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Dissertations / Theses on the topic 'Speech disorders'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Preston, Jonathan. "Phonological processing and speech production in preschoolers with speech sound disorders." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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2

Ng, Kwok-hang Ashley. "Phonological processing in children with speech disorders." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209193.

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Thesis (B.Sc)--University of Hong Kong, 1995.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 1995." Also available in print.

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3

Williams, A. Lynn. "Speech Disorders Resource Guide for Preschool Children." Digital Commons @ East Tennessee State University, 2002. https://www.amzn.com/0769300804.

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Speech Disorders Resource Guide for Preschool Children provides detailed information about assessment, analysis and intervention methods pertaining to childhood speech disorders. Also covers intervention outcomes and treatment efficacy. A concise, easy-to-use format makes it an ideal clinical resource tool for students and clinicians.
https://dc.etsu.edu/etsu_books/1181/thumbnail.jpg

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4

Williams, A. Lynn, and Carol Stoel-Gammon. "Identification of Speech-language Disorders in Toddlers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2038.

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This session is developed by, and presenters invited by, Speech Sound Disorders in Children and Language in Infants Toddlers and Preschoolers. This invited session provides an overview of early speech/language development with a focus on identifying delay/disorders in toddlers. Types of speech/language behaviors in prelinguistic/ early linguistic development that serve as “red flags” for possible disorders will be discussed. The need for developmentally appropriate assessments will be highlighted.

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5

Williams, A. Lynn. "Updates in Treating Speech Disorders in Children." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2021.

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6

Peter, Beate. "Multivariate characteristics and data-based disorder classification in children with speech disorders of unknown origin /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/8211.

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7

Theron, Karin. "Temporal aspects of speech production in bilingual speakers with neurogenic speech disorders." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08072003-152242.

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8

Fagelson, Marc A. "Disorders of Sound Tolerance." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1666.

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A variety of unusual and challenging auditory events may be associated with excessive loudness, pitch anomalies, aversions to specific sounds, or the sensation of pain in the ears. This presentation will review mechanisms associated with disordered sound tolerance (DST), including hyperacusis, diplacusis, and auditory nociception. Audiologists lack consensus regarding the terminology associated with such disorders (i.e., misophonia) and distinctions will be made between different labeling schemes. Relations between audiometric status and DST will be reinforced using clinical data.

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9

Jacobson, G., Robert Brey, R. Gans, D. Zapala, and Faith W. Akin. "Grand Rounds in Balance Disorders." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/2454.

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10

Akin, Faith W., G. Jacobson, R. Brey, R. Gans, and D. Zapala. "Grand Rounds in Balance Disorders." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/2453.

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11

Williams, A. Lynn. "Frameworks for Analyzing Speech Sound Disorders in Children." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2015.

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12

Williams, A. Lynn, Sharynne McLeod, Rebecca J. McCauley, Steven F. Warren, and Marc E. Fey. "Interventions for Speech Sound Disorders in Children (CLI)." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188.

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With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions. This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders. Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach
https://dc.etsu.edu/etsu_books/1180/thumbnail.jpg

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13

Pera, Natalie. "Processing predictors of severity of speech sound disorders." Thesis, University of Canterbury. Dept of Communication Disorders, 2013. http://hdl.handle.net/10092/7949.

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This study investigated whether or not variability in the severity of speech sound disorders is related to variability in phonological short-term memory and/or variability in the accuracy of phonological representations. The aim was to determine speech processing predictors of severity of speech sound disorders. A total of 33 children, aged three to six years of age, were assessed on measures of nonword repetition, accuracy of phonological representations, accuracy of speech production, and language. The tests administered included the Clinical Evaluation of Language Fundamentals Preschool – 2 Australian, the Diagnostic Evaluation of Articulation and Phonology, the Nonword Repetition Test (modified), and the Phonological Representation Judgement Task (modified). The relationships between the results of these tests were established using a correlation analysis. The relationship between accuracy of phonological representations and the percentage of consonants correct was found to be mediated by language. There was no significant relationship between nonword repetition and percentage consonants correct. These findings may have been the result of small sample size, age of the participants, or co-morbid language difficulties. These findings imply that variability in severity of speech sound disorders may be related to a variable not directly assessed in this study. This variable may be a constraint relating to the stored motor programs within children’s speech processing systems. Implications for future research are discussed.

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14

Morganbarry, Rosemarie A. "Phonetic and phonological aspects of neurological speech disorders." Thesis, University of Reading, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292502.

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15

Casanueva, Inigo. "Personalised dialogue management for users with speech disorders." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16417/.

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Many electronic devices are beginning to include Voice User Interfaces (VUIs) as an alternative to conventional interfaces. VUIs are especially useful for users with restricted upper limb mobility, because they cannot use keyboards and mice. These users, however, often suffer from speech disorders (e.g. dysarthria), making Automatic Speech Recognition (ASR) challenging, thus degrading the performance of the VUI. Partially Observable Markov Decision Process (POMDP) based Dialogue Management (DM) has been shown to improve the interaction performance in challenging ASR environments, but most of the research in this area has focused on Spoken Dialogue Systems (SDSs) developed to provide information, where the users interact with the system only a few times. In contrast, most VUIs are likely to be used by a single speaker over a long period of time, but very little research has been carried out on adaptation of DM models to specific speakers. This thesis explores methods to adapt DM models (in particular dialogue state tracking models and policy models) to a specific user during a longitudinal interaction. The main differences between personalised VUIs and typical SDSs are identified and studied. Then, state-of-the-art DM models are modified to be used in scenarios which are unique to long-term personalised VUIs, such as personalised models initialised with data from different speakers or scenarios where the dialogue environment (e.g. the ASR) changes over time. In addition, several speaker and environment related features are shown to be useful to improve the interaction performance. This study is done in the context of homeService, a VUI developed to help users with dysarthria to control their home devices. The study shows that personalisation of the POMDP-DM framework can greatly improve the performance of these interfaces.

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16

Gibbon, Fiona E. "Lingual articulation in children with developmental speech disorders." Thesis, University of Bedfordshire, 1998. http://hdl.handle.net/10547/581284.

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This thesis presents thirteen research papers published between 1987-97, and a summary and discussion of their contribution to the field of developmental speech disorders. The publications collectively constitute a body of work with two overarching themes. The first is methodological: all the publications report articulatory data relating to tongue movements recorded using the instrumental technique of electropalatography (EPG). The second is the clinical orientation of the research: the EPG data are interpreted throughout for the purpose of informing the theory and practice of speech pathology. The majority of the publications are original, experimental studies of lingual articulation in children with developmental speech disorders. At the same time the publications cover a broad range of theoretical and clinical issues relating to lingual articulation including: articulation in normal speakers, the clinical applications of EPG, data analysis procedures, articulation in second language learners, and the effect of oral surgery on articulation. The contribution of the publications to the field of developmental speech disorders of unknown origin, also known as phonological impairment or functional articulation disorder, is summarised and discussed. In total, EPG data from fourteen children are reported. The collective results from the publications do not support the cognitive/linguistic explanation of developmental speech disorders. Instead, the EPG findings are marshalled to build the case that specific deficits in speech motor control can account for many of the diverse speech error characteristics identified by perceptual analysis in previous studies. Some of the children studied had speech motor deficits that were relatively discrete, involving, for example, an apparently isolated difficulty with tongue tiplblade groove formation for sibilant targets. Articulatory difficulties of the 'discrete' or specific type are consistent with traditional views of functional lingual articulation in developmental speech disorders articulation disorder. EPG studies of tongue control in normal adults provided insights into a different type of speech motor control deficit observed in the speech of many of the children studied. Unlike the children with discrete articulatory difficulties, others produced abnormal EPG patterns for a wide range of lingual targets. These abnormal gestures were characterised by broad, undifferentiated tongue-palate contact, accompanied by variable approach and release phases. These 'widespread', undifferentiated gestures are interpreted as constituting a previously undescribed form of speech motor deficit, resulting from a difficulty in controlling the tongue tip/blade system independently of the tongue body. Undifferentiated gestures were found to result in variable percepts depending on the target and the timing of the particular gesture, and may manifest as perceptually acceptable productions, phonological substitutions or phonetic distortions. It is suggested that discrete and widespread speech motor deficits reflect different stages along a developmental or severity continuum, rather than distinct subgroups with different underlying deficits. The children studied all manifested speech motor control deficits of varying degrees along this continuum. It is argued that it is the unique anatomical properties of the tongue, combined with the high level of spatial and temporal accuracy required for tongue tiplblade and tongue body co-ordination, that put lingual control specifically at risk in young children. The EPG findings question the validity of assumptions made about the presence/absence of speech motor control deficits, when such assumptions are based entirely on non-instrumental assessment procedures. A novel account of the sequence of acquisition of alveolar stop articulation in children with normal speech development is proposed, based on the EPG data from the children with developmental speech disorders. It is suggested that broad, undifferentiated gestures may occur in young normal children, and that adult-like lingual control develops gradually through the processes of differentiation and integration. Finally, the EPG fmdings are discussed in relation to two recent theoretical frameworks, that of psycho linguistic models and a dynamic systems approach to speech acquisition.

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17

Williams, A. Lynn, Jan Edwards, Benjamin Munson, Amy Glaspey, and Shelley Velleman. "Assessment of Speech Sound Disorders: Clinical Decision Making." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2055.

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This session is developed by, and presenters invited by Speech Sound Disorders in Children. A case-based approach will be used to assess the complexity of SSD through assessment and analysis measures that guide clinical decisions regarding diﬀerential diagnosis, intervention planning, and progress monitoring.

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18

Lo, Chi-yan Ada. "Intelligibility and acceptability measures of Cantonese dysarthric speech." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209934.

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Thesis (B.Sc)--University of Hong Kong, 1999.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.

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19

Lo, Oi-yan Christine. "Differences in management strategies for hyperfunctional voice disorders between speech therapists and student speech therapists." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207615.

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Thesis (B.Sc)--University of Hong Kong, 2000.
"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, 2000." Also available in print.

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20

Williams, A. Lynn, Sharynne McLeod, and R. J. McCauley. "Direct Speech Production Interventions." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.

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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions. This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders. Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach Interventions for Speech Sound Disorders in Children is a part of the Communication and Language Intervention Series

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21

Farquharson, Kelly, A. Lynn Williams, Ann Tyler, and Elise Baker. "Incorporating Science into Practice for Treatment of Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2044.

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This session is developed by, and presenters invited by Speech Sound Disorders in Children. Using an evidence-based practice framework, this short course will examine clinical decisions suited to children with speech sound disorder. Evidence-based recommendations and case-based assessment data will guide analysis, target selection, goal writing, intervention, and service delivery options. Strategies for translating evidence into practice will be considered. Audience participation is encouraged.

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22

Harvell, Charlotte, Lindsey Moore, de Simoni Simone Nicolini, Riley Schreder, Mariana Meyer, Marieli Barichello Gubiani, Caroline Rodrigues Portalete, A. Lynn Williams, and Marcia Keske-Soares. "Understanding Children’s Experience of Speech Disorders Through Drawings and Interviews." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2045.

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The ICF-CY framework from the WHO provides a holistic perspective in considering the impact of a SSD on children. Child interviews and drawings will be examined from children in the U.S. and Brazil to determine if there are cultural differences related to the experience of a SSD.

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23

Huynh, Yin-sau Christine. "Training perceptual rating of hypernasality with co-existing speech disorders." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42005036.

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Thesis (B.Sc)--University of Hong Kong, 2007.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 24-27). Also available in print.

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24

Stow, Carol Jane. "The identification of speech disorders in Pakistani heritage children." Thesis, University of Newcastle Upon Tyne, 2006. http://hdl.handle.net/10443/1588.

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This thesis investigates aspects of the identification of speech disorders in Pakistani heritage children who speak Mirpuri, Punjabi and Urdu and who live in England. It provides the first normative data on this population. The majority of health and education professionals are monolingual English speakers. Consequently it was hypothesised that Pakistani heritage children with speech disorders would not be identified as readily as their monolingual English-speaking peers. A two-year survey of referrals to a speech and language therapy department confirmed a statistically significant under-referral of Pakistani heritage children with speech disorders. Questionnaires completed by education staff and interviews conducted with referral agents confirmed that lack of appropriate assessment tools and normative data regarding speech sound development in the target languages were hampering identification. The development of a speech screening tool targeting the Pakistani heritage languages is outlined. This speech screen was subsequently used with 246 children aged 1 ;04 - 7; 11 to develop normative data including age of phoneme acquisition and occurrence of phonological error patterns. Use of the speech screen with children attending an education nursery confirmed its validity as a screening tool. Parent questionnaires conducted with parents contradicted previous findings and indicated that parents within the target community were not able to identify speech difficulties in their own children. This was the first time that such a questionnaire had been delivered in a verbal format: the parental mother tongue has no written form. Three case studies of individual children are presented. These confirm that therapy delivered in Mirpuri which targets underlying deficits in the speech processing chain will have an effect on other languages spoken by a child. This thesis contributes to theories regarding phonological development and disorder across different populations and provides evidence to support professionals in the development of evidence-based services to Pakistani heritage children with speech disorders.

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25

Williams, A. Lynn, Sharynne McLeod, and R. J. McCauley. "Introduction to Interventions for Speech Sound Disorders in Children." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.

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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions. This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders. Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach Interventions for Speech Sound Disorders in Children is a part of the Communication and Language Intervention Series

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26

McCauley, R. J., A. Lynn Williams, and Sharynne McLeod. "Interventions For Speech Sound Disorders In Children: Future Directions." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.

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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions. This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders. Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach Interventions for Speech Sound Disorders in Children is a part of the Communication and Language Intervention Series

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27

Schmulian, Dunay Liezel. "The development of a universal speech facilitation program as an extension of the speech motor learning program and its application in an experimental alternating treatment study." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-07172006-130724.

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28

Wiljhelm, K., C. Castle, T. Hill, and A. Lynn Williams. "Correlation of Different Severity Measures of Speech Disorders in Children." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2089.

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29

Rymer, A., W. Boyd, H. Carpenter, and A. Lynn Williams. "Stimulability Approach for Speech Disorders in Young Children: Systematic Review." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2070.

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30

Maas, Edwin. "The nature and time course of motor programming in apraxia of speech." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3219845.

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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2006.
Title from first page of PDF file (viewed September 5, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 247-260).

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31

McLeod, Sharynne, R. J. McCauley, and A. Lynn Williams. "Speech Interventions in Broader Contexts." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.

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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions. This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders. Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach Interventions for Speech Sound Disorders in Children is a part of the Communication and Language Intervention Series

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32

McCauley, R. J., A. Lynn Williams, and Sharynne McLeod. "Interventions For Achieving Speech Movements." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.

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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions. This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders. Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach Interventions for Speech Sound Disorders in Children is a part of the Communication and Language Intervention Series

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33

Solomon, Nancy Pearl. "Speech breathing in Parkinson disease." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185597.

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Speech breathing was investigated in 14 men with Parkinson disease (PD) and 14 healthy control (HC) subjects. Kinematic, spirometric, acoustic, and pressure data were used to assess speech breathing control during resting tidal breathing, reading aloud, and monologue production. In addition, information regarding the subjects' speech was obtained through perceptual analyses. To address the issue of fluctuations in motor signs data were collected at two times during the drug cycle for subjects with Parkinson disease. During resting tidal breathing, PD subjects, on average, had a faster breathing rate, greater minute ventilation, and lower relative contribution of the rib cage to lung volume excursion than did the HC subjects. During speech breathing, rib cage volume was smaller and abdominal volume was larger at initiation of the breath groups for the PD subjects than the HC subjects. PD subjects produced fewer words and spent less time producing speech per breath group, and tended to have a faster interpause speech rate than did the HC subjects. There was no difference between groups for the duration of inspirations between speech breath groups. Oral pressure was lower for the subjects with Parkinson disease, but tracheal pressure did not differ between the two subject groups. Few differences were found between the two times in the drug cycle for resting breathing and speech breathing. One remarkable finding was the presence of rib cage paradoxing in two subjects when data were collected from the mid-portion of the drug cycle.

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34

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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35

Venkatesh, Lakshmi. "Speech movement characteristics of repetitive syllable production in children with speech disorders of unknown origin /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8264.

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36

Reynolds, Andrea Leigh Haak Nancy J. "Telehealth applications for assessment and treatment procedures in speech-language pathology a modified narrative review /." Auburn, Ala., 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Communication_Disorders/Thesis/Reynolds_Andrea_38.pdf.

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37

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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38

Williams, A. Lynn, Brenda Louw, Nancy J. Scherer, Ken M. Bleile, and Keske-Soares I. "New U.S.-Brazil Program in Communication Disorders." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1981.

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Students on two continents are participating in a new, innovative program designed to promote research into communication disorders across languages and cultures. The three-year project, jointly funded by the U.S. Department of Education and the Brazilian Ministry of Education (Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior; CAPES), supports student exchange as well as cross-cultural and cross-linguistic curriculum development for students of speech-language pathology and audiology at four universities in the United States and Brazil. The universities include East Tennessee State University (lead U.S. university, Dr. Brenda Louw, Project Director), the University of Northern Iowa (Dr. Ken Bleile, Project Director), Universidade Federal de Santa Maria (lead Brazil university, Dr. Marcia Keske-Soares, Project Director,), and Universidade de São Paulo-Baurú (Dr. Inge Trindade, Project Director).

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39

Williams, A. Lynn. "Advanced Workshop on Treating Speech Sound Disorders: From Assessment to Intervention." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/2018.

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McLeod, Sharynne, S. Verdon, C. Bowden, and A. Lynn Williams. "Multilingual Children with Speech Sound Disorders: Creation of a Position Paper." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2056.

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Akin, Faith W. "Out of Balance: A Look at Vestibular Disorders." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2455.

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Akin, Faith W. "Current Trends: Diagnosis and Treatment of Vestibular Disorders." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/2451.

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Williams, A. Lynn. "Contrastive Intervention Approaches for Children with Severe Phonological Disorders." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/2022.

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Greer, Lindsay P. "Sensory and Behavioral Based Feeding Disorders in Young Children." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1692.

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Ho, Kwan-wai Annie. "Variability of cleft palate speech." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36207883.

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Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.

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Overby, Megan, A. Lynn Williams, and John Bernthal. "Comparison of Two Treatment Conditions for Young Children with Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2073.

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The purpose of this study was to compare treatment outcomes between stimulus presentation conditions to children with moderate to severe SSD: a traditional paper presentation versus a computer software generated presentation. The participants were four monolingual kindergarten children with moderate to severe SSD. A multiple baseline across behaviors single subject design was employed in the study. Two non-stimulable, non-cognate sounds from two different manner categories were selected as sound targets. One sound error was treated using paper stimuli presented in a traditional paper table-top presentation (TAB condition) while the other sound error was treated using stimuli presented on the computer (CBI condition). Picture stimuli for both conditions were generated by the SCIP (Sound Contrasts in Phonology) software program. Treatment followed the paradigm described by Williams (2003). The number of treatment sessions, final treatment performance, and highest generalization performance are summarized for both treatment conditions in Table 1. Although conditions were counterbalanced, data are arranged by condition for ease of interpretation.

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ESTELLE, DAWN N. "CENTRAL AUDITORY PROCESSING DISORDERS: OUTCOME MEASURES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1121349085.

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Ng, Ting-yee. "A survey of voice patients' satisfaction with and expectation of the speech therapy services." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209508.

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Thesis (B.Sc)--University of Hong Kong, 1997.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

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Long, Katie, dos Santos Daniel Bonfanti, Isadora Pelissari, Melo Andrea de, Fernanda Pichini, da Silva Thalissan Finamor, Kelsey Greif, Hanau Leticia Pessota, Simonede Simoni, and Ken Bleile. "Narrative Review of Speech Sound Disorders within an ICF-CY Framework." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2051.

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Baker, Elise, and A. Lynn Williams. "Intervention Intensity for Speech Sound Disorders: How Much and for How Long?" Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2065.

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Seminar Outline 1) What is intervention intensity? 2) What do we know about the intensity of intervention for SSD in children? 3) How might SLPs use the evidence on intervention intensity in their everyday management of SSD in children?

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