Дисертації з теми "Developmental langage disorder"
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Riou, Anne-Sophie. "Compréhension de noms nouveaux par des enfants atteints de trouble développemental du langage ou de trouble du spectre de l’autisme : inférences morphologiques et conceptuelles." Electronic Thesis or Diss., Lyon, 2020. http://www.theses.fr/2020LYSE2108.
This thesis considers the process of understanding of new names by children with developmental language disorder (DLD) or autism spectrum disorder (ASD) without intellectual deficit. The participants were 8 to 11 years old children with a normal receptive lexical level according to the peabody picture vocabulary test (lexical breadth). We assessed the depth of their-semantic skills, through an experiment of understanding three types of morphologically constructed new names (compound names and derived names) and an experiment of understanding new nouns requiring inference from conceptual categorization.Regarding the understanding of morphologically constructed nouns, the data highlights, the presence of inferential skills in both populations, but lesser proportions than in their age-matched controls, despite similar receptive lexical level. In addition, specific difficulties are exhibited depending on the pathological group, resulting in differences in the pattern of results among the three kinds of new polymorphemic nouns. Indeed, children with ASD only have difficulty understanding new nouns made up of two names, while children with DLD also have difficulty understanding new nouns made up of a root and a noun, as well as derived nouns.As to inferential skills focused on conceptual categorization, the results show that children with DLD and those with ASD organize their concepts in a hierarchical way, but again less precisely than their controls, and they understand this organization in a different way, notably regarding the special status of semantic features which may be specifically associated with the representation of the objet. The results are discussed to improve lexical assessment and remediation in children with speech and communication pathologies
Guiraud, Hélène. "Symphonie des oscillations cérébrales lors de la perception de la parole : études comportementale et en magnétoencéphalographie chez les enfants neurotypiques et dysphasiques." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2139/document.
Current models of speech perception suggest a close correspondence between brain rhythms, characterized by neuronal oscillations, and speech rhythm, which would allow the brain to parse the incoming speech signal into relevant linguistic units for decoding. Slow amplitude modulations in speech temporal envelope, which convey syllabic and prosodic information, have been shown to entrain oscillatory activity of auditory cortex in the theta frequency band (4-7 Hz), sampling the acoustic signal into syllable-sized units. Temporal information in speech is a foundation for oral language acquisition and development; accordingly, deficits in processing speech rhythmic cues have been described in developmental language disorders. This thesis sought to throw light on the neurocognitive processes underlying the perception of natural speech in children with typical and atypical language development (Specific Language Impairment – SLI – or Developmental Language Disorder – DLD) in three experimental studies. In a first magnetoencephalography (MEG) study, we unraveled the oscillatory dynamics in a group of French-speaking typically-developing children aged 8 to 13 years old during listening to naturally-produced sentences either at a normal or fast rate. Our results suggested two types of entrainment of cortical oscillations on the temporal envelope of normal rate speech: the first one occurred in the theta band in right auditory cortex whereas the second one was found in a frequency band centered on the mean syllabic rate of our stimuli in left anterior temporal regions. As to the fast rate condition, we showed cortico-acoustic coupling in the theta band in left (pre)motor areas, reflecting the role of the sensorimotor dorsal pathway in challenging listening conditions as well as in language development. In two other studies, we tested the hypothesis of an impairment to process speech syllabic rhythm, potentially underpinned by atypical oscillatory cortical dynamics, in children with developmental language disorders mainly at the expressive level. In a behavioral study, we examined how French-speaking children with expressive DLD (8-13 years old) processed speech naturally produced at a normal or fast rate, or artificially accelerated. Our results showed poorer performance to decode fast sentences, either accelerated naturally or artificially, in these children as compared to their typically-developing peers, which suggests a deficit in extracting speech syllabic information with increased modulation frequency in the amplitude envelope. The last study, identical to the first one in MEG conducted in typically-developing children, provided the first piece of evidence in favor of this interpretation by showing atypical cortical processing of syllabic information in children with DLD, which may account for the phonological and morpho-syntactic deficits frequently described in this developmental disorder. Reduced alignment of theta oscillatory activity in auditory cortex to normal rate speech has indeed been evidenced in children with DLD as compared to typically-developing children. Lack of synchronization of oscillations in left (pre)motor regions to amplitude envelope of fast rate sentences was also observed, which we interpreted as potential dysfunction of the dorsal stream in this population. To the best of our knowledge, the findings obtained in this thesis therefore provide first experimental evidence for (i) coupling between brain rhythms and rhythm of naturally produced speech in typically-developing children and (ii) atypical oscillatory cortical dynamics underlying normal and fast rate speech in children with developmental language disorders
Kassir, Hiba. "Liens entre les représentations phonologiques et l'acquisition de la morphosyntaxe chez les enfants arabophones libanais avec et sans trouble développemental du langage." Doctoral thesis, Universite Libre de Bruxelles, 2021. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/320589.
This dissertation is the first study that examines the relationship between the phonological representations and the acquisition of morphosyntactic mechanisms in Lebanese Arabic-speaking children with and without developmental language disorders. Moreover, it explores the possibility of finding a predictive role for the metalinguistic abilities and memory skills at the morphosyntactic development level, in its receptive and expressive aspects.A battery of experimental tasks was conducted and several matchings were undertaken based on the lexical receptive skills or morphosyntactic level as well as chronological age. Different linguistic tests were used such as the comprehension and the production of gender and number as well as metalinguistic tests such as lexical decision, inflectional morphological awareness, grammatical judgment and verbal working memory. Findings reveal a significant difference between children with developmental language disorder and their peers matched by lexical receptive age at the level of specification of phonological representations. Similarly, children with language disorders differ significantly from typically developing children, matched on chronological age in terms of language and non-language skills. This study also shows a difference between the level of production and the level of comprehension in the morphosyntax among children with developmental language disorders. The verbal prefixes /j/ and /t/ marking the gender in the present tense in Arabic have been identified as a clinical indicator of language disorder. There is an evident correlation between the tests of the linguistic and metalinguistic capacities, particularly at the level of morphological awareness and grammatical judgment in children with language disorders. However, a weak correlation is found between language skills and verbal working memory in the same group.
تعتبر هذه الأطروحة رائدة في دراسة العلاقة بين ال ّتمثيلات الفونولوجية واكتساب القواعدلدى ال ّطفل اللّبناني في إطار تطور اللغة الطبيعي والإ ّضطراب اللّغوي ال ّنمائي. وتهدف أيضاً الى ت ق ي ي م م ه ا ر ا ت ا ل و ع ي ا ل ل ّ غ و ي و ا ل ّ ذ ا ك ر ة ل ت ح د ي د ا ل م ه ا ر ة ا ل ّ ت ي ت ل ع ب د و ر ا ل م ؤ ّش ر ف ي ا ك ت س ا ب ق و ا ع د ا ل ل ّ غ ة .ت ّم إجراء ع ّدة إختبارات ضمن دراسات مقارنة بين المجموعتين، الأطفال مع تطور طبيعي وأولئك الّذين يظهرون ا ّضطراباً لغوياً نمائياًّ، على أساس تطابق في مستوى فهم المفردات، فهم القواعد أو في العمر الزمني. وقد تض ّمنت ال ّدراسة إختبارات لغو ّية لقياس الفهم وال ّتعبير في مجال مورفولوجيا ال ّنوع والعدد بالموازاة مع اختبارات الوعي المورفولوجي ال ّنحوي، الوعي التركيبي وال ّذاكرة العمل ّية. وقد أظهرت نتائج ال ّدراسة وجود تباين واضح في مستوى تمايز ال ّتمثيلات الفونولوجية عندمقارنة المجموعتين المتطابقتين في مستوى فهم المفردات. كما تب ّين أ ّن مستوى الفهم القواعدي يتق ّدم على مستوى ال ّتعبير لدى الأطفال مع اضطراب اللّغة ال ّنمائي. وكذلك أثبت ال ّدراسة ترابطاً متيناً بين القدرات القواعد ّية ومستوى مهارات الوعي اللّغوي لدى أطفال المجموعتين في حين أ ّن العلاقة بين القدرات القواعد ّية وال ّذاكرة العمل ّية بدت ضعيفة. كما ش ّكل استعمال المورفيم الخاص باتباع الفعلبالفاعل من حيث ال ّنوع مؤ ّشراً عياد ّياً بارزاً في هذا الإ ّضطراب اللّغوي.
Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
Miller, Miranda Elizabeth. "Sociability in Children with Developmental Language Disorder." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7493.
Richards, Susan Mary. "Rhythmic sensitivity and developmental language disorder in children." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/269930.
Sabbadin, Giorgia <1992>. "A comparison between bilingualism and developmental language disorder." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/16251.
Diehl, Aimee. "Developmental Language Disorders and Reticence in Childhood." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7395.
McKean, Cristina. "Investigating the development of a developmental disorder : mapping the trajectory of lexical development in specific language impairment." Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/1612.
Bain, Jody L. "Language development in children with attention deficit disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ52751.pdf.
Dawes, Emily Catherine. "The hidden language skill: oral inferential comprehension in children with developmental language disorder." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/56528.
Gifford, Taylor. "Nonword Repetition Errors in Childhood Apraxia of Speech, Speech Sound Disorder, and Developmental Language Disorder." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1588167731541878.
Jackson, Emily May. "Word learning and memory in children with developmental language disorder." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/83310.
Chen, Zen-Yong. "Language, cognition and the corpus callosum in adults with developmental language disorders." Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412721.
Lau, Kai-yan Dustin, and 劉啟欣. "Compound word processing: development and disorder." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B47249675.
published_or_final_version
Speech and Hearing Sciences
Doctoral
Doctor of Philosophy
PERSICI, VALENTINA. "Neural entrainment, hierarchical processing, and morphosyntactic and rhythmic predictions in typical development, in Developmental Dyslexia, and in Developmental Language Disorder." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2020. http://hdl.handle.net/10281/277377.
This work investigates prediction mechanisms and neural entrainment in children as the possible elements underlying both rhythmic and morphosyntactic processing. Both rhythmic meter and language are organized in hierarchical structures in which elements are ordered following specific rules (Fitch and Martins, 2014). Knowledge of these rules triggers compulsive expectancies regarding incoming material; these are assumed to be fundamental for efficient language and rhythmic processing and for reading (Guasti et al., 2017; Grüter, Rohde and Schafer, 2014; Miyake, Onishi and Pöppel, 2004; Persici et al., 2019). In this work we hypothesized that better hierarchical processing abilities in rhythm may transfer to the language domain, and that deficits in hierarchical processing may lead to language and/or reading disorders. To test whether abilities in making structure-based predictions correlate across domains, we investigated the abilities to infer the arrival of morphosyntactic and rhythmic material in groups of children with typical language development (TD) with or without musical training, and in participants with Developmental Dyslexia (DD). Results confirmed our hypotheses, as they showed better structure-based predictions in musician children than in non-musician TD children, and in TD children than in DD children. Results also suggested that efficiency of processing strategies improves with age. Secondly, we hypothesized that individual differences in strength of timing and content structure-based predictions may be the result of individual differences in the efficiency and precision with which brain oscillations entrain to auditory stimuli (‘neural entrainment’). To address these hypotheses, we tested the neural responses of TD children and of children with Developmental Language Disorder (DLD) in an experimental paradigm that was designed to elicit different metrical (hierarchical) interpretations. Results showed that all children were sensitive to hierarchical structures, and that individual differences in neural activity predicted individual differences in syntactic performance. Importantly, results also suggested that children with DLD might have atypical oscillatory activity in the gamma frequency band, which is important for hierarchical processing (Ding et al., 2017). In line with Fiveash et al. (submitted) and in Ladányi, Persici, et al. (submitted), we propose that neural oscillatory activity plays a key role in supporting the processing of both surface-level features and of syntactic structures in both musical rhythm and language, through an enhancement of structure-based prediction abilities; individual differences in neural entrainment will lead to individual differences in strength of predictions, which in turn will lead to individual differences in language and rhythm performance. The evidence presented in this work indicates that neural oscillatory activity gives an important insight into the language abilities of children and suggests that studying neural responses to rhythm in infancy may help predict the later development of language/reading disorders. Furthermore, our results suggest that musical training has positive effects on hierarchical processing, and that musical interventions centered on rhythm may enhance mechanisms of neural entrainment and timing, as well as hierarchical processing skills.
Carpenter, Allen LaRoy. "Assessment of Early Language Lateralization in Autism Spectrum Disorder." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1285003957.
Holm, Alison. "Speech development and disorder in bilingual children." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/183.
Seaberg, Capri Annissa. "The Effects of Social Communication Intervention on Emotion Inferencing in Children with Developmental Language Disorder." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6874.
Nicholls, Emily Joy. "Language-Mediated Eye Behaviors During Storybook Reading as aFunction of Preschool Language Ability." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9139.
Hall, Nancy E. "Examining the relationship between language and fluency in children with developmental language disorders." Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056121958.
Nicholls, Emily Joy. "Language-Mediated Eye Behaviors During Storybook Reading as a Function of Preschool Language Ability." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9139.
Beekman, Leah Michele. "CLEARLY MISUNDERSTOOD:THE AMBIGUOUS LANGUAGE TEST FOR STUDENTS WITH AND WITHOUT LANGUAGE DISORDER." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1563362510636297.
Hopkins, Zoë Louise. "Language alignment in children with an autism spectrum disorder." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60608/.
Broomfield, Jan. "Developmental speech and language disability : epidemiology and clinical effectiveness." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270784.
Edwards, Laura Ann. "Neural Precursors of Language in Infants at High Risk for Autism Spectrum Disorder." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23519638.
Madon, Zinnia. "Investigation of maze production in children with specific language impairment." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101867.
Lo, Bee Hong. "Indeterminacy in first and second languages: Case studies of narrative development of Chinese children with and without language disorder." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1353.
Norrelgen, Fritjof. "Development of working memory, speech perception and auditory temporal resolution in children with attention deficit hyperactivity disorder and language impairment /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-380-5.
Jackson, Henry Gilliam. "Evaluating the predictive value of parent reports of problem behavior, measures of ADHD, and children's language development on teacher ratings of behavioral adjustment in elementary school : longitundinal findings /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7928.
Mäkinen, L. (Leena). "Narrative language in typically developing children, children with specific language impairment and children with autism spectrum disorder." Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526206981.
Tiivistelmä Tutkimuksessa selvitettiin, millaiset ovat suomalaislasten kuvasarjakerronnan avulla arvioidut kerrontataidot. Tutkimukseen osallistui 4–8-vuotiaita tyypillisesti kehittyneitä lapsia (n = 172), 5–7-vuotiaita lapsia, joilla on kielellinen erityisvaikeus (SLI) (n = 19) ja 5–10-vuotiaita lapsia, joilla on autismikirjon häiriö (ASD) (n = 16). Tutkimuksessa käytettiin lingvistisiä (produktiivisuus, syntaksin monipuolisuus, kieliopillinen tarkkuus) ja pragmaattisia (viittaussuhteiden tarkkuus, tapahtumasisältö, mielentilailmaukset, diskurssipiirteet, kertomuksen ymmärtäminen) muuttujia, jotta kerrontataidoista saadaan kokonaisvaltainen kuva. Kaikkia muuttujia ei käytetty kaikkien tutkittavien kesken, vaan tutkimusmenetelmien valinta perustui tutkittavien kerronnan piirteisiin. Tyypillisesti kehittyvien lasten kerrontataidot kehittyivät kaikkien käytettyjen muuttujien osalta, mutta peräkkäisissä ikäryhmissä merkitsevä muutos havaittiin vain nuorempien ikäryhmien välillä. Kerronnan produktiivisuuden ja tapahtumasisällön välillä havaittiin yhteys, ja erityisesti eri saneiden määrä oli merkitsevä tapahtumasisällön selittäjä. Kerronnan lingvistinen ja pragmaattinen hallinta oli haastavaa lapsille, joilla on SLI. Heidän kertomuksensa olivat pituudeltaan, tapahtumasisällöltään ja mielentilailmauksiltaan niukempia sekä viittaussuhteiltaan epätarkempia kuin tyypillisesti kehittyvien lasten kertomukset. Lapset, joilla on SLI, tuottivat enemmän kieliopillisia virheitä kuin kontrollilapset, ja myös tarinan ymmärtäminen oli heille haastavaa. Kertomuksen lingvistinen rakenne oli likimain samankaltainen tyypillisesti kehittyneillä lapsilla ja lapsilla, joilla on ASD. Lapset, joilla on ASD, tuottivat tapahtumasisällöltään niukempia kertomuksia kuin kontrollilapset, ja lisäksi heidän tarinansa sisälsivät irrelevanttia tietoa. Kertomuksen ymmärtäminen oli myös vaikeaa lapsille, joilla on ASD. Tutkimus osoittaa, että 4–8-vuotiaiden kerrontataidoissa on kehitystä, mikä vaikuttaa olevan aktiivista erityisesti 4–5 ikävuoden aikana. Kerronnan vaikeudet ovat kielellisessä erityisvaikeudessa laaja-alaisia, kun taas autismikirjossa vaikeudet näkyvät ennemmin kerronnan pragmaattisessa hallinnassa
Clegg, Judy. "Developmental language disorders : a longitudinal study of cognitive, social and psychiatric functioning." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/11104/.
Rinaldi, Wendy Frances. "Understanding pragmatic meaning : a study of secondary school students with specific developmental language disorder." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021777/.
Parker, Amanda Mandee Kulaga. "Exaggerated Rhythm and Intonation Foster Receptive Language in School-Age Children with Autism Spectrum Disorder." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590880.
Traditionally, Melodic Intonation Therapy (MIT) has been used as means of increasing verbal output (expressive language) in individuals with Broca’s aphasia; however, recently MIT has been studied for its potential impacts on the autism spectrum disorder (ASD) population, as well. The purpose of this study was to examine the features of music (i.e., exaggerated pitch and/or rhythm) found in traditional MIT against traditional speech to determine the impact of these musical features on receptive language abilities in individuals with ASD. This study involved an ASD group and a typically developing (TD) group, both with school-age children. Each group was presented with an experimental protocol, which included prompting each subject with a simple verbal command to manipulate one of four objects that had been placed in front of them. These commands were presented in a traditional speech condition, an exaggerated intonation condition, or a rhythmically controlled condition. We hypothesized that the rhythmic condition would be the most successful for promoting auditory comprehension of verbal commands in the subjects with ASD. Our hypothesis was partially supported, as one of the ASD subjects found the most success with the rhythmically controlled commands; but the other ASD subject found intonation to be the most helpful condition. Both ASD subjects indicated that music was more successful than traditional speech for comprehending simple auditory commands. Future studies should extend to other age groups, and should also examine why these musical components are more successful than speech within the ASD population.
Mawhood, Lynn Dianne. "Autism and developmental language disorder implications from a follow-up in early adult life." Thesis, King's College London (University of London), 1995. https://kclpure.kcl.ac.uk/portal/en/theses/autism-and-developmental-language-disorder-implications-from-a-followup-in-early-adult-life(931e504b-c0cd-462f-9417-d12d58a96c34).html.
Geib, Ellen F. "The Role of Joint Attention in Pragmatic Language Development in Children with Autism Spectrum Disorders." Thesis, Seattle Pacific University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827170.
All children with autism spectrum disorders (ASD) present with some form of impairment in social communication. Social cognitive learning theory suggests children’s early joint attention skills provide a foundation for future language development. Preliminary research suggests social cognitive behaviors such as joint attention in the context of parent scaffolding may serve as a mechanism for language development in children with ASD. The current study utilized a parent-child free play task to explore the relations among parent and child attention and responsivity and child pragmatic language in 26 children ages 3:1 to 6:11 and their parents. Parent supported joint attention was assessed during a parent child free-play task. Pragmatic language ability was assessed by the Comprehensive Assessment of Spoken Language (CASL; Carrow-Woolfolk, 1999). Developmental status significantly predicted child’s pragmatic language score while controlling for overall verbal ability, F(2, 23) = 6.37, p = 0.01, ΔR2 = .15. Developmental status was not a significant predictor of parent supported joint attention, F(1, 24) = 1.09, p = 0.31, indicating that regardless of developmental status there was no significant difference in the percentage of time parents and children spent in parent supported joint attention. Children with autism spectrum disorders initiated joint attention with their parents (M = 0.28) about half as much as their typically developing peers (M = 0.55). Post hoc analyses indicated for children with ASD in this current study, initiation of joint attention was significantly correlated to child RJA, r = 0.60, p = 0.04, suggesting that child with ASD who initiate joint attention with their parents also spend a larger amount of time responding to their parent’s bids for joint attention. The interaction between developmental status and child RJA was also significant, F = 6.16, p =.02, ΔR 2 = .13, indicating that for children with ASD, responsiveness to their parent’s bids for joint attention of their parents plays a significant role for their pragmatic language ability in comparison to children with typically development. Collectively, the nature of these findings provides evidence for supporting social cognition in children with autism.
Anderson, Diane Ellen. "Language impairment : morphosyntactic development and its neurological correlates /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9906478.
Hill, Sheri L. "Language, behavior, and neurodevelopmental delay in children of adolescent mothers /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9132.
O'Kearney, Richard, and n/a. "Language for Emotions in Adolescence: Effects of Age, Gender, and Type of Emotional Disorder." Griffith University. School of Applied Psychology, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050831.145059.
O'Kearney, Richard. "Language for Emotions in Adolescence: Effects of Age, Gender, and Type of Emotional Disorder." Thesis, Griffith University, 2001. http://hdl.handle.net/10072/366816.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
Full Text
Noeder, Maia M. "The Impact of Parent-Child Factors on the Play Abilities of Children Diagnosed with Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder and Speech Language Impairment." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1300842663.
Frantz, Rebecca. "Coaching teaching assistants to implement naturalistic behavioral teaching strategies to enhance social communication skills during play in the preschool classroom." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23117.
Hedenius, Martina. "Procedural and Declarative Memory in Children with Developmental Disorders of Language and Literacy." Doctoral thesis, Uppsala universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-204245.
Belton, Emma. "Neural correlates of developmental speech and language disorders : a neuroimaging and neuropsychological investigation." Thesis, University College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412867.
Ahmad, Rusli Yazmin. "Do Children with Developmental Language Disorder Demonstrate Domain-Specific (Verbal) or Domain-General Memory Deficits?" Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510895890722091.
Glasby, Jaedene Terese. "Meeting the needs of students: What teachers know about developmental language disorder and inclusive practices." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/210531/1/Jaedene%20Terese_Glasby_Thesis.pdf.
Ho, Joses Wei-hao. "Functional investigation of microRNA pathways in human speech and language disorders." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:0e350300-03b0-4d0b-ba8f-6548d66494bc.
Ivey, Michelle Louise. "Priming as a Means of Increasing Spontaneous Verbal Language in Children with Autism Spectrum Disorder." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/56.
Alderson-Day, Benjamin David. "Verbal problem-solving, executive functioning and language development in autism spectrum disorders." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7993.
Stein, Adam W. Mr. "An In Depth Analyses of Specific Language Impairment as Compared to Other Developmental Disorders." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/467.
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