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Dissertations / Theses on the topic 'Typically developing speech'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Boucher, Kurtt R. "Patterns of anticipatory coarticulation in adults and typically developing children." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1899.pdf.

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2

Wallis, Adele K. "Investigating the discourse abilities of typically developing adolescents." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/415324.

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Background: A comprehensive assessment of language ability addresses an individual’s language skills in form, content, and use. The analysis of language performance in discourse production provides information from a functional perspective, that is not examined in standardised, norm-referenced assessment tools. Language sample analysis offers the speech pathologist an ecologically valid tool for identifying strengths and weaknesses in an individual’s text-level language. In making clinical decisions regarding the most relevant and appropriate discourses to evaluate, the speech pathologist needs to consider two factors: (a) the type of elicitation task and (b)the measures used to assess language performance. Discourse production hasbeen studied extensively in relation to the school-aged child but has primarily been viewed through an educational lens. This needs to be extended to describe and evaluate the discourse production of adolescents in genres other than those with an education bias. Specifically, are there discourses that could provide relevant and meaningful information regarding adolescent language, for the speech pathologist in a mental health context? The overall aim of this research is to consider the effectiveness of four elicitation tasks in eliciting spontaneous language samples from typically developing adolescents in order to evaluate language use at word, sentence, and text level for the mental health context. Method: Forty-five, typically developing adolescents (25 younger adolescents: 12-13 years and 20 older adolescents: 16-17 years) participated in an assessment protocol consisting of four discourse elicitation tasks. These included: story generation to a wordless picture book, fable retell, telling personal narratives, and a monologic response to stories that contained a moral dilemma. First, discourse production was examined at (a) word level (lexical diversity, lexical complexity, three semantic domains –affective, social, and cognitive, and verbal facility) and (b) sentence level (verbalproductivity and syntactic complexity) across the four tasks. Second, the problem stories from the personal narratives were studied by analysing text level narrative coherence. Three holistic approaches for evaluating coherence: (a) high-point coherence, (b) story grammar coherence, and (c) Gricean coherence were used to rate the adolescents’ problem stories. Third, adolescents’ monologic responses on the moral dilemma task, which used stories from Kohlberg’s work on the stages of moral development (1976), were examined using a coding schema developed from Bloom’s taxonomy of thinking (1975) to evaluate the language used in critical thinking and reasoning. Results: Descriptive statistics were calculated across eight word and sentence level performance measures, demonstrating sensitivity to context but not age. Results on the moral dilemma task generally followed a normal distribution and could potentially provide benchmark measures for this context. Performance on the personal narratives was much more varied, reflecting highly individualistic samples elicited by this discourse task. Results from rating the problem stories for narrative coherence revealed that adolescents performed at an acceptable level on all three measures and that there was moderate to strong correlation between them. Finally, the coding schema developed to examine the language used for critical thinking clearly demonstrated the progression in skills between the two age groups, highlighting the shift from processes involved in data gathering to drawing conclusions in reasoning. Clinical Implications: Language performance in discourse production is an essential component of language assessment to provide a comprehensive profile of an individual’s language ability. The two elicitation tasks: personal narratives and the moral dilemma task show strong potential as clinical tools that are age-appropriate for adolescent populations and provide relevant and meaningful information for the speech pathology clinician, particularly in the mental health setting. Conclusions: The four elicitation tasks successfully yielded language samples from the adolescent participants, that could be analysed at word, sentence, and text level. The moral dilemma task shows promise for norming purposes.
Thesis (Masters)
Master of Philosophy (MPhil)
School of Health Sci & Soc Wrk
Griffith Health
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3

Swanson, Leah Terese. "Anticipatory Coarticulation in Typically Developing Children and in Children with Speech Disorders." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/297455.

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Purpose: To assess the differences in anticipatory coarticulation in adults, typically developing children, and children with speech sound disorders, to address whether children develop smaller speech motor plans from larger speech motor plants, and to determine whether children with speech sound disorders exhibit abnormal coarticulation. Method: Speech samples from 10 adult women, 8 typically-developing children (aged 5 to 11 years), and 6 speech sound disordered children. Nine CVC nonwords were elicited using combinations of /s/, /j/, /i/, and /u/. Results: Adults exhibited whole utterance modifications. Younger children appeared to exhibit less coarticulation than adults. Children with speech sound disorders had idiosyncratic findings. Conclusions: These preliminary data support the hypothesis that children start with smaller units. This implies that children over time develop greater coarticulation. The data also showed that children with speech sound disorders have idiosyncratic coarticulation. Clearer patters and stronger conclusions may emerge with a larger sample size.
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4

Wilhjelm, Karen Nicole. "Contexts for facilitating emergent literacy in typically developing preschoolers." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0309104-222655/unrestricted/WiljelmK040704f.pdf.

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Thesis (M.S.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0309104-222655. Includes bibliographical references. Also available via Internet at the UMI web site.
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5

Nissen, Shawn L. "An Acoustic Analysis of Voiceless Obstruents Produced by Adults and Typically Developing Children." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1041225568.

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6

Flores, Heidi. "Acoustic characteristics of a caregiver speech to children with autism and typically developing children." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106236.

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This study compares acoustic properties of mean pitch, pitch range, and duration in maternal speech to children with autism spectrum disorder (ASD) or typically developing children (TD) with a focus on the extent of the production of child-directed (CD) speech modification relative to their adult-directed (AD) speech. Twenty-five caregivers with a typically developing child (M = 23.45 months) and fifteen caregivers with a child with autism (M = 55.21 months), matched on their child's receptive language ability, were enrolled in the study. CD speech samples were collected during a 10-minute storybook session where caregivers read two storybooks to their child. AD speech samples were collected via a 5-10 minute semi-structured interview with the primary caregiver in order to elicit the same words spoken in both CD and AD contexts. Difference scores were calculated for each word appearing in both contexts for each acoustic property in order to examine CD speech modification. The results of an independent samples t-test showed no significant differences in CD speech modification between groups across these three acoustic properties. However, CD speech modification was negatively correlated with chronological age, indicating that caregivers produced less CD speech modification the older the child was. Finally, for children who showed less growth in their receptive language abilities between time 1 and time 3, caregivers demonstrated greater pitch range modification. Findings are discussed in relation to caregivers responding to characteristics of the child.
La présente étude compare les propriétés acoustiques de hauteur moyenne, la tessiture et la durée du discours maternel envers son enfant présentant soit un trouble du spectre autistique (TSA) soit un développement typique (DT), avec une attention particulière allouée à la production du discours dirigé vers l'enfant (DE) par rapport au discours dirigé vers l'adulte (DA). Vingt-cinq familles avec un enfant DT et quinze familles avec un enfant TSA, appariés sur les habiletés en langage réceptif de l'enfant, ont été recrutées pour cette étude. Les échantillons de discours DE ont été recueillis lors d'une session de lecture d'un livre de 10 minutes, pendant laquelle les mères lisaient deux histoires à leur enfant. Les discours DA ont été recueillis lors d'entretiens semi-structurés de 5-10 minutes avec un des parents afin d'obtenir les mêmes mots prononcés dans les contextes de discours DE et DA. Les différences entre les scores ont été calculées pour chaque mot prononcé dans les deux types de contexte et pour chaque propriété acoustique, dans le but d'étudier les modifications dans le discours DE. Les résultats des tests t pour échantillons indépendants ne montre aucune différence significative au niveau des discours DE entre les deux groupes, et ce pour tous les types de propriétés acoustiques. Cependant, les modifications du discours DE sont négativement corrélées à l'âge chronologique, c'est-à-dire que plus l'enfant est âgé, moins les parents produisent de modifications de discours DE. Enfin, pour les enfants qui montrent un moindre développement de leurs capacités langagières entre les temps 1 et 3 de l'étude, les parents démontrent quant à eux le plus de modifications de tessiture. Ces résultats sont discutés en relation avec les réponses apportées par les parents en fonction des caractéristiques de l'enfant.
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7

Gangji, Nazneen. "Phonological development in Swahili a descriptive, cross-sectional study of typically developing pre-schoolers in Tanzania." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/2916.

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Swahili is widely spoken in East African countries, but to date there are no culturally and linguistically appropriate materials available for speech language therapists working in the region. The challenges of assessing and managing Swahili speaking children with speech difficulties are further exacerbated by the limited research available on the typical acquisition of Swahili phonology. This exploratory study aimed to describe the phonological development of 24 typically-developing first language Swahili speaking children between the ages of 3;0 and 5;11 years in Dar es Salaam, Tanzania. A cross-sectional design was used with six groups of four children in six month age bands.
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8

Ford, Tracy A. "Feature retention and phonological knowledge across children with suspected developmental apraxia of speech, phonological impairment, and typically developing speech." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0328102-121538/unrestricted/FordT041902.pdf.

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9

Simmons, Emily S. "Examining Narrative Development in Young Typically Developing Spanish-English Dual Language Learners." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555692434329274.

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10

McGahey, Holly Jannice. "Early Speech and Language Development: A Comparison of Typically Developing Children to Children with Cleft Palate." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0429104-112749/unrestricted/McGahey051804f.pdf.

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Thesis (M.S.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0429104-112749. Includes bibliographical references. Also available via Internet at the UMI web site.
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11

Pelatti, Christina Y. "Miscue Analysis of Students with Down Syndrome and Typically Developing Students with Reading Difficulties." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291151653.

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12

Acker, Twanette. "The patterns of development in generated narratives of a group of typically developing South African children aged 5 to 9 years." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20048.

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Thesis (M Speech Path)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Narrative skills have found to be a predictor of academic success with clear correlations to later reading and writing abilities in children. The quality of narratives and the language disorders displayed in specific clinical populations has also been correlated, making narratives a useful diagnostic tool. To be able to know what is atypical, one has to know what is normal. Normative based assessment materials are very limited in South Africa. Commercially available assessments are often inappropriate because of the complex nature of narratives and the influence of socio-economic, linguistic and cultural factors. There is therefore a need not only to develop appropriate assessment materials but also to obtain normative data for use in the South African context. The main research question this study attempted to answer is: What are the patterns of narrative development in normally developing children? A total of 62 typically developing children from schools in a middle class residential area was selected. Three different age groups were identified: Grade R (5 to 6 years), Grade 1 (6 to 7 years) and Grade 3 (8 years 6 months to 9 years 6 months) based on their different exposure to literate language. It was assumed that they would display distinct patterns of narrative development, with an increase in the complexity of narrative features with age. A wordless picture book, regarded as appropriate for the South African context, was developed and used to elicit a narrative from each participant. Narratives were analysed using a comprehensive narrative assessment protocol. Assessment areas included macrostructure, microstructure, use of literate language and the use of abstraction. Results were compared in terms of group differences and developmental trajectories. The assessment protocol showed similar story lengths in all age groups, suggesting that when the developed wordless picture book was used as elicitation stimulus, any significant differences between groups could be of diagnostic value. Results showed clear developmental trajectories in terms of macrostructural measures. The group differences between Grade R and Grade 1 in terms of microstructural measures were not significant. There was, however, a significant increase in terms of syntactic complexity and lexical diversity from Grade R to Grade 3. No significant development was observed in terms of the use of literate language features across the year groups and a group effect was offered as a possible explanation. In contrast to concrete statements, children as young as 5 years old used mainly abstractions in their generated narratives.
AFRIKAANSE OPSOMMING: Narratiefvaardighede is nie net ‘n voorvereiste vir akademiese sukses nie, maar korreleer ook met lees- en skryfvaardighede in kinders. Weens die korrelasie tussen die kwaliteit van narratiewe en die taal van kinders met spesifieke taalgestremdhede, het narratiewe ook diagnostiese waarde. Om te weet wat atipies is, moet ‘n mens weet wat normaal is. Normatiewe evaluasiemateriaal is baie beperk in Suid-Afrika. Die evaluasies wat kommersieël beskikbaar is, is dikwels ontoepaslik weens die kompleksiteit van narratiewe en die invloed van sosioekonomiese, linguistiese en kulturele faktore. Dit is daarom belangrik om geskikte evaluasie materiaal te ontwikkel en normatiewe data te bepaal vir gebruik in die Suid-Afrikaanse konteks. Met hierdie studie is daar gepoog om die volgende navorsingsvraag te beantwoord: Hoe ontwikkel narratiewe in normaal ontwikkelende kinders? ‘n Totaal van 62 tipies-ontwikkelende kinders is geselekteer uit hoofstroomskole in ‘n middelklas residensiële omgewing. Drie verskillende ouderdomsgroepe is geteiken op grond van hulle blootstelling aan geletterdheidstaal: Graad R (5 – 6 jaar), Graad 1 (6 – 7 jaar) en Graad 3 (8 jaar 6 maande – 9 jaar 6 maande). Daar is aangeneem dat die groepe baie spesifieke patrone in narratiefontwikkeling sou toon, met ‘n toename in die kompleksiteit van narratiewe met toename in ouderdom. ‘n Woordlose prenteboek, wat beskou is as toepaslik binne die Suid-Afrikaanse konteks, is ontwikkel en gebruik om ‘n narratief van elke deelnemer te ontlok. Narratiewe is ontleed met behulp van ‘n omvattende evaluasieprotokol. Areas vir ontleding het makrostruktuur, mikrostruktuur, gebruik van geletterdheidstaal en die gebruik van abstraksie ingesluit. Resultate is vergelyk ten opsigte van groepsverskille en ontwikkelingspatrone. Die storielengte van die verkillende ouderdomsgroepe het ooreengestem en suggereer dat wanneer die woordlose prenteboek as ontlokkingstimulus gebruik word, enige beduidende verskille tussen groepe van diagnostiese waarde is. Die resultate het duidelike ontwikkelingspatrone getoon ten opsigte van makrostrukturele meetings. Groepsverskille tussen Graad R en Graad 1 was onbeduidend ten opsigte van mikrostrukturele metings. Daar was egter ‘n beduidende toename ten opsigte van sintaktiese kompleksiteit en leksikale diversiteit van Graad R tot Graad 3. Geen beduidende ontwikkeling is waargeneem ten opsigte van die gebruik van geletterdheidstaal oor die jaargroepe nie en ‘n groepseffek is as moontlike verduideliking gegee. Kinders so jonk as 5 jaar oud het hoofsaaklik abstrakte taal teenoor konkrete taal in hul narratiewe gebruik. Kliniese implikasies vir spraak- en taalterapeute is bespreek.
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13

Jeggo, Zenia M. "The phonological development of typically developing first language Zulu-speaking children aged 2;6 - 6;5 years : a descriptive cross-sectional study." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20468.

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Background: Zulu, one of the eleven official languages in South Africa, is the most spoken language in the country. However, research on children's phonological development in Zulu is minimal. To date there are no published Zulu speech assessments and associated normative data that speech-language pathologists (SLPs) can use to identify children with speech sound disorders who speak this language. Method: This descriptive, cross-sectional study aimed to document the phonological development of thirty-two typically developing first language Zulu-speaking children between 2;6 and 6;5 years. Participants attended school or crèche in Manguzi, KwaZulu-Natal, and were grouped into six month age categories. A single-word Zulu phonology assessment was developed and used to assess the participants. Assessments were audio recorded, and field transcriptions made using the International Phonetic Alphabet (IPA). Speech development was described in terms of phoneme acquisition, word shape, phonological processes and percentage of vowels (PVC) / consonants correct (PCC). Consonant acquisition was assessed in the penultimate syllable only, according to the structure of Zulu.
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14

Cannon, Nichole Lynn. "The Effects Of Floor Time on Communication Interaction Behaviors Between Typically Developing Preschoolers and Preschoolers with Autism." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1145555483.

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15

Hughes, Deanna Michelle. "Parent And Self-Rating Of Executive Function In Adolescents With Language Impairments And Typically Developing Peers." Case Western Reserve University School of Graduate Studies / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=case1151709065.

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16

Davis, Sheri E. "An enhanced dialogic reading approach to facilitate typically developing pre-school children's emergent literacy skills." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0321104-131319/unrestricted/DavisS041604f.pdf.

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Thesis (M.S.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0321104-131319. Includes bibliographical references. Also available via Internet at the UMI web site.
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17

Kocjancic, Tanja. "Ultrasound and acoustic analysis of lingual movement in teenagers with childhood apraxia of speech, control adults and typically developing children." Thesis, Queen Margaret University, 2010. https://eresearch.qmu.ac.uk/handle/20.500.12289/7448.

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Childhood apraxia of speech (CAS) is a neurological motor speech disorder affecting spatiotemporal planning of speech movements. Speech characteristics of CAS are still not well defined and the main aim of this thesis was to reveal them by analysing acoustic and articulatory data obtained by ultrasound imaging. Ultrasound recording provided temporal and articulatory measurement of duration of syllables and segments, amount and rate of tongue movement over the syllables and observation of the patterns of tongue movement. Data was provided by three teenagers with CAS and two control groups, one of ten typically developing children and the other of ten adults. Results showed that, as a group, speakers with CAS differed from the adults but not from the typically developing children in syllable duration and in rate of tongue movement. They did not differ from either of the control groups in amount of tongue movement. Individually, speakers with CAS showed similar or even greater consistency on these features than the control speakers but displayed different abilities to adapt them to changes in the syllable structure. While all three adapted syllable duration and rate of tongue movement in the adult-like way, only two showed mature adaptation of segment durations and of the amount of tongue movement. Observing patterns of tongue movement showed that speakers with CAS produce different patterns than speakers in the control groups but are at the same time, like adults, very stable in their articulations. Also, speakers with CAS may move their tongues less in the oral space than speakers in the control groups. The differences between the control groups were similar to those found in previous studies. The results provide support for the validity of the methods used, new information about CAS and a promising direction for future research in differential diagnostic and therapy procedures.
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18

Engelbrecht, Lizanne. "The effect of different visual modality and task conditions on the narratives of typically developing 9 year old children." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6863.

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Thesis (M Speech Path)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: This study investigated: (1) the effect of two visual modalities (wordless picture book and animated video) on the narratives of typically developing 9 year old children, and (2) the effect of dynamic assessment on the quality of narratives in both visual modalities. Twenty nine typically developing children between the ages of 8 years 5 months, and 9 years 4 months were selected from a higher socio-economic population. Participants were exposed to a wordless picture book and an animated video. Participants’ narrative performance was measured in terms of micro- and macro-structure variables in each visual modality, and before and after dynamic assessment in each visual modality. Micro-structure variables included productivity (total number of words, total number of T-units), syntactic complexity (mean length of T-unit) and lexical diversity measures (total number of different words). Macrostructure variables included goal-attempt-outcome (GAO) sequences, and inclusion of GAO elements (goal, attempt or outcome). Results indicated that: (i) both visual modalities elicited narratives of similar quality in terms of micro- and macro-structure variables, and (ii) participants’ narratives improved after dynamic assessment.
AFRIKAANSE OPSOMMING: Hierdie studie het (1) die effek van twee visuele modaleite (‘n woordlose prentboek en animasie video) op die narratiewe van tipiese ontwikkelende 9 jarige kinders bestudeer, asook (2) die effek van dinamiese assessering op die kwaliteit van narratiewe in beide visuele modaliteite. Nege-en-twintig tipiese ontwikkelende kinders tussen die ouderdom van 8 jaar 5 maande, en 9 jaar 4 maande is vanuit ‘n hoër sosio-ekonomiese populasie geselekteer. Deelnemers is blootgestel aan ‘n woordlose prentboek en ‘n animasie video. Deelnemers se narratiefvaardighede ten opsigte van mikro- and makro-struktuur veranderlikes in elke visuele modaliteit, asook voor en na dinamiese assessering in elke visuele modaliteit is gemeet. Mikro-struktuur veranderlikes het gefokus op produktiwiteit (totale aantal woorde, totale aantal Teenhede), sintaktiese kompleksiteit (gemiddelde lengte van T-eenheid) and leksikale diversiteit (totale aantal verskillende woorde). Makro-struktuur veranderlikes het gefokus op doelwit-poging-uitkoms (DPU) strukture, en die insluiting van DPU elemente (doelwit, poging of uitkoms). Die resultate het aangedui dat: (i) beide visuele modaliteite narratiewe van soortgelyke kwaliteit in terme van mikro- en makro-sruktuur veranderlikes ontlok het, en (ii) dat deelnemers se narratiewe verbeter het na dinamiese assessering.
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O'Malley, Michelle H. "Visuospatial Short-Term Memory and Language Comprehension: Investigating the Interaction in Typically Developing Children." View abstract, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3315063.

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Ehrhorn, Anna M. "The Transition from a Novel Word to a Known Word in Preschool-Age Typically Developing Children." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395652335.

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

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22

Lambert, Amanda N. "The Description and Comparison of Feature Retention Patterns for Children with Phonological Impairment Developmental Apraxia of Speech and Typically Developing Children." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0330101-114028/unrestricted/lambert0418.pdf.

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23

James, Deborah G. H. "Hippopotamus is so hard to say: Children's acquisition of polysyllabic words." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1638.

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Naming pictures of polysyllabic words (three or more syllables (PSWs)) seems to provide speech pathologists with information about communication status not necessarily present when naming pictures of short words (monosyllabic words (MSWs) and di-syllabic words (DSWs)). Typically developing children and children with speech, language and literacy impairments err on PSWs even when short words are accurate. In this study, typical behaviour of PSW production was delimited and a model of PSW acquisition was developed because if erroneous PSWs mark impairment, then circumscribing the tolerances of them in typically developing speech is necessary to differentiate it from impairment. A proportional stratified, cluster sampling procedure was used to locate 354 children, aged 3;0 to 7;11 years, of whom 283 met the selection criteria, including normal hearing, language and cognition. All English phonemes were repeatedly sampled in 166 words, elicited through picture naming, that were varied for syllable number, stress and shape. Syllable, age and interaction effects were present with more mismatches in PSWs than in short words, decreasing with increasing age. Mismatches were captured in five a priori patterns of deletions, additions and reordering of syllables and segments in words as well as alterations of consonants or vowels in words that preserved the phonotactic shape. However, as all five patterns were word-specific, each affecting a core group of words containing PSWs and DSWs, the syllable effect was modified. It appeared to be a proxy for a complex interaction between segmental and prosodic features common to the core words that included non-final weak syllables, within-word consonant sequences that required labial-velar movements, velar and sonorant sounds and sounds that shared place or manner features, severally or together. The production changes conformed to the predictions of the model of PSW acquisition. These changes reflected alterations in the phonological representation, motor planning and motor execution skills aspects of the speech processing system. The phonological representation, changing from holistic to fine-grained, was argued as the key change because information for motor planning and execution was liberated that culminated in increased accuracy. If children’s productions of the PSWs used in this study exceed the tolerances defined in this thesis, impairment may be indicated. Future research is needed to determine that possibility.
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James, Deborah G. H. "Hippopotamus is so hard to say children's acquisition of polysyllabic words /." Connect to full text, 2006. http://hdl.handle.net/2123/1638.

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D
Naming pictures of polysyllabic words (three or more syllables (PSWs)) seems to provide speech pathologists with information about communication status not necessarily present when naming pictures of short words (monosyllabic words (MSWs) and di-syllabic words (DSWs)). Typically developing children and children with speech, language and literacy impairments err on PSWs even when short words are accurate. In this study, typical behaviour of PSW production was delimited and a model of PSW acquisition was developed because if erroneous PSWs mark impairment, then circumscribing the tolerances of them in typically developing speech is necessary to differentiate it from impairment. A proportional stratified, cluster sampling procedure was used to locate 354 children, aged 3;0 to 7;11 years, of whom 283 met the selection criteria, including normal hearing, language and cognition. All English phonemes were repeatedly sampled in 166 words, elicited through picture naming, that were varied for syllable number, stress and shape. Syllable, age and interaction effects were present with more mismatches in PSWs than in short words, decreasing with increasing age. Mismatches were captured in five a priori patterns of deletions, additions and reordering of syllables and segments in words as well as alterations of consonants or vowels in words that preserved the phonotactic shape. However, as all five patterns were word-specific, each affecting a core group of words containing PSWs and DSWs, the syllable effect was modified. It appeared to be a proxy for a complex interaction between segmental and prosodic features common to the core words that included non-final weak syllables, within-word consonant sequences that required labial-velar movements, velar and sonorant sounds and sounds that shared place or manner features, severally or together. The production changes conformed to the predictions of the model of PSW acquisition. These changes reflected alterations in the phonological representation, motor planning and motor execution skills aspects of the speech processing system. The phonological representation, changing from holistic to fine-grained, was argued as the key change because information for motor planning and execution was liberated that culminated in increased accuracy. If children’s productions of the PSWs used in this study exceed the tolerances defined in this thesis, impairment may be indicated. Future research is needed to determine that possibility.
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Green, Melanie Elise. "The role of lexical frequency, telicity & phonological factors on past tense production in children with SLI & their typically developing peers." Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/505.

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Limited research is available about how lexical and phonological verb properties interact with past tense production by children. Frequency of the inflected form and phonotactic probability might serve as input-driven alternatives to previously-studied factors such as lexical aspect and coda composition. Archival elicited production data from 4-9 year old children with typical language (N = 24) and specific language impairment (N=14) using 108 two-clause complex sentences/85 different verbs were analyzed for past tense use, coda composition, telicity, phonotactic probability (Vitevitch & Luce, 2004), and lexical frequency (CHILDES; MacWhinney, 2000). Several regression models were considered, including one with only categorical factors (e.g. obstruent/continuant ending), one with only continuous factors (e.g. average biphone probability), one with only phonological factors, one with only lexical factors, and several mixed models. Diagnostic status and verb regularity accounted for the majority of the variance. The combination of lexical frequency of the inflected form with residuals of stem lexical frequency was the best lexical model. Place and manner information for the final consonant of the stem comprised the best phonological model. These two models combined into a final overall predictive model.
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Ioannou, Dimitra. "Literacy skills in Greek first graders : Predictors of literacy acquistion in typically developing and speech sound disordered children with or without language impairment." Thesis, University of York, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533461.

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27

Windsor, Fay. "An acoustic investigation of gestural organisation for speech in typically developing children, phonologically disordered children and adults : a cross-sectional and longitudinal study." Thesis, Queen Margaret University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249744.

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28

Olsen, Matthew William. "Investigation of Speech Samples from Typically Developing Preschool Age Children: A Comparison of Single Words and Imitated Sentences Elicited with the PABA-E." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/434.

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Assessment of speech sound production in young children provides the basis for diagnosis and treatment of speech sound disorders. Standardized single-word articulation tests are typically used for identification of speech sound errors because they can provide an efficient means of obtaining a speech sample for analysis and comparison to same-age peers. A major criticism of single-word articulation tests is that they may not accurately reflect speech sound production abilities in conversation. Comparison of performance in single-word and conversational contexts has produced conflicting results in the available research. The purpose of the present study was to compare speech samples obtained using an extensive single-word naming task with samples of continuous speech elicited by sentence imitation. It was hypothesized that there would be differences in overall speech sound production accuracy as well as differences in types and frequency of errors across the two sampling conditions. The present study is a pilot investigation as part of the development of the Phonological and Bilingual Articulation Assessment, English Version (PABA-E; Gildersleeve-Neumann, unpublished). Twelve preschool children ages 3;11 to 4;7 (years;months) from the Portland Metropolitan area participated in this study. Participants were monolingual native English speakers and exhibited typical speech sound development as measured by the GFTA-2 (Goldman-Fristoe, 2000). Hearing acuity for participants was within acceptable limits, and participants' families reported no significant illnesses or developmental concerns that would impact speech sound production abilities. Mean t-scores for percentage of consonants correct (PCC) in the single-word samples were significantly higher at the .05 level than those for the sentence imitation samples. There was no significant difference between the percentage of vowels produced correctly (PVC) in the two sampling conditions. Similar types of error patterns were found in both the single-word and continuous speech samples, however error frequency was relatively low for the participant population. Only the phonological process of stopping was found to be significantly different across sampling conditions. The mean frequency of occurrence for stopping was found to be significantly higher in continuous speech as compared with the production of single-words.
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29

Hubbard, Amy L. "Giving speech a hand fMRI of co-speech beat gesture processing in adult native English speakers, Japanese English as a second language speakers, typically-developing children, and children with autism spectrum disorder /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1779835541&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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30

Hodge, Ashley Marie. "Communicative Behaviors of Sibling Dyads With a Child With Autism." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1438335671.

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Smith, Julia L. "The Effect of Pairing Adult Eye Gaze With a Communication Device on the Frequency and Duration of Joint Attention Episodes in Typically Developing Infants." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1217036405.

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32

Galilee, Alena. "The development of social processing in young children : insights from somatosensory activations during observation and experience of touch in typically developing children and speech processing in children with autism spectrum disorders." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6079/.

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This thesis explores the neural mechanisms underlying the observation of touch and tactile processing in adults and typically developing children and speech versus computerized speech processing in children with autism spectrum disorders (ASD). Chapter 1 reviews the literature on mirror functioning, embodied cognition and typical and atypical development of social and speech processing in infancy and childhood. Chapter 2 investigates the neural mechanisms underlying hand and object touch observation in adults. In Chapter 3, a similar procedure is employed to investigate tactile mirroring mechanisms in children. The findings demonstrate that these mechanisms are relatively developed in 4- to 5- year old children. Chapter 4 further explores somatosensory activity during touch in adults and children. The findings reveal the modulation of somatosensory beta (15-24 Hz) activity during touch in adults, but not in children. Chapter 5 examines the neural mechanisms underlying speech versus computerized speech perception in children with ASD. These results suggest an impaired classification of speech sounds preceded by computerized speech, and atypical lateralization of speech processing in children with ASD. Together, these findings make a notable contribution to our understanding of typical development of tactile mirroring and touch processing mechanisms, and social processing dysfunctions in children with ASD.
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Ram, Gayatri. "Role of Phonological Opacity and Morphological Knowledge in Predicting Reading Skills in School-Age Children." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385484713.

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Steele, Sara Christine. "Learning new word meanings through reading by children with language impairment and typically developing peers /." 2008. 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:3337910.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.
Source: Dissertation Abstracts International, Volume: 69-11, Section: B, page: 6749. Adviser: Ruth Watkins. Includes bibliographical references (leaves 139-151) Available on microfilm from Pro Quest Information and Learning.
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"Feature Retention and Phonological Knowledge across Children with Suspected Developmental Apraxia of Speech, Phonological Impairment, and Typically Developing Speech." East Tennessee State University, 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0328102-121538/.

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"Early Speech and Language Development: A Comparison of Typically Developing Children to Children with Cleft Palate." East Tennessee State University, 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0429104-112749/.

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37

Hansen, Maryke. "The attitudes of typically-developing children towards participation with their siblings with severe speech and language disabilities." Diss., 2012. http://hdl.handle.net/2263/27632.

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Sibling relationships and the interaction within these relationships play a central role in children’s general development and will therefore impact on functional outcomes of children with severe speech and language disabilities. Siblings of children with disabilities have often felt excluded from family interactions, possibly causing negative attitudes towards participation with their siblings, in turn impacting negatively on the functional outcomes of their siblings with disabilities. The main aim of this research is to determine the attitudes of typically-developing children towards participation with their younger siblings with severe speech and language disabilities in four everyday life situations, namely: play (major life areas), communication, activities of daily living as part of domestic life and interpersonal relationships (time and responsibility issues). Twenty-seven older, typically-developing siblings of children with severe speech and language disabilities were selected to complete the measuring instrument (SAS). The results indicated that the participants held the most positive attitudes towards participation in play (major life areas) but that they held less positive attitudes towards communication participation and that they were least positive about participation in interpersonal relationships (time and responsibility issues). This study succeeded in documenting attitudes of siblings towards participating in four everyday life situations with their younger sibling. It is envisaged that these results will provide tentative guidelines for how activity-based interventions can best be structured to support both the child with a disability and their sibling. Copyright
Dissertation (Master of Arts)--University of Pretoria, 2012.
Centre for Augmentative and Alternative Communication (CAAC)
unrestricted
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Mishra, Avinash. "Airway Protective Behaviors and Mealtime Performance in Children With Spastic Cerebral Palsy and Typically Developing Controls." Thesis, 2017. https://doi.org/10.7916/D8FJ2NF1.

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This investigation aimed to objectively measure physiological deficiencies across the continuum of airway protection and clinical feeding and swallowing severity in children with spastic cerebral palsy (SCP), and to make comparisons with a healthy control group. Eleven children with SCP (GMFCS I-V) and 10 controls (mean age: 7+ 2 years) were tested. Results revealed significantly impaired oropharyngeal function and greater clinical feeding and swallowing severity for children with SCP. These children also demonstrated impaired respiratory-swallow coordination evidenced by frequent post-swallow inhalation across all bolus types. Reduced cough volume acceleration was also observed in children with SCP compared to controls. In the SCP group, significant correlations with clinical feeding and swallowing severity were observed with oral praxis and post-swallow inhalation. Additionally, clinical feeding and swallowing severity and peak expiratory flow rate were significantly correlated with gross motor function. This is the first study to objectively identify the co-occurrence of dysphagia and dystussia in children with SCP, and to quantify factors underlying these deficits. Future research should address functional deficits along the continuum of airway protection in both assessment and treatment paradigms in order to maximize the quality of life for this population.
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"The Description and Comparison of Feature Retention Patterns for Children with Phonological Impairment, Developmental Apraxia of Speech, and Typically Developing Children." East Tennessee State University, 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0330101-114028/.

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Wickliffe, Abigail Kay. "Developmental checklists : a tool for clinicians." Thesis, 2014. http://hdl.handle.net/2152/26257.

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Parents of children with developmental disabilities seek out therapy in order to assist their child to reach full potential. In order to help parents understand where their child should be in comparison to a typically developing child, they must be provided with proper resources. While commercially available assessments are available to speech-language pathologists, parents only have access to checklists that provide minimal direction at certain age ranges. The purpose of this literature review is to discuss developmental domains important for the developing child, examine developmental milestone checklists available to parents as well as two commercially available assessments for speech-language pathologists, investigate available research on developmental milestones in the areas of language output, language comprehension, cognition, social-emotional skills, and motor development, and identify ages at which developmental milestones within the identified domains occur in typically developing children. The aim of this project will be to create developmental milestone checklists available for speech-language pathologists to provide to parents.
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