Дисертації з теми "Speech and languge therapy"
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John, Alexandra K. M. "Therapy outcome measures for benchmarking in speech and language therapy." Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392928.
Повний текст джерелаMerrick, Rosalind. "Children's views and speech and language therapy." Thesis, University of the West of England, Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501092.
Повний текст джерелаBALTZER, TATIANA. "PARENT EXPECTANCIES OF SPEECH AND LANGUAGE THERAPY." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1060884844.
Повний текст джерелаGifford, 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.
Повний текст джерелаKlop, Daleen. "Quality management in a private speech-language therapy practice." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/26577.
Повний текст джерелаGardner, Hilary. "Doing talk about speech : a study of speech/language therapists and phonologically disordered children working together." Thesis, University of York, 1994. http://etheses.whiterose.ac.uk/10803/.
Повний текст джерелаHeffner, Melissa E. "The Development and Implementation of a Music Therapy and Speech-Language Therapy Collaborative Model." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1482461323045229.
Повний текст джерелаClark, Charlotte. "Joint-Reminiscing between Parents and Their Preschoolers with Language Impairment." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10844764.
Повний текст джерелаUsing a semi-structured qualitative methodology, this study examines the symbolic and interactional abilities of preschool children with moderate to severe language impairment and of typically developing preschoolers and how they compare within the context of joint-reminiscing with a parent. Patterns of interaction were identified across three frames of analysis including, children’s contributions to reminiscing, breakdowns in orientation to shared past events, and breakdowns in conversation format. The analysis describes how participants in both group are negotiating event-related meanings, conversational expectations, and stances in time throughout reminiscing conversations. The results point to the same underlying mechanisms giving rise to these negotiations for both groups and provide demonstrations of how parents can facilitate and support such negotiations.
Grillandi, Andrea. "Natural Language Processing in Speech Therapy: An Italian Case Study." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/18392/.
Повний текст джерелаEveritt, Andrea. "Speech and language therapy in preschool children : assessing the problems." Thesis, University of Aberdeen, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=53351.
Повний текст джерелаChivers, Amanda Jane. "Ordinary magic : developing speech and language therapy through action learning." Thesis, University of Salford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400771.
Повний текст джерелаEnwefa, R., S. Enwefa, and Arnold Ph D. Nyarambi. "Speech-Language, Nutrition, and Behavior Therapy for Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8275.
Повний текст джерелаGriffith, Julie. "Post-Stroke Language Remediation Through Constraint-Induced Aphasia Therapy." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1415615475.
Повний текст джерелаSrinivasan, Nandini. "Acoustic Analysis of English Vowels by Young Spanish-English Bilingual Language Learners." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815722.
Повний текст джерелаSeveral studies across various languages have shown that monolingual listeners perceive significant differences between the speech of monolinguals and bilinguals. However, these differences may not always affect the phoneme category as identified by the listener or the speaker; differences may often be found between tokens corresponding to unique phonological categories and, as such, be more easily detectable through acoustic analysis. We hypothesized that unshared English vowels produced by young Spanish-English bilinguals would have measurably different formant values and duration than the same vowels produced by young English monolinguals because of Spanish influence on English phonology. We did not find significant differences in formant values between the two groups, but we found that SpanishEnglish bilinguals produced certain vowels with longer duration than English monolinguals. Our findings add to the ever-growing body of literature on bilingual language acquisition and the perception of accentedness.
Novello, Sandra. "Social validation survey on speech-language pathologists in the schools." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/s_novello_041410.pdf.
Повний текст джерелаTitle from PDF title page (viewed on Apr. 30, 2010). "Department of Speech and Hearing Sciences." Includes bibliographical references (p. 52-54).
Goodwin, Brittney M. "Parent's experiences accessing speech-language services across socioeconomic levels within private practice settings." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196195.
Повний текст джерелаThe purpose of this study was to investigate if socioeconomic status has a direct impact upon the accessibility of speech-language resources. A secondary purpose was to identify the possible barriers experienced by parents when accessing speech-language pathology resources. Online questionnaires were completed by 31 parents who had at least one child between the ages of 0-18 with or without a speech-language or hearing disorder, and were currently or previously received services at either Tichenor Orthopedic Clinic for Children in Long Beach, CA or Sounds Smart Speech Therapy in Placentia, CA. Results indicated that inverse relationship between the income level and the number of barriers experienced when accessing resources exists (i.e., income level increases = number of barriers experienced decreases). The results further indicated that the higher level of parental education, the sooner the child will be diagnosed. Further research is necessary to assist speech-language pathologists in facilitating parent education and identification of children with speech-language deficits (i.e., delays and/or disorders) across socioeconomic levels.
Graber, Elizabeth. "Evaluating Speech-Language Pathologists’ Transfer of Continuing Education Learning Outcomes to Their Practice Settings." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1593547874361376.
Повний текст джерелаDavenport, M. J., and Faith W. Akin. "A Multidisciplinary Approach to Vestibular Rehabilitation Therapy." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/2468.
Повний текст джерелаHolm, Alison. "Speech development and disorder in bilingual children." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/183.
Повний текст джерелаSchmitt, Mary Elizabeth. "Active Ingredients of Speech-Language Therapy in the Public Schools for Children with Language Impairment." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1369336501.
Повний текст джерелаRadanov, Bosko. "Evaluations of /r/ attempts of children in speech therapy by speech-language pathologists and child educators." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32139.
Повний текст джерелаMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
Perez, Rachel. "Perspectives of Bilingual Speech-Language Pathology Assistants (SLPAs)| Are They Prepared to Assist with Non-Biased Assessments?" Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750207.
Повний текст джерелаA central challenge in California is how best to provide speech and language services to linguistically and culturally diverse (CLD) populations, given that only a small percentage of speech-language pathologists (SLPs) identify as bilingual. The present thesis investigated whether bilingual speech-language pathology assistants (SLPAs) can serve as suitable collaborators with SLPs in the process of carrying out screenings and assessments of CLD students/clients. A survey was administered to 6 bilingual SLPAs who reported that they currently assist with bilingual assessment. The results revealed that these participants expressed confidence in their ability to assist in assessments of CLD students/clients. This confidence seems to stem from their linguistic fluency, as well as from their cultural competency. Moreover, these SLPAs reported making use of materials and procedures identified as best practices. However, training for assisting in CLD assessments was largely obtained during work experience, not from formal coursework. Future research will be needed to identify how SLPA training programs can best train bilingual SLPAs to competently assist in CLD assessments in California schools and clinics.
Eckstrom, Alyse. "The confidence, competence, and knowledge of speech-language pathologists in the assessment and treatment of patients with psychotic disorder." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196189.
Повний текст джерелаDue to the limited research of speech language pathologists’ (SLP) working with patients with psychotic disorders, the purpose of this study was twofold. The first purpose was to investigate currently practicing SLPs’ confidence, competence, and knowledge when assessing and treating communication and swallowing disorders in these patients. The second purpose of this study was to highlight the importance and need to further research, provide more resources, and educate SLPs in this scope of practice. The present study utilized a 26 item survey, completed by 29 certified and licensed SLPs. This paper sought to identify correlations between an SLP’s number of years of experience he or she has and their confidence levels when assessing and treating patients with psychotic disorders. Results of a correlational analyses showed that there was a weak correlation between the number of years of experience an SLP has and his or her confidence levels in identifying symptoms related to communication. There was also no statistical significance between the number of years of experience of an SLP and assessing and diagnosing communication impairments in patients with psychotic disorders. This study also investigated correlations between an SLP’s number of training courses taken specific to patients with psychotic disorders and their confidence levels when assessing and treating these patients. Results revealed a strong positive correlation regarding the number of formal training courses specific to patients with psychotic disorders and the participant’s level of confidence in accurately identifying symptoms related to speech and communication impairments. Given the paucity of research available for practicing SLPs in the assessment and treatment of patients with psychotic disorders, this study’s results support the need for more research and education of SLPs serving this population.
Croft, Stephen. "Word-finding Difficulties in Bilingual Aphasia : Implications for Speech Language Therapy." Thesis, City University London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522909.
Повний текст джерелаPerry, Benjamin. "The perception of disordered /[inverted r]/ of children in speech therapy by peers and speech-language pathologists." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32054.
Повний текст джерелаMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
Mataiti, Helen. "Clinical Supervisor Characteristics Valued By Practising Speech Language Therapists." Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/1535.
Повний текст джерелаGuntupalli, Vijaya K., (Guntupalli) Chaya D. Nanjundeswaran, Joseph Kalinowski, and Vikram N. Dayalu. "Past Speech Therapy Experiences of Individuals Exploring a New Stuttering Treatment." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1766.
Повний текст джерелаFagelson, Marc A. "Tinnitus Retraining Therapy (TRT) in Practice." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1652.
Повний текст джерелаBebbington, Diane. "Speech and language therapy : gender, science and the health division of labour." Thesis, Institute of Education (University of London), 2000. http://eprints.ioe.ac.uk/7301/.
Повний текст джерелаWarner, Katrina S. "The narrative structure of children's books used in language therapy| An analysis." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1568905.
Повний текст джерелаChildren with language impairments frequently benefit from language intervention which utilizes children's books. However, careful selection of the children's books by interventionists must be done, as these children are frequently delayed in narrative abilities. This research investigates the narrative level of children's books used in language intervention with three methodologies of narrative analysis. Results indicate that children's books have narratives that span across developmental levels; revealing that not all books are appropriate for all children in narrative terms. Clinical implications are discussed.
Andrews, Courtney M. "Speech Therapy via Telepractice: A New Direction for Rural Health." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1500.
Повний текст джерелаCampbell, Sarah E. "THROMBOLYSIS AND EARLY SPEECH AND LANGUAGE RECOVERY AFTER STROKE." UKnowledge, 2018. https://uknowledge.uky.edu/rehabsci_etds/49.
Повний текст джерелаCarlin, Charles Hubert. "A comparative study of elementary school principals' and speech language pathologists' perceptions of integrated classroom-based speech language services." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1247169396.
Повний текст джерелаCarlin, Charles H. "A comparative study of elementary school principals' and speech language pathologists' perceptions of integrated classroom-based speech language services." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1247169396.
Повний текст джерелаTitle from PDF t.p. (viewed Mar. 8, 2010). Advisor: Anita Varrati. Keywords: Speech language services; perceptions; principals; integrated classroom-based services. Includes bibliographical references (p. 147-162).
Willey, Tanya. "Speech-language pathologists' input to toddlers in early intervention| A pilot study." Thesis, University of New Hampshire, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591853.
Повний текст джерелаCaregivers interacting with young children in natural settings have been found to provide language input that is in tune with the child's output in terms of mean length of utterance (MLU). Previous research suggests that caregivers provide language input within the child's proximal zone of language development, that is 2.0-3.0 morphemes ahead of their child's MLU. The purpose of this exploratory study was to investigate whether speech-language pathologists (SLP) working in early intervention tailor their input in the same way.
Communication interactions between six speech-language pathologists and their toddler aged clients between the ages of 28 and 33 months were audio recorded during one of their regularly scheduled speech and language intervention sessions. MLUs for the SLPs and the children were calculated for each intervention dyad via the Systematic Analysis of Language Transcripts (SALT) version 2012 computer software program. The MLU of each SLP was then compared to the MLU of her client. Data analysis revealed that three of the six SLPs directed their language input to the child at levels within the child's proximal zone of language development, between 2.0 and 3.0 morphemes greater than the child's MLU. The other three SLPs provided input at levels that exceeded the 2.0 to 3.0 morpheme range. Qualitative analysis suggest that factors other than the children's MLUs, such as their language comprehension levels, may have been a factor in the complexity levels of the SLPs input. Future research, employing larger sample sizes and careful measures of the children's language comprehension and cognitive levels, is indicated.
Messamer, Paula J. "Self-reported and partner-reported functional communication and their relation to language and non-verbal cognition in mild to moderate aphasia." Thesis, University of Colorado at Boulder, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108706.
Повний текст джерелаPurpose: Non-verbal cognition and language functions were examined in adult stroke survivors with aphasia. The specific purpose of the study was twofold: 1) to examine the relationship between self-reported outcomes from people with aphasia (PwA), measures of non-verbal cognition (Delis-Kaplan Executive Function Systems Test (D-KEFS), Delis, Kaplan, & Kramer, 2001) and measures of language (Western Aphasia Battery-Revised (WAB-R), Kertesz, 2007; Boston Naming Test Second Edition (BNT-2), Kaplan, Goodglass, & Weintraub, 2001) and 2) to examine these same relationships using partner-reported outcomes for that same group of PwA. This study used the Aphasia Communication Outcome Measure (ACOM, Doyle et al., 2013) to gather both self-reported ACOM data and partner-reported ACOM data (ratings of the person with aphasia’s communication made by a regular conversation partner).
Method: Seventeen participants with aphasia underwent examination with an extensive test battery including measures of functional communication, non-verbal cognition, and language impairment. In addition, 16 of their regular communication partners rated functional communication performance.
Results: Self-reported functional communication is strongly related to the number of errors committed on the D-KEFS design fluency test (r = .81, p = .001). Furthermore, a modified form of the D-KEFS design fluency test (in which the examinee is allowed unlimited time) shows that the proportion of errors contributes significantly to a two- predictor linear regression model. These two predictors account for 66% of the variance in self-reported functional communication ratings. These results suggest that non-verbal cognition for people with mild to moderate aphasia may serve an important role in functional communication. By contrast, self-reported functional communication was uncorrelated with aphasia severity (r = .04, p = .88), naming performance on either the WAB-R (r=.059, p=.823) or the BNT-2 (r=.097, p=.713), and category fluency (r=.086, p=.741). Partner-reported functional communication was highly correlated to the naming subtest on Western Aphasia Battery-Revised (WAB-R) scores (r=.71, p=.02) and to performance on the Boston Naming Test (BNT-2; r=.56, p=.026).
Partner-reported functional communication was also strongly predicted based on the number of animals named during the category fluency task on the WAB-R (r=.782, p=.000). A linear regression model including WAB-R category fluency accounted for 61.1% of the variance in partner-reported ratings. A second linear regression adding naming as a predictor was not significant (Fchange = 2.18, p=.163). By contrast, none of the non-verbal cognition measures were useful predictors of partner-reported functional communication. These results suggest that aphasia severity serves an important role in partner ratings of functional communication whereas non-verbal cognition does not.
Taken together, these results suggest that PwA and their partners rely on different aspects of communication when judging functional communication.
Further work to explore the use of patient-reported outcome (PRO) measures and to identify factors that contribute to self-reported functional communication is needed. The discussion addresses the appropriateness of using PRO measures in aphasia and the use of surrogate reports.
Williamson, Lauren. "Exploring speech-language pathologist knowledge and confidence around working with children with health conditions." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556742797784681.
Повний текст джерелаStruthers, Patricia. "The role of occupational therapy, physiotherapy and speech and language therapy in education support services in South Africa." Thesis, University of the Western Cape, 2005. http://hdl.handle.net/11394/8475.
Повний текст джерелаThis thesis investigated the education support services provided by occupational therapists, physiotherapists and speech and language therapists in the Western Cape Province of South Africa. Changes in the education policy in South Africa to an inclusive education system have major implications for the way therapists provide support. Therapists have been challenged to move from a medical model of support with a focus on highly specialised treatment for a small number of individual learners with disabilities, to a systemic and health promoting model which focuses on support for the education system, including all learners, teachers and parents. The aim of this research was to develop an appropriate and integrated approach for therapists to support schools within an inclusive and health promoting schools framework in South Africa. Participatory action research using quantitative and qualitative methodology was used. Two surveys were conducted in the Western Cape Province. The first was a survey of all therapists to determine who was working with pre-school and school-aged learners and where. The second survey was of all therapists working in special schools and a small number of private practitioners to identify the roles of the therapists in providing direct and indirect support. In two of the seven education districts in the province, focus group discussions were held with 45 teachers from special and ordinary schools, and 21 parents of school-aged learners - to identify the support they needed. Workshops, incorporating focus groups, were also held with the therapists to, firstly, identify the support they needed to give to learners, teachers, parents and the education system and, secondly, to identify the competencies they needed to give this support. The data from the surveys were subjected to simple descriptive statistical analysis. These analyses reveal that therapists have a very wide range of roles relating to direct support, including: assessment, intervention with individual learners and learners in groups, and evaluation. Interventions include the development of hearing, speech and communication skills; skills for activities of daily living; life skills; home management skills; work related skills; motor function skills; and play and leisure skills. Therapists from different disciplines frequently provide the same type of support. Indirect support provided includes support for the schools system, teachers and parents. Thirty six percent of the therapists in this study want to increase the proportion of time they spent on indirect support. The study also revealed that multidisciplinary collaboration and teamwork were Teachers involved in the study identified that they need an enormous amount of support in fulfilling their crucial roles in identifying barriers to learning; identifying the support learners need; and addressing the barriers. This includes the need for support to teach a diverse group of learners; adapting content, presentation and evaluation of the curriculum; adapting the physical environment; accepting new roles of teachers and therapists; making changes to the school system; developing relationships with the parents; addressing challenges related to socio-economic problems; networking with the community; facilitating positive attitudes to diversity; developing supportive relationships with therapists; and further training poorly developed. Teachers involved in the study identified that they need an enormous amount of support in fulfilling their crucial roles in identifying barriers to learning; identifying the support learners need; and addressing the barriers. This includes the need for support to teach a diverse group of learners; adapting content, presentation and evaluation of the curriculum; adapting the physical environment; accepting new roles of teachers and therapists; making changes to the school system; developing relationships with the parents; addressing challenges related to socio-economic problems; networking with the community; facilitating positive attitudes to diversity; developing supportive relationships with therapists; and further training. Parents in this study indicated that they need access to education and support for their children, including direct support for their children; effective means of communicating with their children; specific competencies to facilitate caring for their children; emotional support; advocates to work with them in support of their children addressing environmental physical and attitudinal barriers, and developing a supportive community; and supportive relationships with therapists.
Rivera, Perez Jean F. "The Use of Text-to-Speech to Teach Vocabulary to English Language Learners." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470753301.
Повний текст джерелаManlapaz, Nicole M. "Speech-language Pathologists and Behavior Analysts| How Is Collaboration Viewed among Their Professions?" Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784372.
Повний текст джерелаThe purpose of this qualitative, phenomenological study is to explore the perspectives of Speech-Language Pathologists (SLPs) and Behavior Analysts (BAs) related to their scopes of practice and their influence on collaboration. A methodological overview of qualitative, phenomenological interviewing will be described. Based on a collective analysis of the participants’ responses, several themes emerged related to barriers to collaboration between SLPs and BAs such as the following: (a) Influence of schedules and personality characteristics; (b) Lack of consensus of the relationship between behavior and communication; (c) Professional territorialism; (d) Perception of other professional’s level of competency; (5) Different theoretical backgrounds; and (e) Perceived inequities about insurance approval for therapy. The perspectives of SLPs and BAs are reported within each barrier to collaboration in order to provide further insight between these two professionals. Lastly, the importance of an interprofessional approach to collaboration when treating individuals with Autism Spectrum Disorders is reviewed.
Misencik, Leann. "Relationships Between Auditory Temporal Processing, Language, and Reading Abilities in School-Aged Children." Thesis, Southern Connecticut State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286118.
Повний текст джерелаPrevious research indicates that auditory temporal processing is related to phonological processing abilities in individuals with reading difficulties; however, additional research is needed that comprehensively investigates the relationships between specific auditory temporal processing, language, and reading skills in children. The purpose of the current study was to examine these relationships in school-aged children, using a comprehensive battery of clinically-relevant assessments. Statistically significant positive relationships were found between performance on tasks of temporal ordering and phonological awareness. No significant relationships were found between temporal resolution and phonological awareness tasks, or between temporal processing and reading tasks. This information provides additional insight into the relationship between auditory temporal processing and the phonological awareness skills that are critical for success in reading, and may contribute to the development of interventions to improve the phonological awareness abilities of struggling readers.
Ashley, Cochran Marie. "Dysphagia in COVID-19 Patients from the Speech Language Pathologists Perspective." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1624456517758505.
Повний текст джерелаFriberg, Jennifer Campion Jerich Kenneth Frank. "Perceptions of school-based speech-language pathologists regarding the referral-making practices of public school teachers." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1221693051&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177683745&clientId=43838.
Повний текст джерелаTitle from title page screen, viewed on April 27, 2007. Dissertation Committee: Kenneth Jerich (chair), Adel AL-Bataineh, Fabiola Ehlers-Zavala, Heidi Harbers. Includes bibliographical references (leaves 93-98) and abstract. Also available in print.
Letsky, Sarah Michelle. "The Nature of the Relationship of Speech and Language Impairment and Speed of Processing Time." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270086733.
Повний текст джерелаPringle, Eve. "Research and practice : an empirical study of the 'therapy' occupations." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324661.
Повний текст джерелаTomblinson, Shauna. "Speech-Language Pathologists as Expert Witnesses in Court Cases." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/theses/2823.
Повний текст джерелаWillet, Holly. "Effects of treatment on finite morphemes in children with specific language impairment /." abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1404975.
Повний текст джерелаStansfield, Jois Elizabeth. "Education for practice : the development of competence in speech and language therapy students." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1670/.
Повний текст джерелаAbrahams, Kristen. "A case study of emerging practice in speech-language therapy in a community practice context." Doctoral thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31047.
Повний текст джерелаSnook, Katherine Dorothy Ms. "Telephone-based Script Training and Generalization for Aphasia." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372865259.
Повний текст джерела