to investigate developmental language impairment (1)1.1) in Egyptian Arabic (EA). While there have been descriptions of adult acquired aphasic deficits in Arabic, this study details the linguistic characteristics of children with impairments specific to language. To select the subjects, an exclusionary checklist was used based on the criteria used for specific language impairment (SLI, Ixronard, 1998). The subjects consisted of two males and one female, first seen at less than 5 (X) years and recorded longitudinally (21 -36 months). Data from 12 normally developing children, aged between 1 00 4,04 years, was also collected for comparative purposes and to detail normal developmental errors in EA. Patterns of language impairment and development were investigated using spontaneous language measures and specific structured tasks. The language samples were phonetically transcribed from video tapes during non-directive therapy and parent child play sessions. The spontaneous language measures included, Mean Morphemes per Unit (MPU), percent structural errors, functional analysis of utterances and an error analysis of specific grammatical morphemes. 'Ihe three EA-DLI children shared similar patterns of errors although cognitively they had different strengths. 'Their patterns of impairment reflected primarily morpho-syntactic difficulties. Many of the linguistic characteristics observed in the EA-DLI children's language were also produced by the controls, but less frequendy. The EA-DLI children's MPUs were found to be restricted with higher percentages of morphological errors than the language matched controls. An unmarked default verb form resembling the Imperfective-stem was a frequent substitution error. The functional analysis revealed that the EA-DLI children were similar to the controls in their use of requests and labels, however they produced more Learnt Repetitive phrases and disordered sentences and fewer Intravcrbals due to their difficulties with abstract verbal reasoning. 'ihe difficulties described in this study compnse of some linguistic features specific to EA and other features that have been reported in cross-linguistic studies of SLI. The shared features included difficulty with grammatical morphology, lack of master)' at expected developmental stages and limited use of inflectional morphology leading to agreement errors. Verbs were difficult, percentages of errors were high and fewer verbs were produced than nouns. In contrast to the findings of SLI in other languages Tense and Aspectual marking was not problematic, but difficulty was with subject verb agreement for gender, number and person. Prepositions, pronouns, plurals and negative particles were either omitted or substituted resulting in error patterns. The grammatical theories developed to account for SLI reported in English, German and Swedish (Hakansson et al., 2003 Clahsen and Hansen, 1997 van der Lely, 2002) were judged against the evidence acquired in this study on the three EA-DLI children. The limitations of these theories are discussed and alternative interpretations are provided.
9
Alhanai, Tuka(Tuka Waddah Talib Ali Al Hanai). "Detecting cognitive impairment from spoken language." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122724.
Full textAbstract:
Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019Cataloged from PDF version of thesis.
Includes bibliographical references (pages 141-165).
Dementia comes second only to spinal cord injuries in terms of its debilitating effects; from memory-loss to physical disability. The standard approach to evaluate cognitive conditions are neuropsychological exams, which are conducted via in-person interviews to measure memory, thinking, language, and motor skills. Work is on-going to determine biomarkers of cognitive impairment, yet one modality that has been relatively less explored is speech. Speech has the advantage of being easy to record, and contains the majority of information transmitted during neuropsychological exams. To determine the viability of speech-based biomarkers, we utilize data from the Framingham Heart Study, that contains hour-long audio recordings of neuropsychological exams for over 5,000 individuals. The data is representative of a population and the real-world prevalence of cognitive conditions (3-4%). We first explore modeling cognitive impairment from a relatively small set of 92 subjects with complete information on audio, transcripts, and speaker turns. We loosen these constraints by modeling with only a fraction of audio (~2-3 minutes), of which the speaker segments are defined through text-based diarization. We next apply this diarization method to extract audio features from all 7,000+ recordings (most of which have no transcripts), to model cognitive impairment (AUC 0.83, spec. 78%, sens. 79%). Finally, we eliminate the need for feature-engineering by training a neural network to learn higher-order representations from filterbank features (AUC 0.85, spec. 81%, sens. 82%). Our speech models exhibit strong performance and are comparable to the baseline demographic model (AUC 0.85, spec. 93%, sens. 65%). Further analysis shows that our neural network model automatically learns to detect specific speech activity which clusters according to: pause followed by onset of speech, short burst of speech, speech activity in high-frequency spectral energy bands, and silence.
by Tuka Alhanai.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
10
Plante, Elena, Dianne Patterson, Michelle Sandoval, Christopher J. Vance, and Arve E. Asbjørnsen. "An fMRI study of implicit language learning in developmental language impairment." ELSEVIER SCI LTD, 2017. http://hdl.handle.net/10150/625217.
Full textAbstract:
Individuals with developmental language impairment can show deficits into adulthood. This suggests that neural networks related to their language do not normalize with time. We examined the ability of 16 adults with and without impaired language to learn individual words in an unfamiliar language. Adults with impaired language were able to segment individual words from running speech, but needed more time to do so than their normal-language peers. ICA analysis of fMRI data indicated that adults with language impairment activate a neural network that is comparable to that of adults with normal language. However, a regional analysis indicated relative hyperactivation of a collection of regions associated with language processing. These results are discussed with reference to the Statistical Learning Framework and the sub-skills thought to relate to word segmentation. (C) 2017 The University of Arizona. Published by Elsevier Inc.
11
Moses, Patricia Anne. "Language as a Predictor of Reticence in Children with Language Impairment." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2209.
Full textAbstract:
This study examined the relationship between language skills and reticence in 37 children with language impairment (LI) and 37 typically developing peers matched for age (ranging from 6;11 to 10;1 years) and gender. Subtests of the Comprehensive Assessment of Spoken Language (E. Carrow-Woolfolk, 1999) were used to evaluate language ability. The Teacher Behavior Rating Scale (C. H. Hart & C. C. Robinson, 1996) was used to evaluate reticence. The current study replicated previous research by documenting significantly higher levels of reticence in children with LI when compared to typical peers. Significant group differences were also found in paragraph comprehension, syntax construction, and pragmatic judgment skills, with children with LI performing poorer on each language subtest compared to typical peers. No significant gender differences were observed on any of the comparisons. Multiple regression analyses were applied to evaluate the relationship between the language subtests and reticence in the group with LI and the typical group. Results for both groups indicated that paragraph comprehension, syntax construction, and pragmatic judgment skills were not significant predictors of reticent withdrawal behavior, either in combination or independently. Results suggest that language alone cannot predict reticence in either children with LI or their typical peers.
12
Christou, Spyros. "Language comprehension in children with Specific Language Impairment: an Eye-Tracking study." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/586187.
Full textAbstract:
[eng] Children with Specific Language Impairment (SLI) show considerable difficulties in the linguistic production of verbal morphology marks and function words. The present study analyzes the capacity of children with SLI (n=24; age range 4:06-12), children with typical language development (n=48; age range 4:03-12) and adults (n=24; age range 18-30) to process the mentioned linguistic elements of the Spanish language in six online comprehension tasks. Simple sentences structures were used with the objective to reduce, as much as possible, the lexical difficulty in order to focus the analysis on the morphological dimension, with the minimum possible distraction. All the experimental tasks were based on the visual world paradigm which allows, through the technology of eye tracking, optimal conditions of psycholinguistic experimentation. Under the main hypothesis, the morphological characteristics of the linguistic stimulus guide the comprehension of the sentence and the visual analysis of the graphic scene. In this sense, it was expected that children with SLI would obtain worse results than children among control groups, considering the possibility of a deficit in the comprehension of the mentioned linguistic elements. The empirical data reveal that the children with SLI - in the present experimental conditions and in the context of the simple sentence - present a less atypical comprehension in comparison to the initial hypothesis. The results of the study allow us to suggest the possibility that the apparent difficulty in language comprehension of children with SLI follows a pattern where the accumulation of small processing difficulties in quantitative terms causes an impact in qualitative terms, which is manifested as a lower general comprehension. We suggest that the apparent difficulty in the linguistic comprehension of children with SLI might be more related to a pattern of accumulation of the difficulty, and less to isolated linguistic elements, such as verbal morphology and function words.
13
Adams, C., Kelli Morgan, Julie Phillips, Emilee Rehm, Brianna Stampler, and Kerry Proctor-Williams. "The Narrative Skills of Children with Specific Language Impairment and Typical Language." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1815.
Full text
14
Phillips, Julie, Courtney Adams, Kelli Morgan, Emilee Rehm, Brianna Stampler, and Kerry Proctor-Williams. "The Narrative Skills of Children with Specific Language Impairment and Typical Language." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1818.
Full textAbstract:
Purpose. The purpose of this research project was to compare the narrative content organization (macrostructure) of young children with specific language impairment (SLI) and those with typical language development (TL). While it is well-known that young children with SLI display poorer use of grammar (microstructure) than their TL language similar peers (Leaonard, 2014; Rice et al., 1998) less is known about their use of macrostructure. Thus, the research question was: What are the narrative skills of children with SLI as compared to their language similar peers with development TL? Based on research with older children (Gillam et al., 2016), it was hypothesized that children with SLI will have poorer narrative macrostructure of narratives than those with TL. Method. The experiment compared 6 children with SLI (mean age: 5 years, 2 months) and 8 language similar children with TL (mean age: 4 years, 8 months). Language equivalency was determined based on administration of the Clinical Evaluation of Language Fundamentals-Preschool-2 and the Rice/Wexler Test of Early Grammatical Impairment. As well, all the participants passed a hearing screening and performed in the average range on the Preschool Test of Nonverbal Intelligence. Researchers read two books, Gossie and Gossie & Gertie (Dunrea, 2002, 2002) to each child. After reading each book, the child retold the story while looking through the pictures as a guide, yielding 12 SLI samples and 16 TL samples. The stories were audio-recorded and transcribed using a consensus method of reliability. Researchers then coded the stories for presence and quality of the following components: Character, Setting, Initiating Event, Internal Response, Plan, Action/Attempt, and Consequence. Once coded, the components were then scored on a 3-point scale using Gillam et al. (2012) narrative development progressmonitoring tool. Results and Conclusions. First, outcomes of the two stories were compared using an ANOVA design with Story Components and Story as within group factors. Because Gossie & Gertie had one more character than Gertie, it naturally scored significantly higher on Characters. Otherwise, the stories did not reliably differ and were combined for further analysis. Next a mixed model ANOVA design with Story Components as a within group factor and Group as a between group faction was conducted. The results indicated no statistically significant main effects or interactions. The findings did not support the hypothesis, suggesting that the narrative skills of children with SLI are equivalent to their language similar peers with TL. It may be as children get older and their narratives become more complex, children with SLI begin to fall further behind yielding the differences reported in the literature. This project prompts future questions about narrative macrostructure skills of young age-matched children with SLI and TL and use of macrostructure skills in more complex stories.
15
Anderson, Alida Lorraine. "Literate language feature use in preschool age children with specific language impairment and typically developing language." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3427.
Full textAbstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
16
Stojanovik, Vesna. "Williams Syndrome, specific language impairment and modularity." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/14751/.
Full textAbstract:
It has been widely claimed that the language abilities in individuals with Williams Syndrome (WS) provide evidence for dissociations between verbal and non-verbal cognitive processes, thereby supporting the modularity hypothesis. Although previous research has delineated a variety of skills and weaknesses in the WS profile, the reported results have been conflicting and inconsistent. It has also been claimed that WS is the 'opposite' of Specific Language Impairment (SLI), that is, that, in contrast to SLI, individuals with WS have relatively well preserved linguistic abilities in the face of cognitive deficits. However there have not been any studies that have directly compared the two populations on verbal and non-verbal tasks. The aims of the present thesis are: to investigate whether individuals with WS show superior verbal abilities in comparison to their non-verbal cognitive functioning; to investigate whether the individuals with WS show the 'opposite' profile to that of individuals with SLI; and to address the question of whether WS offers support for modular views of language. Case study series of five participants with WS and five participants with SLI were carried out. The study not only gathered information from a range of standardised verbal and non-verbal tests but, most importantly, combined these results with analysis of conversational interaction and narrative discourse, which has not been done previously. The results suggest there is a wide variability among individuals with WS (and those with SLI), and that the linguistic abilities of individuals with WS can often be severely impaired, sometimes being even inferior to those of children with SLI. Furthermore, there seems to be no statistically significant difference between the WS and the SLI profile with regard to their linguistic abilities, although the two profiles are clearly distinct regarding their non-verbal abilities. The results are discussed in light of the relevant literature and the current theoretical debates on modularity.
17
Mickelson, Serena Marita Louisa. "Social Networks of Children with Language Impairment." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3697.
Full textAbstract:
Children with language impairment (LI) often exhibit social difficulties along with language issues that can affect their friendships with peers. This study sought to identify the self-reported social networks of children with LI and compare them to the self-reported social networks of children with typical language development. Sixteen children with LI (9 girls and 7 boys) between the ages of 5-11 years, and sixteen children with typical language development matched for age and gender were studied. Children were asked to name interactants in four social circles (Blackstone & Hunt Berg, 2003): family, friends, acquaintances, and paid interactants. A parent also completed a shortened version of this questionnaire. Additionally, children completed an informal picture task (Fujiki, Brinton, & Todd, 1996) to determine the number of peers they interacted with in various activities (e.g., eating lunch at school). The number of family and close friends named by children in each group did not significantly differ. Children with typical language skills did name more interactional partners who were considered to be casual peer acquaintances and paid interactants than did the children with LI. Parent and child responses differed on several of the comparisons. The groups also differed on the number of peers named on the picture task activity, replicating previous results.
18
Whitworth, Erin. "Social Circles of Children with Language Impairment." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3240.
Full textAbstract:
Children with language impairment (LI) often demonstrate difficulties in social communication. The purpose of this pilot study was to examine the quantity and quality of the social interactions of children with LI and their typical peers through an analysis of the social networks or circles of each child. Eight children with LI as well as eight children with typically developing language and their parents were interviewed. Children's social networks were organized by social circles to effectively paint a picture of each child's social communication (Blackstone & Hunt Berg, 2003). Children with LI were found to have overall fewer contacts in their social circles than children with typical language; they also interacted with fewer peers than did children with typical language. The children with LI interacted with more adults who were paid or obligated to interact with them than did their typical peers. Information about the nature of social interactions of children with LI as well as those of children with typical language was obtained from parent interviews. Qualitative observations from the parent interviews demonstrated that the Internet was not used as a significant mode of communication for children in this age group, although the children who used it to communicate were all from the Typical group. Most parents reported that children spent the most time and talked the most with immediate family members. A greater number of parents of children with LI than parents of children with typical language skills reported their children to have people they would like to talk to but did not. Parents of children with LI also reported their children to use fewer topics in conversation than were reported by parents of their typical peers. With few exceptions, parents of children in both groups reported that their children talked mostly about concrete rather than abstract topics. More parents of children with LI than those with typical language indicated that their children had topics they would like to talk about but did not or lacked the ability to do so.
19
Haskill, Allison Marie. "A Comparison of morphosyntactic and phonological profiles of children with specific language impairment and children with phonological-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:3024486.
Full text
20
Millet, Deborah. "Automated grammatical tagging of language samples from children with and without language impairment /." Diss., CLICK HERE for online access:, 2001. http://contentdm.lib.byu.edu/ETD/image/etd35.pdf.
Full text
21
Millet, Deborah. "Automated Grammatical Tagging of Language Samples from Children with and without Language Impairment." BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/1139.
Full textAbstract:
Grammatical classification ("tagging") of words in language samples is a component of syntactic analysis for both clinical and research purposes. Previous studies have shown that probability-based software can be used to tag samples from adults and typically-developing children with high (about 95%) accuracy. The present study found that similar accuracy can be obtained in tagging samples from school-aged children with and without language impairment if the software uses tri-gram rather than bi-gram probabilities and large corpora are used to obtain probability information to train the tagging software.
22
Bruckert, Lisa. "Is language laterality related to language abilities?" Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:05e80d0d-8d0b-4cb2-8f94-22763603fab5.
Full textAbstract:
It is well known that language processing depends on specialized areas in the left side of the brain in the majority of the population. A popular view is that developmental language disorders result from a poorly lateralized brain, but evidence in support of this has been weak and inconsistent. In this thesis, I investigated language-related asymmetries in brain structure and function, and their behavioural relevance in both individuals with specific language impairment (SLI) and typically developing adults. Combining different brain imaging techniques, I looked at group-level as well as individual estimates of language laterality and its relationship to language abilities. The aim of my first two studies was to investigate the neural underpinnings of SLI in terms of white matter microstructure and functional organization associated with auditory processing. For this, diffusion and functional MRI data was obtained in a small number of families with a history of SLI and in control families. Compared with neurotypical controls, children with SLI had lower white matter integrity in the corpus callosum, and in white matter areas corresponding to the dorsal and ventral language pathways. The expected functional lateralization for auditory processing was not observed in either group. In the second half of my thesis, I assessed language laterality in 215 neurotypical adults. I demonstrated that functional transcranial Doppler (FTCD) ultrasonography could reliably assess functional lateralization across different language processes. From this large group, I identified 16 individuals with atypical language lateralization and compared them to a group of 16 typically lateralized individuals using a combination of FTCD, MRI and behavioural measures of language laterality and language abilities. The two groups differed significantly in terms of lateralization assessed by functional MRI and diffusion imaging. The atypical group had lower left and greater right hemisphere activation compared with the typical group, and lacked the leftwards asymmetry in the ventral language tract seen in the typical group. The groups did not differ in terms of cognitive measures. Different functional laterality assessments were concordant in the typically lateralized individuals but were inconsistent in the individuals assessed as atypical by FTCD. In brief, my findings suggest that for some individuals language lateralization may be unstable and varies depending on task or other factors. Even so, such differences do not appear to have consequences for language or other cognitive development.
23
Cheung, Ching-wan Jackie. "Classifier use by children with specific language impairment." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208176.
Full textAbstract:
Thesis (B.Sc)--University of Hong Kong, 2002."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.
24
Morsi, Ranya Ahmad Abdelaziz. "Specific Language impairment in Egyptian Arabic : Apreliminary investigation." Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519869.
Full text
25
Addis, Laura. "An investigation into the genetics of language impairment." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525253.
Full text
26
Thatcher, Karen L. "Phonological awareness in children with specific language impairment." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263923.
Full textAbstract:
This study investigated the phonological awareness abilities of children who were typical and atypical. The primary purpose of this study was to determine whether there were developmental differences in the phonological awareness abilities (i.e., syllable, onset/rime, phonemes) of the two groups of participants through a sound segmentation task. The participants were arranged into preschool, kindergarten, and first grade groups. Stimuli included one and two syllable words, which were originally used by Treiman and Zukowski (1991) when they investigated the sound segmentation abilities of typical children. As part of the sound segmentation task, participants were asked to listen to a pair of words and indicate if the one and two syllable words had any sounds in common, either at the phoneme, onset/rime, or syllable levels.An analysis of Variance (ANOVA) was performed and results revealed a significant difference between children who were typical and children that were specific language impaired (SLI) on segmenting. The children who were typical were more effective at segmenting than children who were SLI. Results also revealed that there was a significant different between the first grade children and the preschool children in both groups to segment words at all three conditions. Significant differences were also noted between the types of phonological task completed among participants. The phoneme task was significantly different than the onset/rime and syllable tasks. Also, the onset/rime task was significantly different that the phoneme and syllable task.The combined data from this study revealed developmental trends in phonological awareness for the typical population. However, the developmental trend was not observed in the SLI population. It was noted that the typical population was more efficient in segmentation of words than the SLI population.The data that were obtained provides additional information on the phonological awareness development in typical children and children with SLI. The data may also assist researchers and clinicians in the identification and treatment of children with language impairments. The results may also provide researchers and practitioners important insight into literacy development, given the strong correlation between sound segmentation and the ability to read and write.Department of Special Education
27
Carta, Caroline. "Automatic and executive language impairment in Alzheimer's disease." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/17755/.
Full text
28
Marshall, Chloe Ruth. "The morpho-phonological interface in specific language impairment." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1445744/.
Full textAbstract:
This thesis investigates the nature of the interface between two components of language - morphology and phonology - in children with Grammatical-Specific Language Impairment (G-SLi), compared to those with typically-developing language. I focus principally on the impact of phonological complexity on past tense inflection, but I also investigate other areas of rnorpnotogy. More specifically, I show that for G-SLI children:- There exists a phonological impairment that is independent of morphology. This impairment is characterised by the simplification of complex syllable structure, and by syllabic and segmental errors when the word starts with an initial unstressed syllable. There exists an impairment in past tense morphology, characterised by suffix omission, that is independent of phonology. Phonological factors affect past tense morphology. Specifically, suffix omission rates are higher when inflection (i) creates clusters at the word-end or (ii) requires the syllabic allomorph lidJ. Phonological factors also affect plural and present progressive formation. Unlike past tense morphology, derivational morphology is not subject to suffix omission. However, non-target derivational forms result when stimuli are morphologically or phonologtcally complex. I argue that grammar has a modular structure, and I propose that deficits in one or more of the following modules - syntax, morphology and phonology - can impact on past tense inflection. This model, termed the 'Computational Grammatical Complexity* (CGC) hypothesis, can account for why tense is an area of exceptional difficulty for children with SLI. This investigation is underpinned by a rigorous theoretical framework. Not only does using a cognitive scientific and linguistic framework further our understanding of the nature of the deficit in SLI, but SLI provides a valuable testing ground for theories of language acquisition and the representation of language in the brain.
29
Rewaj, Phillipa Jane. "Nature of language impairment in motor neurone disease." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9744.
Full textAbstract:
Background: Language impairment associated with Motor Neurone Disease (MND) has been documented since the late 19th century, yet little is understood about the pervasiveness or nature of these deficits. The common clinical view among healthcare professionals is that communication difficulties can be attributed solely to the motor speech disorder dysarthria. Recent literature raises the possibility of more central processing deficits. Impairments in naming ability and comprehension of complex grammatical constructs have been frequently reported in some patients with MND. However, there is now growing evidence of spelling impairment, which could suggest the contribution of a more phonologically based deficit. In addition, the close relationship between MND and frontotemporal dementia (FTD) raises questions about the connection between the language impairments seen in MND patients and those documented in patients with the primary progressive aphasia (PPA) syndromes associated with FTD. Aims: This thesis examines the nature of speech and language deficits in people with MND and the extent to which expressive communication impairment can occur above and beyond dysarthria. In particular, the study explores: i) to what extent these language impairments can be attributed to deficits in working memory, executive functioning and/or disease severity; ii) what spelling errors can reveal about the integrity of lexical, phonological and orthographic processing; iii) whether similar patterns of impairment can be seen in PPA syndromes; iv) the relationship between language impairment and bulbar onset; and v) the impact these findings have on clinical management of MND patients. Methods: MND patients from across Scotland with changes in speech and/or language were tested using a neuropsychological battery of experimental and standardised tests of naming, spelling, syntactic comprehension, prosody and phonological and orthographical awareness. Patients were also screened for levels of dysarthria, executive functioning and working memory deficits, and results compared to those of matched controls. Findings: As a group, MND participants performed significantly worse than matched controls on measures of naming, spelling, orthographical awareness, grammatical comprehension, affective prosody and verbal fluency, but not working memory. However, based on patterns of individual impairment, of which spelling impairment formed a distinctive marker, the patient group divided into dichotomous subgroups, with 44% of participants categorised as ‘linguistically impaired’, while the remainder displayed little to no impairment. Those participants identified as linguistically impaired did not differ significantly from other MND participants on measures of disease severity, disease duration or dysarthria severity, although significantly more bulbar onset than limb onset participants were linguistically impaired. Spelling error patterns were suggestive of deficits at both a lexical and sublexical level, and were comparable to those reported in PPA literature. These findings suggest that dysarthria may be masking linguistic deficits in almost half of dysarthric MND patients, and highlight the importance of multidimensional assessment of language for effective clinical management.
30
Anderson, Diane Ellen. "Language impairment : morphosyntactic development and its neurological correlates /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9906478.
Full text
31
Nash, Marysia Christine. "Vocabulary deficits in children with specific language impairment." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23132.
Full textAbstract:
Children with Specific Language Impairment (SLI) have unexpected difficulty developing language in the absence of a clear aetiology. Slowness to acquire their first words is a hallmark of SLI and a proportion of the children continue to have a vocabulary deficit (poor receptive and/or expressive vocabulary) compared with their peers. Some recent research suggests that children with SLI are poorer than controls at learning new words in experimental settings, but the nature and source of their word learning difficulties are still poorly understood. In particular it is unclear what aspects of new vocabulary are particularly hard to learn and which underlying cognitive processes are impaired. This thesis presents two sequentially related investigations which aim firstly to clarify the extent and nature of word learning deficits in children with SLI, and then to explore the source of their difficulties. In both studies 16 children with SLI, including poor receptive vocabulary, were compared to two control groups, one matched for age and non-verbal ability and another for receptive vocabulary and non-verbal ability. In the first investigation, four unfamiliar words were introduced six times in each of two contexts: a Story context and an Explicit Teaching context. Assessments exploring whether children had learned the sound (phonological form) and the meaning of the experimental words were carried out. Children with SLI were significantly poorer than the age matched controls on all tests of word learning. They were similar to the vocabulary matched controls on all measures except the naming task on which they were significantly poorer. The results suggest that children with SLI have global word learning problems but that they may have particular difficulty acquiring the phonological form of new words. The second study investigated whether SLI children’s word learning difficulties were due to problems in acquiring new phonological forms and/or in linking components of lexical representations. To study phonological learning, a paired association task was used in which children had to learn to associate nonwords with familiar words. Lexical linking was explored using the same procedure but with pairs of real words. The groups were also compared on seven measures of phonological processing and the relationship between phonological learning and processing was analysed in each group.
32
Goldie, Lara Lynn. "The Relationship Among Emotion Understanding, Language, and Social Behavior in Children with Language Impairment." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2709.pdf.
Full text
33
Blackwell, A. "Early language delay : a study of the evolving language environments of preschool children." Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/27407/.
Full textAbstract:
Primary language impairment (PLI) affects approximately one in 20 young children, who may have difficulties with language in later life. The importance of parent-child interaction (PCI) for language development has been well established. Many early speech and language therapy interventions have focused on modifying characteristics of PCI to enhance opportunities for language learning. However, the success of such programmes is mixed. Furthermore, there is a dearth of literature examining the developmental nature of the relationship between parent and child language with children who have PLI. Using a case study methodology, the present study aimed to understand the dynamics of the relationship between PCI and the trajectories of vocabulary growth of children with PLI. Four case studies were developed using data from preschool children and their families. Following baseline assessments, data were collected at four time points across 9-10 months. Vocabulary development was examined using MacArthur-Bates Communicative Development Inventories. Children wore a LENA (Language ENvironment Analysis) recorder at home, which collected naturalistic all-day audio, used to sample PCI for transcription and analysis. The LENA audio was coded to examine how talk varied across everyday activities. In addition, mother-child dyads were video-recorded looking at a picture-book to examine parent teaching behaviours. Semi-structured interviews were carried out with parents to get their perspectives on having a child with PLI. The findings demonstrated cross-case differences in the trajectories of children’s vocabulary growth, which were consistent with differences in maternal talk. Across cases, mothers were generally found to dominate interactions. There was no clear pattern in maternal responsiveness that suggested change over time. However, there was a trend for increased responsiveness during picture-book sharing compared to the naturalistic PCI samples. Mother-child play was infrequent during the LENA recordings. These findings challenge previous research that observed PCI in single, researcher-defined settings such as toy play and its representativeness for understanding PCI more broadly. Further research is discussed, including evaluation of PCI interventions in naturalistic settings to assess integration of strategies. The interviews with parents identified factors to improve engagement and satisfaction with interventions. Understanding individual differences in response to interventions is essential for improving the effectiveness of support for children.
34
Dohmen, Andrea. "An investigation of nonverbal imitation and language in children with specific language delay." Thesis, City University London, 2012. http://openaccess.city.ac.uk/12078/.
Full textAbstract:
Children with specific deficits in language do not form a homogeneous group, but present with varied profiles of language skills and deficits. Research in children with language problems has focussed on deficits in the acquisition of lexical forms and syntactic structures of language, but our understanding of children's deficits with the meaning of language remains limited. Sociocognitive abilities are necessary for discovering the meaning of language, and it has been hypothesised that some children with specific deficits in language have sociocognitive difficulties. In this thesis, it is argued that nonverbal imitation, which does not involve the processing of structural aspects of language, may be indicative of sociocognitive difficulties. More specifically, it is argued that types of nonverbal imitation which serve a primarily social Junction are more informative about sociocognitive abilities than types of nonverbal imitation which serve a primarily instrumental function. In line with this reasoning, it has been found that different forms of nonverbal imitation can be separately impaired and associated with different language skills in children with autism spectrum disorder (ASO), who are known to have sociocognitive difficulties. However, there has been very little exploration of nonverbal imitation skills in children with specific deficits in language, and existing studies have predominantly involved school-age children. This study set out to investigate elicited immediate nonverbal imitation as a measure of sociocognitive skills in young typically developing (TO) children and children with specific language delay (SLO), and also to investigate relations between performance on nonverbal imitation and language in the SLD sample. A subsidiary aim was to compare the performance of the TD and SLD samples on verbal imitation. Participants were German-speaking TD (n=60) and SLD (n=45) children aged 2-3 1/2 years, who were divided into three age groups (2;0-2;5, 2;6-2;11, 3;0-3;5 years). A novel battery of tasks measured their attempt and ability to imitate a range of nonverbal (body movements, common instrumental acts on objects, pretend acts) and verbal (words, nonwords, sentences) target acts. It was found that groups with SLD performed significantly below TO groups on some, but importantly not all, nonverbal imitation tasks. Results demonstrated that children with SLD did not have a general difficulty with nonverbal imitation, but a specific difficulty with target acts hypothesised to serve a primarily social function. A comparison of types and rates of nonverbal imitation errors revealed that error patterns in the oldest SLD group resembled those in the youngest TD group, suggesting a delay rather than deviance in some types of nonverbal imitation within the SLD sample. Different relations between performance on nonverbal imitation and language emerged at different ages, pointing towards the possibility that the nature of associations between nonverbal imitation and language might be linked to age and change over time. As expected, results revealed verbal imitation deficits in the SLD sample at all ages. The theoretical and clinical implications of findings are discussed.
35
Wilde, Heather Michelle. "The Variability in Children with Specific Language Impairment Compared to Children with Typical Language Development." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2330.
Full textAbstract:
The purpose of this study was to determine whether children with specific language impairment (SLI) are more or less variable than children with typically developing language. In addition, the within child variability for children with SLI was analyzed to consider how heterogeneity influenced identification of areas of linguistic strengths and weaknesses in this population. Fifty seven children with SLI, 7:0–11:0, and fifty seven of their peers with typically developing language were assessed using five subtests and a composite language score from the Comprehensive Assessment of Spoken Language (CASL) (Carrow-Woolfolk, 1999). The children with typically developing language were significantly more variable as a group than the children with SLI. The heterogeneity of the children with SLI did not allow for the creation of subgroups based on language strengths and weaknesses.
36
Harrington, Val. "Analysis of the lived experiences of young adults with specific language impairment and/or pragmatic language impairment to inform counselling psychology practice." Thesis, University of Wolverhampton, 2011. http://hdl.handle.net/2436/209937.
Full textAbstract:
Some seven percent of children in the general population are affected by Specific Language Impairment and/or Pragmatic Language Impairment with numerous cases undiagnosed. It is known that difficulty in communication affects psychosocial functioning and is likely to be a source of mental distress but the data on people’s access to and benefit from psychological intervention are limited. There is also limited understanding of psychologists’ capacity to meet these clients’ needs although their problems continue into adulthood. This research questions the population of counselling and clinical psychologists about their knowledge and experience of these disorders using an electronic questionnaire. Qualitative methods were then adopted with three participants with SLI/PLI and four psychologist practitioners familiar with such clients; this involved semi-structured interviews analysed using IPA and TA respectively. The purpose was to interpret and develop the clients' lived experiences into themes which were then used to look for possible connecting themes in the psychologists’ transcripts. This process was termed "interconnection" and was intended to reveal the coincidence and convergence of the two sides of the client/psychologist dyad. Results showed that whereas findings demonstrated the young men possessed a spectrum of coping and defence strategies as constituent parts of resilience, including self-esteem, self-identity and self-efficacy, the psychologists did not see the client as a congruent whole, addressing either their impairment or their mental health problem. Client resiliencies were not used in therapy and psychosocial difficulties were not recognised as a focus of distress although they did endeavour to modify their therapeutic approaches. Finally, consideration is given to whether the research aim is met, the implications for counselling psychology and possible future research. It is proposed that this methodology of interconnection has the potential to provide a novel approach to inform any future research and service development for this and other client groups in the way it takes patients/clients into account and connects them with professional working.
37
Malay, Sheri. "The behavior of preschool children with language delay." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23765.pdf.
Full text
38
Waters, Anna Jeddeloh. "Understanding Pervasive Language Impairment in Young Children| Exploring Patterns in Narrative Language and Functional Communication." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567914.
Full textAbstract:
Research has identified language impairment as a pervasive disability (Bishop & Edmundson, 1987; Greenhalgh & Strong, 2001). Classroom communication behaviors have a role in the maintenance of special education eligibility and functional communication difficulties for young children with language impairment. This paper reviews the theoretical and experimental literature on narrative skills and language impairment as well as empirical support for understanding language delays as part of a group of risk factors that affect child development. The present study describes patterns in the communication skills of a small group of young children with a predetermined diagnosis of language impairment using a case and field mixed methods research design. The study contributes to our conceptual understanding of the pervasive nature of language impairment by focusing on patterns in oral narrative skills and their relationship to communication at school, at home, and in the community. Study results differentiate participants by the severity of utterance formulation difficulties as well as social communication differences and emotional health symptoms to identify patterns.
This study was unique in that information from classroom teachers and parents in addition to an analysis of multiple language samples created a thick description of patterns across participants. Discussion elaborates upon patterns in the data and implications for assessment and practice implications for school based services from a speech-language pathologist.
39
Mackie, Clare Jayne. "Writing performance in children with a specific language impairment : impact of oral language and literacy." Thesis, University of Warwick, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444837.
Full text
40
Rannard, Anne Christine. "Experiences of integration from language units to mainstream school for children with specific language impairment." Thesis, Liverpool John Moores University, 2001. http://researchonline.ljmu.ac.uk/5532/.
Full textAbstract:
The purpose of this study was to examine the experiences of children with Specific Language Impairment who had integrated from a Language Unit to mainstream school. The aim of the study was to explore the development of the children in the areas of language, academic ability, and psychosocial performance both during and after that period. Data was collected from 40 children in Phase 1 of the study by means of a structured interview schedule (Stone 1991). In Phase 2, the prospective second phase, 7 children were asked to complete the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) (Harter and Pike 1984). In both phases, parents of the children took part in unstructured interviews using a chronological or life history approach advocated by May (1993). Teachers in Phase 1 completed the Teacher Rating Scale (Urwin 1988) and in Phase 2, both language unit and mainstream schoolteachers completed the appropriate section of the PSPCSA. A combination of qualitative and quantitative methodologies was used to access the range of experiences of the children and the views of their parents and teachers. Analysis of the data revealed a lack of planning and preparation on the part of mainstream schools for the children during the short integration process. There was minimal collaboration between language units and mainstream teaching staff. The children's statement of Special Educational Need terminated for the majority after 3 months in mainstream school. No further monitoring of the children's verbal abilities took place after that, although a third of the children had continuing speech and language problems. Despite the general failure of the mainstream system to support these children, those who needed help in academic areas did receive it on an ad hoc basis. Two thirds of the children had help with academic subjects, although teachers rated these children as average. In the second phase, teachers showed more concern over the academic and social abilities of the children. The children saw themselves as no different from their mainstream peers. This finding reflects the sometimes overly optimistic views of children in the younger age groups, although there is some evidence from the study that children can be aware of their verbal limitations much earlier than what is generally held to be the age of self awareness at approximately 8 years. Children with SLI in a mainstream setting continue to have difficulties for several years after integration. Parents in this study frequently expressed the view that they would have liked the children to remain in the language units because of the better quality of education they provided. The value of the study lies in its in depth exploration of parent and child views and experiences of SLI within the education system using a combination of research approaches. Increasing the involvement of parents and children in the educational decision-making process is widely advocated. Understanding child and parent perspectives in this area is therefore of considerable importance.
41
Hick, Rachel Fiona. "Language and memory development in children with Down syndrome and children with specific language impairment." Thesis, University of Manchester, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488023.
Full text
42
Schmitt, Mary Elizabeth. "Active Ingredients of Speech-Language Therapy in the Public Schools for Children with Language Impairment." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1369336501.
Full text
43
Potter, Jami L. "The Relationship of Language and Emotion Understanding to Sociable Behavior of Children with Language Impairment." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1786.
Full textAbstract:
The purpose of this study was to examine the relationship between emotion understanding and language ability to the sociable behavior in children with language impairment (LI) and their typically developing peers. Twenty-nine children with LI and 29 age- and gender-matched peers with typical language were used in this study. Sociability was rated by his/her classroom teacher using the Teacher Behavior Rating Scale (Hart & Robinson, 1996). Language ability was assessed using the Comprehensive Assessment of Spoken Language (Carrow-Woolfolk, 1999). To assess emotion understanding, each participant was asked to perform several structural dissemblance tasks. Children with LI received scores significantly lower in language, dissemblance, prosocial behavior, and likeability compared to their typical developing peers. Hierarchical regression analyses indicated that language was a significant predictor of sociability. However, further analyses indicated that dissemblance mediated the relationship between language and likeability in girls, but not boys. Results from further analyses for prosocial behavior indicated that dissemblance did not mediate the relationship between language and prosocial behavior. Evidence from this study supports past research indicating children with LI experience emotional and language difficulties, which affect their social competence, particularly in girls.
44
Hatcher, Courtney Allison. "PARENT-IMPLEMENTED LANGUAGE INTERVENTION WITH YOUNG CHILDREN FROM LOW-SES ENVIRONMENTS WHO HAVE LANGUAGE IMPAIRMENT." UKnowledge, 2018. https://uknowledge.uky.edu/rehabsci_etds/45.
Full textAbstract:
In this study, the author examined the effects of training four parents from low-socioeconomic environments to use Enhanced Milieu Teaching (EMT) with their young children with language impairment. The investigator used a modified Teach-Model-Coach-Review method to teach parents to use the following EMT strategies during 8-10 individualized, home-based sessions: matched turns, expansions, time delays and milieu teaching prompts. A single-case multiple-baseline design across-behaviors replicated across four parent/child dyads was used to evaluate the parents' use of the EMT strategies. Child language outcomes were also assessed using pre- and post-intervention language samples. All parents learned and demonstrated use of each language support strategy to set criterion levels. Results from this study indicated a functional relation between the brief parent-implemented language intervention training and parents’ use of language support strategies. Additionally, all four children demonstrated gains in expressive language. Additional research is needed to assess fidelity and dosage of parents’ use of strategies on specific child language outcomes and to determine how to facilitate maintenance of parents’ use of strategies over time.
45
Hind, Sarah E. "Language, perception and production in profoundly deaf children." Thesis, Loughborough University, 1993. https://dspace.lboro.ac.uk/2134/16104.
Full textAbstract:
Prelingually profoundly deaf children usually experience problems with language learning (Webster, 1986; Campbell, Burden & Wright, 1992). The acquisition of written language would be no problem for them if normal development of reading and writing was not dependent on spoken language (Pattison, 1986). However, such children cannot be viewed as a homogeneous group since some, the minority, do develop good linguistic skills. Group studies have identified several factors relating to language skills: hearing loss and level of loss, I.Q., intelligibility, lip-reading, use of phonology and memory capacity (Furth, 1966; Conrad, 1979; Trybus & Karchmer, 1977; Jensema, 1975; Baddeley, Papagno & Vallar, 1988; Baddeley & Wilson, 1988; Hanson, 1989; Lake, 1980; Daneman & Carpenter,1980). These various factors appear to be interrelated, with phonological awareness being implicated in most. So to understand behaviour, measures of all these factors must be obtained. The present study aimed to achieve this whilst investigating the prediction that performance success may be due to better use of phonological information. Because linguistic success for the deaf child is exceptional, a case study approach was taken to avoid obscuring subtle differences in performance. Subjects were screened to meet 6 research criteria: profound prelingual deafness, no other known handicap, English the first language in the home, at least average non-verbal IQ , reading age 7-9 years and inter-subject dissimilarities between chronological reading age discrepancies. Case histories were obtained from school records and home interviews. Six subjects with diverse linguistic skills were selected, four of which undertook all tests. Phonological awareness and development was assessed across several variables: immediate memory span, intelligibility, spelling, rhyme judgement, speech discrimination and production. There was considerable inter-subject performance difference. One boy's speech production was singled out for a more detailed analysis. Useful aided hearing and consistent contrastive speech appear to be implicated in other English language skills. It was concluded that for phonological awareness to develop, the deaf child must receive useful inputs from as many media as possible (e.g., vision, audition, articulation, sign and orthography). When input is biassed toward the more reliable modalities of audition and articulation, there is a greater possibility of a robust and useful phonology being derived and thus better access to the English language.
46
Hayiou-Thomas, Marianna. "Perceptual and cognitive processing limitations in specific language impairment." Thesis, University of Oxford, 2002. https://ora.ox.ac.uk/objects/uuid:0a3c8903-a93a-4473-9fc5-fe1ef87656c9.
Full textAbstract:
The experiments presented in this thesis explored the possibility that an underlying cause of specific language impairment (SLI) may be a deficit in perceptual or cognitive information processing. The first three studies tested the hypothesis that children with SLI have impaired perception of the dynamic elements of visual and auditory stimuli, as proposed in the magnocellular hypothesis for developmental dyslexia. The experimental predictions were that a) children with SLI would have poor sensitivity to coherent motion (but not coherent form) stimuli relative to chronological-age matched controls; b) children with SLI would have poorer sensitivity than controls to slow (but not fast) rates of frequency modulation in a tone; c) sensitivity to slow rates of frequency modulation (FM) would correlate with children's performance on a set of tests of phonological skill. Overall, these predictions were not corroborated by the results, and the conclusion drawn from this set of studies is that a magnocellular impairment of the type reported in dyslexia is unlikely to be a causal factor in SLI. The second three studies used a grammaticality judgement task to focus on inflectional morphology, an area of language which poses particularly marked difficulty for many children with SLI. The findings from Study 4 suggested that children's performance on the grammaticality judgement task overall was strongly related to phonological discrimination ability, but was unaffected by the specific inflectional allomorph tested. The final two studies manipulated the information processing load of the grammaticality judgement task, in Study 5 to simulate (successfully) SLI-like performance in a group of typically developing children, and in Study 6 to attempt (unsuccessfully) to improve performance in a group of children with SLI. These results are compatible with the idea that the profile of language difficulties experienced by many children with SLI is due to a processing deficit in the early stages of language acquisition which interrupts the establishment of robust linguistic representations. The nature of this processing deficit is as yet unclear, though the current findings do not support the suggestion of a central auditory impairment. It is possible that a number of distinct deficits, such as poor phonological memory or reduced speed of processing, may produce a broadly similar linguistic profile in different individuals.
47
Wadman, Ruth Elizabeth. "Socioemotional functioning in adolescents with specific language impairment (SLI)." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488649.
Full textAbstract:
Specific language impairment (SLI) is a developmental language disorder that can persist into adolescence and adulthood. Research over the last decade has shown that children with SLI experience a range of socioemotional difficulties in addition to their language problems. However, there is a lack of similar research involving adolescents with SLI. This thesis provides three studies that examine aspects of socioemotional functioning in adolescents with SLI. Self-report measures were used to assess a range of socioemotional constructs at one point in development. Adolescents with SLI were compared to typically developing adolescents of the same age. It is shown that young people with SLI are at risk ofexperiencing difficulties in some areas of their socioemotional functioning. Adolescents with SLI have a tendency to feel stress in social situations, and are inhibited in, and even avoid, such interactions. There is also some evidence that adolescents with SLI have lower self-esteem compared to peers, and may be less emotionally engaged in their close relationships. Nonetheless, young people with SLI also have social successes and strengths. They are motivated to interact socially with others, and a number ofthem appear to have the skills necessary for these social interactions. Furthermore, most adolescents with SLI have the benefit of a close or best friend. The findings from the three studies have both theoretical and practical implications. This profile of socioemotional strengths and difficulties associated with SLI in adolescence begins to address the dearth of research in this area. It is concluded that language impairment is a risk for socioemotional problems, however not all young people with SLI will have difficulties and not all aspects of socioemotional functioning are affected.
48
Pavelko, Stacey Lynne. "Emergent writing skills in preschool children with language impairment." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5006.
Full textAbstract:
Much research demonstrates that alphabet knowledge, phonological awareness, and emergent writing are all significant predictors of later reading and writing outcomes, and that children with language impairments (LI) are particularly at risk for later literacy difficulties. Further, children with LI consistently demonstrate depressed emergent literacy skills in the areas of phonological awareness, print concepts, and alphabet knowledge; however, little is known about their emergent writing skills. Therefore, the purposes of this study were twofold: (1) to compare the emergent writing skills of preschool children with language impairment to their typically developing peers using a range of writing tasks and a detailed, consistent scoring rubric for each task; and, (2) to explore the relationships among emergent writing skills and alphabet knowledge, phonological awareness, and oral language. The participants included four groups of preschool children: 11 4-year-old children with LI; 11 4-year-old language typical (LT) children, age-matched to children with LI; 20 4-year-old children with typical language; and, 21 5-year-old children with typical language. Children with language impairment scored between 70 and 84 on the Language Index of Assessment of Literacy and Language (ALL) (Lombardino, Lieberman, & Brown, 2005), and children with typical language scored between 85 and 115. All children passed a bilateral hearing screen, scored within the normal range on a non-verbal intelligence screen, demonstrated an unremarkable developmental history relative to sensory, neurological, and motor performance, spoke English as their primary language, and had mothers with at least a high school education or equivalent. During two sessions, children were administered the ALL and five emergent writing tasks: Write Letters, Write Name, Write CVC Words, Picture Description, and Sentence Retell.; The writing tasks and accompanying scoring rubrics were adopted from a previous study by Puranik and Lonigan (2009). Results indicated that children with LI demonstrated significantly less advanced letter and word writing skills than their language typical, age-matched peers. In addition, significant relationships between all emergent writing tasks and alphabet knowledge were observed for all children as well as significant relationships between oral language and phonological awareness for children with typical language. No significant relationships between any of the emergent writing tasks and phonological awareness or between oral language and alphabet knowledge were found. Further, results indicated the same developmental patterns exist in written as well as oral language for children with LI. This study has therapeutic implications for speech-language pathologists. In particular, emergent writing tasks need to be included in comprehensive assessment and intervention approaches for children with LI. Assessments need to yield accurate descriptions of emergent writing skills relevant to later literacy outcomes. Finally, integrated intervention approaches that combine initial sound awareness tasks with alphabet knowledge and emergent writing tasks may achieve the best learning outcomes.ID: 030422949; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 163-180).
Ph.D.
Doctorate
Education
49
Crosbie, Sharon Lee. "Single word comprehension in children with specific language impairment." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391978.
Full text
50
Stott, Carol Mary. "Specific language impairment in children : prevalence outcome and comorbidity." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621923.
Full text