Dissertations / Theses on the topic 'Speech pathology'
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Williams, A. Lynn. "Tests and Measurements in Speech-Language Pathology." Digital Commons @ East Tennessee State University, 2001. https://www.amzn.com/0750670037.
Full textSmith, Helen Barbara, and helen smith4@health sa gov au. "Learning professional ethical practice: The speech pathology experience." Flinders University. Medicine-Department of Speech Pathology and Audiology, 2007. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20091110.081021.
Full textSokkar, Carl. "Student Placements in Speech Language Pathology Private Practice." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/21149.
Full textSheepway, Lyndal. "Influences on Competency Development in Speech Pathology Students." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11449.
Full textMUZIO, DIANE. "Clinical Supervision of Externs in Speech-Language Pathology." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1467.
Full textLeon, Michelle. "Investigation of Bilingualism Knowledge of Speech-Language Pathologists and Speech-Language Pathology Students." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2177.
Full textMcAllister, Sue. "Competency based assessment of speech pathology students' performance in the workplace." Connect to full text, 2005. http://hdl.handle.net/2123/1130.
Full textTitle from title screen (viewed May 1, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Communication Sciences and Disorders. Includes bibliographical references. Also issued in print.
Watts, Pappas N., Sharynne McLeod, Elizabeth Crais, L. Girolametto, E. Weitzman, A. Packman, M. Langevin, A. Eriks-Brophy, B. Mathisen, and A. Lynn Williams. "Working with Families in Speech-language Pathology for Children." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2074.
Full textCleator, Hilary M. "Speech and language characteristics of selectively mute children a speech pathology perspective H.M. Cleator." Thesis, The University of Sydney, 1998. http://hdl.handle.net/2123/3926.
Full textHancock, Jennifer J. "Impact of speech-language pathology students on patient care." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21169.pdf.
Full textGurley, Janet Michelle. "Supervisory Feedback in Speech-Language Pathology: Preferences and Practices." [Johnson City, Tenn. : East Tennessee State University], 2000. http://etd-submit.etsu.edu/etd/theses/available/etd-0404100-124033/unrestricted/5-1GURLEY.pdf.
Full textScoble, Joselynne. "Stuttering blocks the flow of speech and gesture : the speech-gesture relationship in chronic stutterers." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69730.
Full textPayne, Nicole, and Saravanan Elangovan. "Musical Training Influences Temporal Processing of Speech and Non-Speech Contrasts." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1565.
Full textWilliams, A. Lynn, Sharynne McLeod, and R. J. McCauley. "Direct Speech Production Interventions." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.
Full textGuntupalli, Vijaya K., (Guntupalli) Chaya D. Nanjundeswaran, Vikram N. Dayalu, and Joseph Kalinowski. "Autonomic and Emotional Responses of Graduate Student Clinicians in Speech–Language Pathology to Stuttered Speech." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1764.
Full textPayne, N., Saravanan Elangovan, and Jacek Smurzynski. "Auditory Temporal Processing of Speech and Non-speech Contrasts in Specialized Listeners." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2216.
Full textProctor-Williams, Kerry. "We’re Talking Now." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1838.
Full textReece, Benjamin K. "Facilitating collaborative supervision in a university speech-language pathology clinic." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3667.
Full textMcLeod, 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/.
Full textMcCauley, 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/.
Full textBohnenkamp, Todd Allen. "Speech breathing in tracheoesophageal speakers." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232563.
Full text"Title from dissertation home page (viewed July 11, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: B, page: 4385. Adviser: Karen Forrest.
Scherer, Nancy J., A. Lynn Williams, Carol Stoel-Gammon, and Ann Kaiser. "Assessment of Single-Word Production for Children under Three Years of Age: Comparison of Children with and without Cleft Palate." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1998.
Full textWilliams, A. Lynn. "Prologue: Perspectives in the Assessment of Children's Speech." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/2005.
Full textFarquharson, 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.
Full textHarvell, 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.
Full textWilliams, A. Lynn. "Epilogue: Perspectives in the Assessment of Children's Speech." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/2004.
Full textMortimer, Jennifer Karen. "Effects of speech perception, vocabulary, and articulation skills on morphology and syntax in children with speech sound disorders." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18719.
Full textBien qu'il ait été montré que certains enfants présentant des troubles phonologiques ont aussi des difficultés dans le domaine de la morphosyntaxe productive, peu d'enquêtes ont été faites pour trouver les sources possibles de ces problèmes. Cependant, de telles recherches pourraient éclairer les questions théoriques des habiletés morphosyntaxiques chez les enfants ayant un développement atypique de la parole et/ou du langage, et pourraient aussi suggérer des approches pour remédier aux faiblesses de la langue. La présente étude a examiné les effets possibles des habilités de perception de la parole, du vocabulaire, et de l'articulation sur la syntaxe concurrente et la morphologie longitudinale dans un groupe de soixante-dix-neuf enfants présentant des troubles phonologiques. Les techniques de modèles d'équations structurelles ont été utilisées pour modeler les liens entre les variables. Les exposés raisonnés ont été tirés de la littérature sur les enfants présentant des troubles phonologiques aussi bien que de recherches sur les enfants présentant un trouble primaire (dysphasie) du langage. Une attention toute particulière a été prêtée à ce dernier groupe puisque certains enfants présentant des troubles phonologiques peuvent aussi avoir un trouble primaire du langage et que les habiletés morphosyntaxiques chez les individus présentant un trouble primaire du langage ont été rigoureusement étudiées. On a constaté que, des trois modèles examinés, un modèle d'articulation dans lequel des liens ont été postulés de l'articulation à la syntaxe et de l'articulation à la morphologie se révélait particulièrement approprié. Quoique certaines des limitations en morphologie et syntaxe constatées chez ces enfants puissent provenir de simples erreurs d'articulation, d'autres explications pour le lien entre l'articulation et la morphosyntaxe ont été aussi considérées. Une possibilité serait que les habilet
Gordon, Jean K. "Aphasic speech errors : spontaneous and elicited contexts." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36940.
Full textTo assess the influence of these factors on a target's susceptibility to error, the neighbourhood values of the words produced incorrectly in the picture description task were compared to those of a comparable corpus of correctly produced words from the same speech samples. In the naming task, target susceptibility was assessed by analyzing the error rates on individual stimulus items. The results of both tasks indicated that the lower a target's frequency of occurrence was, and the fewer neighbours it had, the more susceptible it was to error. To assess the impact of the neighbourhood on the outcome of the error, neighbourhood values of the errors produced were compared to those of their targets. In neither task were errors found to differ significantly from their targets in frequency or neighbourhood density.
These results contribute to the literature on lexical access primarily by extending findings of neighbourhood effects in normal speech production to the aphasic population. In doing so, the present study lends support to the basic tenets of the Neighborhood Activation Model (Luce & Pisoni, 1998), and to the notion of the continuity thesis, in which aphasic deficits are hypothesized to reflect quantitative, rather than qualitative, differences from normal processing. Results are also in agreement with previous studies illustrating that aphasic error outcomes are strongly constrained by a number of linguistic factors which also constrain normal error production. Results are interpreted as consistent with an interactive connectionist framework of speech production.
McLeod, Sharynne, and Sarah Verdon. "Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1994.
Full textWilliams, A. Lynn. "Updates in Treating Speech Disorders in Children." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2021.
Full textWilliams, A. Lynn. "Multiple Oppositions: Case Studies of Variables in Phonological Intervention." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/2006.
Full textSugden, Eleanor, Elise Baker, Natalie Munro, and A. Lynn Williams. "What’s the Evidence for Involving Parents in Intervention for Speech Sound Disorders?" Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2039.
Full textProctor-Williams, Kerry. "Language and Literacy." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1813.
Full textAkin, Faith W. "Best Practice: Clinical Vestibular Assessment." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2441.
Full textWilliams, 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.
Full texthttps://dc.etsu.edu/etsu_books/1180/thumbnail.jpg
Beaubrun, Carolyn F. "The phonological analysis of bilingual Creole/English children living in South Florida." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/1470.
Full textBrajot, François-Xavier. "The perception of speech intensity in Parkinson's disease." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123154.
Full textLes progrès de la recherche sur la maladie de Parkinson dévoilent une pathologie complexe qui s'étend bien au-delà des ganglions de la base et autres structures dopaminergiques, impacte les processus sensoriels et l'intégration sensorimotrice autant que la planification et l'exécution motrice, avec des implications pour les conséquences fonctionnelles de la maladie. Le projet de recherche actuel est motivé par l'observation que certains troubles perceptuels, parallèles aux troubles moteurs classiques, font partie de la présentation clinique de la dysarthrie hypokinétique de la maladie de Parkinson. Trois études ont été entreprises afin d'évaluer les rôles des processus auditifs, somatosensoriels, et d'intégration sensorimotrice impliqués dans l'auto-perception du volume de la voix. Les analyses d'estimation d'ampleur vocalique et de masquage de la rétroaction sensorielle des deux premières études révèlent des différences dans les fonctions psychophysiques du volume. Les résultats suggèrent que les déficits de la perception parkinsonienne sont une conséquence des problèmes d'organisation et d'intégration de la rétroaction multisensorielle reliée au mouvement. La troisième étude, électro-encéphalographique, renforce cette hypothèse en démontrant la présence de potentiels évoqués corticaux atypiques parmi les participants parkinsoniens qui sont associés à des déficiences dans les processus préparatoires et correctifs par ailleurs indétectables avec les expériences psychophysiques. D'après les résultats de cette série d'expériences, l'auto-perception du volume de la voix est attribuée à des paramètres d'effort vocal spécifiés au niveau moteur. L'interprétation de toute rétroaction sensorielle associée se détermine selon ces paramètres. Le déficit perceptuel lié à la dysarthrie hypokinétique peut ainsi être interprété comme l'effet direct de déficiences dans la génération des mouvements de la parole, agissant par la suite sur l'identification, l'organisation et l'interprétation subséquente des informations ré-afférentes.
Render, M., J. Smith, L. Perrine, S. Kirk, and Kerry Proctor-Williams. "Phrase Analysis of Preschooler Narratives: A Pilot Study." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/1850.
Full textTaylor, Jessica Nicole. "Judging communicative competence: investigating age-related stereotypes in speech-language pathology students." Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/1405.
Full textWilliams, A. Lynn. "Multiple Oppositions: Theoretical Foundations for an Alternative Contrastive Intervention Approach." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/2007.
Full textde, Melo Andrea, Katie Barnes, Katie Marth, Kathleen Schweitzer, A. Lynn Williams, and Marcia Keske-Soares. "Prevalence of Disorders of the Sound of speech in the Brazilian Portuguese Speakers and English-Speaking Countries: A Narrative Review." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2011.
Full textMcAllister, Sue Margery. "Competency based assessment of speech pathology students' performance in the workplace." University of Sydney, 2005. http://hdl.handle.net/2123/1130.
Full textEnsuring that speech pathology students are sufficiently competent to practise their profession is of critical importance to the speech pathology profession, students, their future employers, and clients/patients. This thesis describes the development and validation of a competency based assessment of speech pathology students’ performance in the workplace and their readiness to enter the profession. Development involved an extensive literature review regarding the nature of competency and its relationship to professional practice, the purpose and nature of assessment, and the validation of performance assessments. An online and hard copy assessment tool (paper) was designed through integrating multiple sources of information regarding speech pathology and assessment of workplace performance. Sources included research, theory, expert opinion, current practice, and focus group consultations with clinical educators and speech pathology students. The resulting assessment tool and resource material included four generic components of competency (clinical reasoning, professional communication, lifelong learning, and professional role) and seven occupational competencies previously developed by the speech pathology profession. The tool comprised an assessment format, either in a booklet or online, for clinical educators to rate students’ performances on the competencies at mid and end placement using a visual analogue scale. Behavioural descriptors and an assessment resource booklet informed and supported clinical educators’ judgement. The validity of the assessment tool was evaluated through a national field trial and using Messick’s six interrelated validity criteria which address content, substantive, structural, generalisability, external, and consequential aspects of validity (Messick, 1996). The validity of the assessment tool and its use with speech pathology students was evaluated through Rasch analysis, parametric statistical evaluation of relationships existing between information yielded by the Rasch analysis and other factors, and student and clinical educator feedback. The assessment tool was found to have strong validity characteristics across all validity components. Item Fit statistics generated through Rasch analysis ranged from .81 to 1.17 strongly upholding that the assessment items sampled a unidimensional construct of workplace competency for speech pathology students and confirming that generic and occupational competencies are both necessary for competent practice of speech pathology. High Item and Person Reliabilities (analogous to Cronbach’s alpha) were found (.98 and .97 respectively) and a wide range of person measures (-14.2 to 13.1) were generated. This indicated that a large spread of ability and a clear hierarchy of development on the construct was identified and that the assessment tool was highly reliable. This was further confirmed by high Intra Class Correlation coefficients for a small group of paired clinical educators rating the same student in the same workplace (.87) or in different workplaces concurrently (.82). Rasch analysis of the visual analogue scale used to rate student performance on 11 items of competence identified that clinical educators were able to reliably discriminate 7 categories or levels of student performance. This, in combination with careful calibration procedures, has resulted in an assessment tool that Australian Speech Pathology pre-professional preparation programs can use with confidence to place their students’ level of workplace competence into 7 zones of competency, with the seventh representing sufficient competence to enter the profession. The assessment tool also showed strong potential for identifying marginal students and for future use in promoting quality teaching and learning of professional competence. Limitations to the research and the tool validity were discussed, and recommendations made regarding future research. First, the clinical educator, who has dual and possibly conflicting roles as facilitator and assessor of student learning, made the assessment. Second, situating the assessment in the real workplace limits the students’ opportunities to demonstrate competence to those that naturally arise in the workplace. Paradoxically, both these factors also contributed to the validity of the assessment tool. It was recommended that the assessment tool be revised on the basis of the information gathered from the field trial, that further data be collected to ensure a broader proportional representation of speech pathology programs, to investigate possible threats to validity as well as those areas for which the tool showed promise. This research developed the first prototype of a validated assessment of entry level speech pathology competence that is grounded in a unified theoretical conception of entry level competence to the profession of speech pathology and the developmental progression required to reach this competence. This research will assist the profession of speech pathology by ensuring that speech pathologists enter the workplace well equipped to provide quality care to their future clients, the ultimate goal of any professional preparation program. Messick, S. (1996). Validity of performance assessments. In G. W. Phillips (Ed.), Technical Issues in Large-Scale Performance Assessment (pp. 1-18). Washington: National Centre for Education Statistics.
Ensslen, Anysia J. "EXPERIENCES OF SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENTS: AN EXPLORATORY PHENOMENOLOGICAL STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/5.
Full textWells, Robert Paul. "Factors Influencing Access to Paediatric Speech Pathology Services in Western Australia." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/89249.
Full textElangovan, Saravanan, and Andrew Stuart. "Auditory Temporal Processing in the Perception of Voicing." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/1559.
Full textLee, Michelle, and Brenda Louw. "Registered Dieticians’ Perceptions Regarding Collaboration with SLPs in Pediatric Populations." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2156.
Full textWilliams, A. Lynn. "Sound Management: It’s About Time." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/2017.
Full textProctor-Williams, Kerry. "Interprofessional Practice: A Pediatric Perspective." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1820.
Full textWilliams, A. Lynn. "Sound management: It’s about time." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2013.
Full textBoggs, Theresa, Lindsay P. Greer, and Marie A. Johnson. "Making Mealtime More than a Mess." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1691.
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