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Penn State University
1.
Cadely, Farlah Antonia.
EXAMINING OROFACIAL SOMATOSENSATION DIFFERENCES IN ADULTS WITH AND WITHOUT ADHD.
Degree: 2018, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/15174fxc51 
► Individuals with attention-deficit/hyperactivity disorder (ADHD) have reported secondary symptoms such as speech problems, somatosensory impairments, and sensory processing deficits. Current research efforts to assess these…
(more)
▼ Individuals with attention-deficit/hyperactivity disorder (ADHD) have reported secondary symptoms such as speech problems, somatosensory impairments, and sensory processing deficits. Current research efforts to assess these symptoms have focused on children with ADHD. The purpose of this study was to investigate the relationship of these secondary symptoms in adults with ADHD compared to age-matched controls. Twenty adults with ADHD and 20 age-matched adults without ADHD were recruited for this study. All participants provided a speech sample, completed bilateral lip and tongue somatosensory assessments, and completed the Adult/Adolescent Sensory Profile (AASP). Differences between groups were assessed using independent t-tests. Although individuals with ADHD demonstrated increased reading time, decreased reading accuracy, and decreased tactile detection and discrimination abilities; none reached the level of significance. Adults with ADHD reported significantly more sensory under- and over-responsivity behaviors. Correlational analyses were used to assess the relationship between reading time and accuracy, 2-pt discrimination, tactile detection and discrimination, and prevalence of sensory under- and over-responsivity behaviors in adults with ADHD. Decreased two-point discrimination abilities in left tongue and right lip were correlated with the speech measures: passage time (r (40) = 0.333, p = .036) and passage errors made (r (40) = -0.317, p = .046), respectively. Sensory over-responsivity was correlated with two of the somatosensory measures: tactile detection left tongue (r (37) = 0.341, p = .039) and tactile discrimination right tongue (r (37) = 0.341, p = .039). These results suggest adults with ADHD over respond to stimuli as a result of decreased sensitivity.
Advisors/Committee Members: Nicole Michele Etter, Thesis Advisor/Co-Advisor, Kristina A Neely, Committee Member, Carol Anne Miller, Committee Member.
Subjects/Keywords: attention-deficit/hyperactivity disorder (ADHD); orofacial somatosensation; sensory processing; sensory under-responsivity; sensory over-responsivity
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APA (6th Edition):
Cadely, F. A. (2018). EXAMINING OROFACIAL SOMATOSENSATION DIFFERENCES IN ADULTS WITH AND WITHOUT ADHD. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15174fxc51
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cadely, Farlah Antonia. “EXAMINING OROFACIAL SOMATOSENSATION DIFFERENCES IN ADULTS WITH AND WITHOUT ADHD.” 2018. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/15174fxc51.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cadely, Farlah Antonia. “EXAMINING OROFACIAL SOMATOSENSATION DIFFERENCES IN ADULTS WITH AND WITHOUT ADHD.” 2018. Web. 20 Jan 2021.
Vancouver:
Cadely FA. EXAMINING OROFACIAL SOMATOSENSATION DIFFERENCES IN ADULTS WITH AND WITHOUT ADHD. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/15174fxc51.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cadely FA. EXAMINING OROFACIAL SOMATOSENSATION DIFFERENCES IN ADULTS WITH AND WITHOUT ADHD. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15174fxc51
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
2.
Chapman, Kate M.
One Good Turn Deserves Another: Constraint Hierarchies for Action Selection in Bimanual Rotation.
Degree: 2013, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/18954
► The primary aim of this thesis was to understand action selection in object manipulation. The four experiments presented in this thesis were designed to address…
(more)
▼ The primary aim of this thesis was to understand action selection in object manipulation. The four experiments presented in this thesis were designed to address the degrees of freedom problem by seeking to identify the constraints that are brought to bear in object manipulation tasks. I investigated constraints at the cognitive level of the action selection system, specifically considering constraints related to the goals and intentions of the actor. In addition to identifying the relevant constraints in object manipulation, I also sought to determine whether the relative priority of the identified constraints was consistent, or instead shifted based on the demands of each task.
I conducted a series of bimanual rotation experiments to address these questions. In Experiment 1, I found that participants tended to complete rotations that allowed them to end with comfortable postures on the handles. This tendency to end comfortably was more important than the tendency to start the rotation in a comfortable posture or the preference to pronate in rotation. I also found that it was more important for participants to pronate in rotation than to start the rotation in comfortable postures. Experiment 1’s results also revealed that participants rotated the disks in symmetry on the majority of trials, both for sequential rotation and simultaneous rotation. This suggested that ending comfortably and rotating symmetrically were both very important constraints in action selection for this task.
Experiments 2 and 3 were designed to determine the relative priority of two important constraints: the preference to end in a comfortable posture and the preference to rotate in symmetry. The results of Experiments 2 and 3 revealed that both constraints were very important in bimanual rotation. I found that when it was possible to satisfy both constraints without incurring a high cost (in the form of adopting an extreme initial grasping posture), participants selected actions that allowed them to both end comfortably and rotate symmetrically. However, on trials in which satisfying both constraints concurrently did incur a high cost (extreme grasping postures), participants tended to satisfy one of the two constraints, but not both. Whether they prioritized ending comfortably or moving symmetrically critically depended on whether they rotated their hands simultaneously or sequentially. Overall, the results of Experiments 2 and 3 demonstrated that both end-
state comfort and symmetry were very important constraints in action selection for bimanual rotation. In addition, the action selection system was critically flexible and sensitive to the demands of the task on a trial-by-trial basis.
The final experiment extended the results of Experiments 2 and 3 by investigating the role of extreme postural rotation in the perceived comfort of a bimanual posture. The results of Experiment 4 demonstrated that bimanual postures including at least one extreme grasp were much less comfortable than other postures without extreme rotation. In addition,…
Advisors/Committee Members: David A. Rosenbaum, Dissertation Advisor/Co-Advisor, Judith Fran Kroll, Committee Member, Bradley Paul Wyble, Committee Member, Carol Anne Miller, Committee Member.
Subjects/Keywords: action selection; object manipulation; end-state comfort; bimanual rotation; bimanual action; motor planning
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APA (6th Edition):
Chapman, K. M. (2013). One Good Turn Deserves Another: Constraint Hierarchies for Action Selection in Bimanual Rotation. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18954
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Chapman, Kate M. “One Good Turn Deserves Another: Constraint Hierarchies for Action Selection in Bimanual Rotation.” 2013. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/18954.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chapman, Kate M. “One Good Turn Deserves Another: Constraint Hierarchies for Action Selection in Bimanual Rotation.” 2013. Web. 20 Jan 2021.
Vancouver:
Chapman KM. One Good Turn Deserves Another: Constraint Hierarchies for Action Selection in Bimanual Rotation. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/18954.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chapman KM. One Good Turn Deserves Another: Constraint Hierarchies for Action Selection in Bimanual Rotation. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18954
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
3.
Serpentine, Elizabeth Clark.
The Effects of Teaching Open-ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence.
Degree: 2012, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/13882
► Social dysfunction has been called the most central and disabling feature of Asperger Syndrome (AS). Without intervention, individuals with AS do not outgrow deficits in…
(more)
▼ Social dysfunction has been called the most central and disabling feature of Asperger Syndrome (AS). Without intervention, individuals with AS do not outgrow deficits in the area of social skills. Implementing social skills interventions that improve an individual’s social competence may help to prevent some negative outcomes associated with AS. However, there is a paucity of empirical research to support that individuals with AS can acquire social competence via direct instruction of social skills. To address this critical problem, the purpose of the current investigation was to develop, implement, and evaluate an instructional protocol to teach individuals with AS to ask open-ended partner-focused questions in social interactions with typically developing students (TDS), and to determine if this skill would improve the perception of communicative competence. A single subject multiple probe research design across three participants was implemented and was replicated across two additional participants. Each participant with AS was paired with one TDS participant to form a dyad. Data during baseline, instruction, and maintenance phases were collected within the dyad, while participants with AS were paired with a new TDS participant for data collection in the generalization phase. Participants with AS were taught an instructional program that included: (a) defining open-ended partner-focused questions and “rules” for asking open-ended partner-focused questions, (b) demonstrating how to ask open-ended partner-focused questions, (c) completing conversation strips by inserting and/or generating open-ended partner-focused questions, and (d) role-playing asking open-ended partner-focused questions. All participants increased use of open-ended partner-focused questions in 10-min conversations with typically developing students following approximately 3 to 4 hrs of instruction. Each participant with AS also generalized increased use of open-ended partner-focused questions to a 10-minute conversation with a new communication partner. Additionally, all five participants with AS maintained the ability to ask open-ended partner-focused questions for at least six weeks post-intervention. Finally, six TDS participants judged the participants with AS to be more competent conversation partners following instruction in the protocol. Results, clinical implications, and future research directions are discussed.
Advisors/Committee Members: Kathryn D R Drager, Dissertation Advisor/Co-Advisor, Janice Catherine Light, Committee Member, Carol Anne Miller, Committee Member, David Brent Mcnaughton, Committee Member.
Subjects/Keywords: Autism; Asperger's; Communicative Competence; Partner Focused Questions; social skills
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APA (6th Edition):
Serpentine, E. C. (2012). The Effects of Teaching Open-ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13882
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Serpentine, Elizabeth Clark. “The Effects of Teaching Open-ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence.” 2012. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/13882.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Serpentine, Elizabeth Clark. “The Effects of Teaching Open-ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence.” 2012. Web. 20 Jan 2021.
Vancouver:
Serpentine EC. The Effects of Teaching Open-ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/13882.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Serpentine EC. The Effects of Teaching Open-ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/13882
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
4.
Na, Ji Young.
Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome.
Degree: 2015, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/26413
► Children with Down syndrome often have more restricted emotion expression and recognition skills than their peers who are developing typically. Some individuals with Down syndrome…
(more)
▼ Children with Down syndrome often have more restricted emotion expression and recognition skills than their peers who are developing typically. Some individuals with Down syndrome have limitations in producing speech and in understanding of the speech and language of others. Effectively designed interventions may help facilitate optimal communication and functioning. However, due to a lack of awareness and resources, parents and professionals usually provide limited opportunities for these children to discuss emotions. Children who are unable to use spoken language effectively to meet their communication needs often benefit from aided Augmentative and Alternative Communication (AAC), meaning that well-designed communication tools may help children with Down syndrome communicate about emotions.
The current study used a single-subject multiple-baseline across participants design with three parent-child dyads in order to investigate the effect of an instructional program on parents’ provision of opportunities for emotion communication using aided AAC. The parents learned to ask open-ended questions (i.e., questions that cannot be answered by yes or no) relating to the type (e.g., angry), reason (e.g., It’s broken), and solution (e.g., Ask for help) for a book character’s emotions during shared reading activities with their children. This was done in order to provide the children with opportunities to converse about emotions in a familiar context. The parents also designed and used emotion communication picture boards for use during the activity.
This investigation provides evidence that the Strategies for Talking about Emotions as PartnerS (STEPS) instructional program is effective for improving parents’ provision of opportunities for discussing emotions during storybook reading with children who have Down syndrome. All participating parents used the emotion communication strategy immediately following a one-time instructional session and continued to use it for the remaining phases of the study. The children participated more actively in the discussion by making comments about emotions when parents provided more opportunities to their children. All parents indicated that they would use the strategy during future storybook reading activities. This dissertation discusses the results and directions for future research.
Advisors/Committee Members: Krista M Wilkinson, Dissertation Advisor/Co-Advisor, Kathryn D R Drager, Committee Member, Carol Anne Miller, Committee Member, Carrie Neal Jackson, Committee Member.
Subjects/Keywords: Augmentative and Alternative Communication; Emotion; Children with Down syndrome; Storybook; Instruction and Intervention
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APA ·
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Manager
APA (6th Edition):
Na, J. Y. (2015). Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26413
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Na, Ji Young. “Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome.” 2015. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/26413.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Na, Ji Young. “Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome.” 2015. Web. 20 Jan 2021.
Vancouver:
Na JY. Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/26413.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Na JY. Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26413
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
5.
Whyte, Elisabeth M.
predictors of figurative and pragmatic language comprehension in children with autism and typical development.
Degree: 2012, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/15246
► Children with autism often have difficulties with learning various aspects of language, including vocabulary and syntax. Children with autism spectrum disorders also often have a…
(more)
▼ Children with autism often have difficulties with learning various aspects of language, including vocabulary and syntax. Children with autism spectrum disorders also often have a difficult time understanding the pragmatic and figurative (nonliteral) aspects of language, as in idioms such as “it’s raining cats and dogs” or “hit the sack”. Learning the figurative meaning of nonliteral phrases from the context of conversations, along with learning the appropriate pragmatic use of language in context, may require a combination of cognitive and social processes, along together with fundamental semantic and syntactic skills. The current study examined figurative and pragmatic language abilities in children ages 5 to 12 with autism (ASD) compared to an age-matched typically-developing (TD) group and a language-matched TD group. The current study also examined the relationship between pragmatic and figurative language comprehension and multiple predictors: vocabulary, syntax, theory of mind, social skills, and working memory. Results suggest that idiom comprehension may not be specifically impaired in ASD beyond delays in structural language abilities such as syntax. Syntax, vocabulary (or both) were always significant contributors to performance on idioms, other figurative/nonliteral expressions, and pragmatic expressions, across three methods of analyses. Multiple regressions indicated that in addition to basic language skills, social skills contributed to understanding pragmatic expressions. For figurative/nonliteral expressions, both social skills and Theory of Mind (TOM) contributed to comprehension in addition to basic language skills. For idioms, TOM skills contributed to comprehension in addition to basic language skills. The findings overall fit particularly well with dynamic systems and neuroconstructivist theorizing on how multiple language, cognitive, and social processes work together in supporting the learning and use of nonliteral expressions in language by TD and ASD children of ages 5 to 12 years.
Advisors/Committee Members: Keith E Nelson, Dissertation Advisor/Co-Advisor, Reginald Adams Jr., Committee Member, Rick Owen Gilmore, Committee Member, Carol Anne Miller, Committee Member.
Subjects/Keywords: language; autism; theory of mind; pragmatic language; figurative language
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Manager
APA (6th Edition):
Whyte, E. M. (2012). predictors of figurative and pragmatic language comprehension in children with autism and typical development. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15246
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Whyte, Elisabeth M. “predictors of figurative and pragmatic language comprehension in children with autism and typical development.” 2012. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/15246.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Whyte, Elisabeth M. “predictors of figurative and pragmatic language comprehension in children with autism and typical development.” 2012. Web. 20 Jan 2021.
Vancouver:
Whyte EM. predictors of figurative and pragmatic language comprehension in children with autism and typical development. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/15246.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Whyte EM. predictors of figurative and pragmatic language comprehension in children with autism and typical development. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/15246
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
6.
Khan, Kiren S.
The Relation Between Cognitive Skills and Language Skills in Typically Developing 3 1/2 to 6 Year Olds.
Degree: 2013, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/19808
► Some prior research has examined how cognitive components contribute to young children’s progress in language acquisition, but the majority of these studies have focused on…
(more)
▼ Some prior research has examined how cognitive components contribute to young children’s progress in language acquisition, but the majority of these studies have focused on a specific component such as phonological short term working memory and how it relates to either concurrent vocabulary levels or vocabulary learning. The present study is the first to ask how multiple information processing components, including phonological short term working memory, and executive functions (EF) including inhibitory control processes, speeded processing, planning, goal setting and management, goal-directed search and retrieval, monitoring, shifting, coordination, and attentional flexibility pattern together in their contributions to children’s language. Furthermore, the current study examines how these varied cognitive components differentially contribute to vocabulary, syntax, and narrative domains in children between the ages of 3 ½ and 6 years. Results reveal that children’s narrative production and comprehension are best predicted by the most complex EF tasks which recruit attentional flexibility, executive goal management, monitoring, coordination, and inhibitory control, along with simple EF tasks which require planning. Syntax production is best predicted by phonological working memory, as well as a set of simple EF skills including updating and monitoring, and inhibition, and complex EF skills including attentional flexibility, shifting, and coordination. Syntax comprehension, in contrast, is only supported by simple EF planning, updating and monitoring skills, and the complex EF skills underlying card sorting and switching performance. And finally, vocabulary comprehension and production is best predicted by a set of simple EF skills including goal-setting, inhibition, planning, and updating and monitoring. Overall, our results reveal the dynamic recruitment and coordination of more and more EF functions as the domains of language shift from vocabulary, to simple syntax, to complex syntax, to narrative. Implications are discussed including possible refinement in theories of language acquisition as well as in strategies for children's language remediation to better accommodate the important roles of a broad range of cognitive functions that develop at different rates in different children.
Advisors/Committee Members: Keith E Nelson, Dissertation Advisor/Co-Advisor, Judith Fran Kroll, Committee Member, Rick Owen Gilmore, Committee Member, Carol Anne Miller, Committee Member.
Subjects/Keywords: Child Language Acquisition; Executive Function; Working Memory; Narrative Skills; Syntax Acquisition; Vocabulary Skills
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APA ·
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MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Khan, K. S. (2013). The Relation Between Cognitive Skills and Language Skills in Typically Developing 3 1/2 to 6 Year Olds. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/19808
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Khan, Kiren S. “The Relation Between Cognitive Skills and Language Skills in Typically Developing 3 1/2 to 6 Year Olds.” 2013. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/19808.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Khan, Kiren S. “The Relation Between Cognitive Skills and Language Skills in Typically Developing 3 1/2 to 6 Year Olds.” 2013. Web. 20 Jan 2021.
Vancouver:
Khan KS. The Relation Between Cognitive Skills and Language Skills in Typically Developing 3 1/2 to 6 Year Olds. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/19808.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Khan KS. The Relation Between Cognitive Skills and Language Skills in Typically Developing 3 1/2 to 6 Year Olds. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/19808
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
7.
Therrien, Michelle Christine.
TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS.
Degree: 2016, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/13343mct168
► Positive interactions with peers impact future success in many domains, including language development and relationship development. Children with complex communication needs (CCN), especially those with…
(more)
▼ Positive interactions with peers impact future success in many domains, including language development and relationship development. Children with complex communication needs (CCN), especially those with characteristics of autism spectrum disorder (ASD), confront many barriers to successful interactions with peers. These include personal barriers, those specifically related to the individual child, and environmental barriers, or barriers related to the people and objects in the child’s environment. Proximity to children without disabilities alone seems to have little effect on peer interaction, which leaves children with CCN at risk for social isolation. Intervention is needed to support children with CCN who have characteristics of ASD to participate in peer interaction. In this study, a multiple probe across dyads research design was used to evaluate the effects of a peer interaction intervention on the frequency of symbolic communicative turns taken by children with CCN and characteristics of ASD in interactions with peers. Percentage of total turns and joint engagement were also investigated to assess the quality of the interaction. The multicomponent intervention included: (a) provision of a communication app on an iPad as augmentative and alternative communication (AAC) and (b) dyadic turn-taking training. Four of the five participants with CCN met the criteria for completing training within 9 training sessions and increased communicative turn taking with peers in sessions without adult support. The fifth participant showed increased turn taking during training sessions, but this did not result in turn increases during independent sessions with peers. The results from this study provide support for the use of AAC as an environmental support combined with dyadic turn-taking training to promote peer interaction for children with CCN and characteristics of ASD. Results, social validity, clinical implications, and future research directions are discussed.
Advisors/Committee Members: Janice Catherine Light, Dissertation Advisor/Co-Advisor, Janice Catherine Light, Committee Chair/Co-Chair, Krista M Wilkinson, Committee Member, Carol Anne Miller, Committee Member, David Brent Mcnaughton, Outside Member.
Subjects/Keywords: social interaction; peer interaction; augmentative and alternative communication; autism spectrum disorder; mobile technology; intervention
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APA (6th Edition):
Therrien, M. C. (2016). TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13343mct168
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Therrien, Michelle Christine. “TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS.” 2016. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/13343mct168.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Therrien, Michelle Christine. “TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS.” 2016. Web. 20 Jan 2021.
Vancouver:
Therrien MC. TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/13343mct168.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Therrien MC. TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/13343mct168
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
8.
Thistle, Jennifer J.
Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children.
Degree: 2014, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/22381
► Children who are unable to use spoken language to meet their communication needs often benefit from aided augmentative and alternative communication (AAC). The design of…
(more)
▼ Children who are unable to use spoken language to meet their communication needs often benefit from aided augmentative and alternative communication (AAC). The design of the visual display may influence the ability of the child to communicate effectively. A display that supports efficient visual processing may facilitate success, whereas a display that is not optimal may create unintended barriers to success. However, there is limited evidence guiding clinical decision-making regarding visual display design. This is especially true regarding clinical practices targeted at supporting syntactically correct multi-symbol constructions. Clinicians often arrange symbols in groupings by part of speech as well as color-code the symbol background. In order to address this research to practice gap, the current study implemented a 2 x 2 factorial design to investigate the influence of symbol arrangement and background color on response time and task accuracy. The experiment measured the response time and accuracy of children with typical development, ages 3 ½ to 7 years as they used symbols to repeat spoken sentences. Participants received an auditory-visual stimulus (e.g., spoken sentence matching a photograph) and then touched the symbols within a 4 x 4 array that represented the stimuli. The participants completed the task across four conditions that varied the presence and absence of symbol arrangement and background color. A grammaticality judgment task assessed participants’ metalinguistic awareness to determine if this skill moderated the relationship between the features and outcome measures. Symbol arrangement influenced responding, in the participants under age 5. These participants were faster and more accurate when using displays that had symbol arrangement than when using displays that did not have symbol arrangement. Additionally, individual level analyses illustrated the younger participants (under age 5) were on average 4.3 seconds faster when using displays with symbol arrangement as opposed to no symbol arrangement. As a group, younger participants demonstrated greater accuracy when symbols had a white background compared to colored background. Children over 5 years old demonstrated no effects of symbol arrangement or background color. This dissertation discusses the results, theoretical implications, clinical implications, and directions for future research.
Advisors/Committee Members: Krista M Wilkinson, Dissertation Advisor/Co-Advisor, Krista M Wilkinson, Committee Chair/Co-Chair, Janice Catherine Light, Committee Member, Carol Anne Miller, Committee Member, David Brent Mcnaughton, Committee Member.
Subjects/Keywords: Augmentative and alternative communication; background color; symbol arrangement; visual search; children; AAC display design
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MLA ·
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APA (6th Edition):
Thistle, J. J. (2014). Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22381
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Thistle, Jennifer J. “Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children.” 2014. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/22381.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Thistle, Jennifer J. “Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children.” 2014. Web. 20 Jan 2021.
Vancouver:
Thistle JJ. Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/22381.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Thistle JJ. Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22381
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
9.
Tobin, Megan Colleen.
Development Of Interaction During A Social Skills Intervention Group For Emerging Adults With Autism Spectrum Disorders (ASD):
a Case Study.
Degree: 2014, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/23530
► It has been proposed individuals with autism spectrum disorder (ASD) may benefit from social skills support across the lifespan; however little is currently known about…
(more)
▼ It has been proposed individuals with autism spectrum disorder (ASD) may benefit from social skills support across the lifespan; however little is currently known about how to best structure social skills instruction for adults with ASD. A biweekly social skills group employing a naturalistic instructional discourse approach was conducted with four emerging adults with ASD who attended a college-based inclusion program at a large
state university. The intervention focused on developing participants' understanding of a partner’s expectations related to appropriate responding to questions, comments, and short response tokens. Sessions were transcribed verbatim and coded to support detailed analysis. Feedback was solicited from participants, the program teacher, and neurotypical (NT) peers to investigate the social validity of this intervention. A case study approach supported in-depth description of development over time in participant-to-participant interaction, participant involvement in social and instructional discussion, and participant attitude toward group activities. Emerging adults with ASD demonstrated an increased amount of contribution to group conversation and showed improvements in positive participant-to-participant interaction. Over the course of this group, social interaction time increased while instructional interaction time decreased. Implications for designing future group-based social skills interventions for emerging adults with ASD are discussed.
Advisors/Committee Members: Kathryn D R Drager, Dissertation Advisor/Co-Advisor, Kathryn D R Drager, Committee Chair/Co-Chair, Erinn Heer Finke, Committee Member, Pamela S Wolfe, Committee Member, Carol Anne Miller, Committee Member.
Subjects/Keywords: adults; autism spectrum disorders; social skills intervention; conversation; group
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MLA ·
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APA (6th Edition):
Tobin, M. C. (2014). Development Of Interaction During A Social Skills Intervention Group For Emerging Adults With Autism Spectrum Disorders (ASD):
a Case Study. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/23530
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Tobin, Megan Colleen. “Development Of Interaction During A Social Skills Intervention Group For Emerging Adults With Autism Spectrum Disorders (ASD):
a Case Study.” 2014. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/23530.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tobin, Megan Colleen. “Development Of Interaction During A Social Skills Intervention Group For Emerging Adults With Autism Spectrum Disorders (ASD):
a Case Study.” 2014. Web. 20 Jan 2021.
Vancouver:
Tobin MC. Development Of Interaction During A Social Skills Intervention Group For Emerging Adults With Autism Spectrum Disorders (ASD):
a Case Study. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/23530.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tobin MC. Development Of Interaction During A Social Skills Intervention Group For Emerging Adults With Autism Spectrum Disorders (ASD):
a Case Study. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/23530
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
10.
Muttiah, Nimisha A.
Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context.
Degree: 2015, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/24950
► A majority of individuals with disabilities live in low and middle-income (LAMI) countries. These countries by definition are low in resources. Communication services for individuals…
(more)
▼ A majority of individuals with disabilities live in low and middle-income (LAMI) countries. These countries by definition are low in resources. Communication services for individuals with complex communication needs (CCN) are scarce. In addition, the number of qualified speech-language pathologists is inadequate to serve the needs of individuals with CCN. Under these conditions, training communication partners of individuals who have CCN is essential. To address this issue, the current study evaluated an augmentative and alternative communication (AAC) training program designed for special education teachers living in a LAMI country. The training was based on four key practices identified when training in LAMI countries (Muttiah, McNaughton, & Drager, 2014), strategy instruction (Kent-Walsh & McNaughton, 2005), and principles of adult learning (Bryan, 2009). This investigation implemented an interrupted time-series design with nine teacher-student dyads. Special education teachers were taught to provide evocative communication opportunities (opportunities that place the child in an active role) that consisted of: (a) asking an open ended question, commenting, or making a choice; (b) providing a means for the student to respond; and, (c) waiting five sec for a response. Following the training all nine special education teachers increased the number of evocative communication opportunities provided to students with CCN. Additionally, all nine students with CCN increased the number of communication turns taken following their teachers participating in the training. The results of this study provide key information on training communication partners living in LAMI countries.
Advisors/Committee Members: Kathryn D R Drager, Dissertation Advisor/Co-Advisor, Dr David Mc Naughton, Committee Member, Krista M Wilkinson, Committee Member, Carol Anne Miller, Committee Member, Dr Juan Bornman, Special Member.
Subjects/Keywords: communication partner training; augmentative and alternative communication; developing countries; quasi-experimental designs
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Muttiah, N. A. (2015). Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/24950
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Muttiah, Nimisha A. “Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context.” 2015. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/24950.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Muttiah, Nimisha A. “Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context.” 2015. Web. 20 Jan 2021.
Vancouver:
Muttiah NA. Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/24950.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Muttiah NA. Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/24950
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
11.
Davidoff, Beth Ellen.
CHARACTERISTICS OF THE SPOKEN LANGUAGE INTERACTIONS OF YOUNG BEGINNING COMMUNICATORS WITH AUTISM SPECTRUM DISORDER AND THEIR MOTHERS: A PRELIMINARY INVESTIGATION.
Degree: 2018, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/14591beb210
► This descriptive research study investigated the characteristics of the spoken language interactions of 13 mother-child dyads including children with autism spectrum disorder (ASD) during daily…
(more)
▼ This descriptive research study investigated the characteristics of the spoken language interactions of 13 mother-child dyads including children with autism spectrum disorder (ASD) during daily interactions at home. The children ranged in age from 26 to 76 months of age, and all had language abilities that ranged from no spoken words to early spoken word combinations. Three main research questions were addressed: (1) What are the general characteristics of the utterances children with ASD and their mothers are observed to produce? (2) What are the semantic-syntactic characteristics of the spoken words children with ASD and their mothers are observed to produce, and children are reported by mothers to produce and understand? (3) Is there a relationship between the words a child with ASD produces and the words his/her mother produces, such that the dyad produces a common set of spoken words (a shared lexicon)? Mothers made digital audio recordings of daily interactions with their children during typical activities at home. Sixty minutes of these interactions per dyad were transcribed and analyzed. Mothers completed a parent report questionnaire on their children’s receptive and expressive vocabulary.
There was considerable variability across children and mothers on all language measures, which varied by the children’s phase of spoken language development. The five children at the Intentional/Presymbolic phase produced substantially more unintelligible than intelligible utterances, expressed less than five spoken word types and less than 20 word tokens in a 20-minute natural language sample, and obtained age equivalent language production scores below 15 months per parent report. The six children at the First Words phase produced more intelligible utterances, although they also produced many unintelligible utterances. They generally produced five or more word types and 20 word tokens but less than 30 spoken word types per 20-minute natural language sample and obtained age equivalent language production scores between approximately 15 and 24 months per parent report. The two children at the Word Combinations phase produced more intelligible utterances than the other children, and produced fewer unintelligible utterances. They expressed more than 30 spoken word types in a 20-minute natural language sample, but less than 92 different word types in 65 utterances. They had mean lengths of utterance in morphemes between 1.2 and 1.7 and they obtained age equivalent language scores that were at approximately the 24-month level. Children at all phases of spoken language development were reported to understand more words than they were reported to produce.
During their 60-minute interaction, each mother-child dyad produced a shared lexicon of words (i.e., words that were produced by both the child and the mother), ranging from two to more than 100; the dyads’ shared lexicons increased in size as the children’s spoken language development level increased. The shared lexicons of the dyads with children at…
Advisors/Committee Members: Janice Catherine Light, Dissertation Advisor/Co-Advisor, Janice Catherine Light, Committee Chair/Co-Chair, Kathryn D R Drager, Committee Member, Carol Anne Miller, Committee Member, Karen Lynn Miller, Outside Member.
Subjects/Keywords: characteristics; spoken language interactions; beginning communicators; autism spectrum disorder (ASD)
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Davidoff, B. E. (2018). CHARACTERISTICS OF THE SPOKEN LANGUAGE INTERACTIONS OF YOUNG BEGINNING COMMUNICATORS WITH AUTISM SPECTRUM DISORDER AND THEIR MOTHERS: A PRELIMINARY INVESTIGATION. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14591beb210
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Davidoff, Beth Ellen. “CHARACTERISTICS OF THE SPOKEN LANGUAGE INTERACTIONS OF YOUNG BEGINNING COMMUNICATORS WITH AUTISM SPECTRUM DISORDER AND THEIR MOTHERS: A PRELIMINARY INVESTIGATION.” 2018. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/14591beb210.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Davidoff, Beth Ellen. “CHARACTERISTICS OF THE SPOKEN LANGUAGE INTERACTIONS OF YOUNG BEGINNING COMMUNICATORS WITH AUTISM SPECTRUM DISORDER AND THEIR MOTHERS: A PRELIMINARY INVESTIGATION.” 2018. Web. 20 Jan 2021.
Vancouver:
Davidoff BE. CHARACTERISTICS OF THE SPOKEN LANGUAGE INTERACTIONS OF YOUNG BEGINNING COMMUNICATORS WITH AUTISM SPECTRUM DISORDER AND THEIR MOTHERS: A PRELIMINARY INVESTIGATION. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/14591beb210.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Davidoff BE. CHARACTERISTICS OF THE SPOKEN LANGUAGE INTERACTIONS OF YOUNG BEGINNING COMMUNICATORS WITH AUTISM SPECTRUM DISORDER AND THEIR MOTHERS: A PRELIMINARY INVESTIGATION. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/14591beb210
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
12.
Mandak, Kelsey Christine.
THE EFFECTS OF AN ONLINE TRAINING ON PRE-SERVICE SPEECH-LANGUAGE PATHOLOGISTS’ USE OF FAMILY-CENTERED SKILLS.
Degree: 2018, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/15424kch5029
► Despite the recognition that family-centered services are best-practice in Augmentative and Alternative Communication (AAC) services, many speech-language pathologists (SLPs) are lacking in their acquisition and…
(more)
▼ Despite the recognition that family-centered services are best-practice in Augmentative and Alternative Communication (AAC) services, many speech-language pathologists (SLPs) are lacking in their acquisition and implementation of family-centered skills. Evidence suggests that some SLPs are specifically lacking in their use of relational practices—including vital skills such as active listening, empathy, respect, and effective communication. In order to improve the family-centered skill sets of SLPs, pre-service teaching for SLPs must focus on the importance of family-centered services and strategies to effectively provide such services. In this study, a switching-replications design was used to evaluate the effects of online instruction in a relational skills strategy on pre-service SLPs’ use of family-centered skills. Fifteen pre-service SLPs in their first year of graduate study participated in the online training. The online training taught the students a four-step relational skills strategy (summarized by the acronym, LAFF): (a) Listen, empathize, and communicate respect; (b) Ask questions, and ask permission to take notes; (c) Focus on the issues; and (d) Find a first step. Participants were videotaped during interactions with simulated parents before and after the training. The simulated scenarios were based on actual concerns expressed by families of children with complex communication needs. After a relatively short period of instruction via the online module (i.e., average of 61 minutes), the pre-service SLPs improved, on average, from 4.22 skills demonstrated pre-training to 9.57 skills post-training, providing evidence of the effectiveness of the online instruction. Additionally, two parents viewed the video recordings and completed a questionnaire that asked them to rate their perceptions of the family-centered skills demonstrated by the pre-service SLPs. Before training, the pre-service SLPs were perceived on average, as demonstrating family-centered behaviors “to a small extent” or “to a moderate extent”. Following training, they were perceived by the parents on average, as demonstrating family-centered behaviors “to a moderate extent” or “to a fairly great extent”. The findings from this study provide support for the use of strategy instruction in an online environment to teach pre-service SLPs family-centered relational skills. In order to improve family-centered AAC services, it is crucial that pre-service SLPs use relational skills when providing services to families, as research suggests this will lead to greater family satisfaction and family well-being. By adopting a family-centered approach, SLPs can increase the likelihood of establishing successful relationships with families and realizing the evidence-based benefits of family-centered services, including positive AAC outcomes. In order to prepare future SLPs and ensure the delivery of family-centered services, future research is necessary, including investigations to evaluate the effects of family-centered instruction for larger groups of…
Advisors/Committee Members: Janice Catherine Light, Dissertation Advisor/Co-Advisor, Janice Catherine Light, Committee Chair/Co-Chair, Carol Anne Miller, Committee Member, Krista M Wilkinson, Committee Member, David Brent Mcnaughton, Outside Member.
Subjects/Keywords: Family-centered services; AAC; Pre-service training; Active listening; Augmentative and Alternative Communication; relational skills
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mandak, K. C. (2018). THE EFFECTS OF AN ONLINE TRAINING ON PRE-SERVICE SPEECH-LANGUAGE PATHOLOGISTS’ USE OF FAMILY-CENTERED SKILLS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15424kch5029
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mandak, Kelsey Christine. “THE EFFECTS OF AN ONLINE TRAINING ON PRE-SERVICE SPEECH-LANGUAGE PATHOLOGISTS’ USE OF FAMILY-CENTERED SKILLS.” 2018. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/15424kch5029.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mandak, Kelsey Christine. “THE EFFECTS OF AN ONLINE TRAINING ON PRE-SERVICE SPEECH-LANGUAGE PATHOLOGISTS’ USE OF FAMILY-CENTERED SKILLS.” 2018. Web. 20 Jan 2021.
Vancouver:
Mandak KC. THE EFFECTS OF AN ONLINE TRAINING ON PRE-SERVICE SPEECH-LANGUAGE PATHOLOGISTS’ USE OF FAMILY-CENTERED SKILLS. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/15424kch5029.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mandak KC. THE EFFECTS OF AN ONLINE TRAINING ON PRE-SERVICE SPEECH-LANGUAGE PATHOLOGISTS’ USE OF FAMILY-CENTERED SKILLS. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15424kch5029
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
13.
O'Neill, Tara Anne.
Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life.
Degree: 2018, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/15513tao5012
► In order to ensure long-term adoption and use of augmentative and alternative communication (AAC) technologies, they must be designed to support children to participate within…
(more)
▼ In order to ensure long-term adoption and use of augmentative and alternative communication (AAC) technologies, they must be designed to support children to participate within everyday activities and routines that are prioritized by families. Nine parents of children with cerebral palsy who used AAC technologies participated in semi-structured interviews to provide their perspectives of how AAC technologies were integrated into the functional contexts of everyday life. Five major themes emerged from the discussions: (a) integrating AAC into life, (b) AAC technologies, (c) child needs and skills, (d) parent responsibilities and priorities, and (e) AAC process and decision-making. Children were able to use AAC technologies within a variety of everyday contexts with various partners; however, challenges included access to AAC within physical and outdoor activities and partners who lacked knowledge regarding operational competencies and effective interaction strategies. In order to integrate AAC technologies into life, parents prioritized technology features including ease of programming, improved physical design (e.g., lighter, wearable, easy to mount, durable), features to enhance efficiency and ease of access (e.g., brain-computer interface, sentence prediction), and availably of multiple functions and features (e.g., facial recognition software, augmented reality, projection capabilities, capability to control wheelchair). AAC manufacturers and mainstream technology developers should work to ensure that technologies are responsive to the supports, limitations, and ideal features identified by parents. Future research should seek input from a larger group of stakeholders and use longitudinal methods to examine perceptions of AAC technologies over time.
Advisors/Committee Members: Krista M Wilkinson, Dissertation Advisor/Co-Advisor, Krista M Wilkinson, Committee Chair/Co-Chair, Janice Catherine Light, Committee Member, Carol Anne Miller, Committee Member, Rick Owen Gilmore, Outside Member.
Subjects/Keywords: In order to ensure long-term adoption and use of augmentative and alternative communication (AAC) technologies; they must be designed to support children to participate within everyday activities and routines that are prioritized by families. Nine parents of children with cerebral palsy who used AAC technologies participated in semi-structured interviews to provide their perspectives of how AAC technologies were integrated into the functional contexts of everyday life. Five major themes emerged from the discussions: (a) integrating AAC into life; (b) AAC technologies; (c) child needs and skills; (d) parent responsibilities and priorities; and (e) AAC process and decision-making. Children were able to use AAC technologies within a variety of everyday contexts with various partners; however; challenges included access to AAC within physical and outdoor activities and partners who lacked knowledge regarding operational competencies and effective interaction strategies. In order to integrate AAC technologies into life; parents prioritized technology features including ease of programming; improved physical design (e.g.; lighter; wearable; easy to mount; durable); features to enhance efficiency and ease of access (e.g.; brain-computer interface; sentence prediction); and availably of multiple functions and features (e.g.; facial recognition software; augmented reality; projection capabilities; capability to control wheelchair). AAC manufacturers and mainstream technology developers should work to ensure that technologies are responsive to the supports; limitations; and ideal features identified by parents. Future research should seek input from a larger group of stakeholders and use longitudinal methods to examine perceptions of AAC technologies over time. Keywords: technology design; augmentative and alternative communication; parents; cerebral palsy; service delivery; technology design; family
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
O'Neill, T. A. (2018). Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15513tao5012
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
O'Neill, Tara Anne. “Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life.” 2018. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/15513tao5012.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
O'Neill, Tara Anne. “Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life.” 2018. Web. 20 Jan 2021.
Vancouver:
O'Neill TA. Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/15513tao5012.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
O'Neill TA. Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15513tao5012
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
14.
Richardson, Laura.
Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention.
Degree: 2018, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/16082lfd116
► Family-centered practice is characterized by relational and participatory practices with foundations in family systems and ecological systems theories (Bronfenbrenner, 1979; Dunst et al., 2002; Mandak…
(more)
▼ Family-centered practice is characterized by relational and participatory practices with foundations in family systems and ecological systems theories (Bronfenbrenner, 1979; Dunst et al., 2002; Mandak et al., 2017; Minuchin, 1985). While services to infants and toddlers under Part C early intervention (IDEA, 2004) are legally mandated to include families in decision-making and be provided in natural environments, little is known about the experiences of parents of children ages 0-3 who struggle to use natural speech alone to meet their daily needs (Romski et al., 2015). Given the importance of family participation in AAC intervention and federal mandate for family-centered practice in EI under Part C (Infants and Toddlers program) of IDEA, as well as the lack of research related to current family practices and perspectives in AAC and EI, the current study investigated the following research question: What are the experiences and perspectives of parents of children who use a variety of means of communication during early intervention for children ages birth to 3? Specifically, this study utilized a series of semi-structured interviews to investigate the perspectives and experiences of 6 mothers of toddlers receiving Part C early intervention who used a variety of means to communicate. The data yielded four themes including factors related to: (1) the child receiving EI services, (2) communication partners, (3) Supports, and (4) Challenges. The themes are discussed with consideration to family-centered practice, clinical implications, and future research directions.
Advisors/Committee Members: Kathryn D R Drager, Dissertation Advisor/Co-Advisor, Kathryn D R Drager, Committee Chair/Co-Chair, Carol Anne Miller, Committee Member, Diane L Williams, Committee Member, David Brent Mcnaughton, Outside Member.
Subjects/Keywords: augmentative and alternative communication; early intervention; family-centered practice
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APA (6th Edition):
Richardson, L. (2018). Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16082lfd116
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Richardson, Laura. “Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention.” 2018. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/16082lfd116.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Richardson, Laura. “Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention.” 2018. Web. 20 Jan 2021.
Vancouver:
Richardson L. Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/16082lfd116.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Richardson L. Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/16082lfd116
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
15.
Davis, Jennifer Marguerite.
MILITARY SPOUSE ONLINE AUTISM RELOCATION READINESS (MILSOARR) TRAINING AND MENTORSHIP PROGRAM.
Degree: 2016, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/13517jod5183
► The purpose of this dissertation was to develop and evaluate the Military Spouse Online Autism Relocation Readiness (MilSOARR) training and mentorship program. Chapter 2 reviewed…
(more)
▼ The purpose of this dissertation was to develop and evaluate the Military Spouse Online Autism Relocation Readiness (MilSOARR) training and mentorship program. Chapter 2 reviewed 12 effective distance peer support mentorship programs to determine evidence-based mentor training procedures. Chapter 3 outlined how these evidence-based mentor training procedures and adult learning principles were used to develop an online mentor training program. Results from this program development and implementation project indicated military spouses effectively learned the program procedures and communication strategies related to the three types of support peer mentors provide (i.e., emotional, affirmational, informational) by progressing through the training modules. Further, participants in the training felt it helped them become a better mentor and they would recommend the training to other military spouses who want to provide mentorship. Chapter 4 reported the effects of the online mentoring program on the peers, the military spouses with children with ASD and little permanent change of station (PCS) experience. Peers reported small, but positive outcomes relative to PCS stress, PCS attitude, self-efficacy, and resilience. They also felt the mentorship program was beneficial and would recommend it to other military spouses. Despite methodological shortcomings, the positive results from these studies support the need for further research.
Advisors/Committee Members: Erinn Heer Finke, Dissertation Advisor/Co-Advisor, Erinn Heer Finke, Committee Chair/Co-Chair, Kathryn D R Drager, Committee Member, Carol Anne Miller, Committee Member, Daniel Francis Perkins, Outside Member.
Subjects/Keywords: autism; military family; peer mentor
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APA (6th Edition):
Davis, J. M. (2016). MILITARY SPOUSE ONLINE AUTISM RELOCATION READINESS (MILSOARR) TRAINING AND MENTORSHIP PROGRAM. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13517jod5183
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Davis, Jennifer Marguerite. “MILITARY SPOUSE ONLINE AUTISM RELOCATION READINESS (MILSOARR) TRAINING AND MENTORSHIP PROGRAM.” 2016. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/13517jod5183.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Davis, Jennifer Marguerite. “MILITARY SPOUSE ONLINE AUTISM RELOCATION READINESS (MILSOARR) TRAINING AND MENTORSHIP PROGRAM.” 2016. Web. 20 Jan 2021.
Vancouver:
Davis JM. MILITARY SPOUSE ONLINE AUTISM RELOCATION READINESS (MILSOARR) TRAINING AND MENTORSHIP PROGRAM. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/13517jod5183.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Davis JM. MILITARY SPOUSE ONLINE AUTISM RELOCATION READINESS (MILSOARR) TRAINING AND MENTORSHIP PROGRAM. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/13517jod5183
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
16.
Holyfield, Christine Elizabeth.
Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities.
Degree: 2017, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/14312ceh244
► Consistent partner responsivity builds the associations that bring about the start of symbolic communication in language development. Middle-school students with multiple disabilities who have not…
(more)
▼ Consistent partner responsivity builds the associations that bring about the start of symbolic communication in language development. Middle-school students with multiple disabilities who have not yet transitioned to the symbolic stage of language development likely encounter varying responses to their presymbolic communicative behavior from the different communication partners with whom they interact throughout the day (e.g., teachers, parents, peers), resulting in a major barrier to their language development. In an initial attempt to address this barrier, the current study evaluated the impact of a peer partner training on those peers’ performance discriminating between specific communicative behaviors and non-communicative behaviors performed by three middle schoolers with multiple disabilities and displayed through video. The study used a pretest-posttest control group design to determine any effects of the training. Comparing gain scores across the experimental and control groups indicated the training was effective (F=78.907, p < .001). Trainings featuring video, practice, and feedback may be an effective way to promote consistency in the ways in which communication partners, such as peers, are interpreting the behaviors of individuals with multiple disabilities who are presymbolic. Interpreting such behaviors consistently is a necessary precursor to responding to the behaviors consistently. Responding to behaviors consistently, in turn, may support the development of conventional, symbolic language. Future research should build upon this initial step by evaluating trainings focused on teaching both identification of and responsivity to the communicative behaviors of school-aged and older individuals with multiple disabilities within the evaluative context of face-to-face interactions between partners and those individuals.
Advisors/Committee Members: Kathryn D R Drager, Dissertation Advisor/Co-Advisor, Kathryn D R Drager, Committee Chair/Co-Chair, Janice Catherine Light, Committee Member, Carol Anne Miller, Committee Member, David Brent Mcnaughton, Outside Member.
Subjects/Keywords: augmentative and alternative communication; multiple disabilities; communication partner intervention; developmental disability; mobile technology
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APA ·
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APA (6th Edition):
Holyfield, C. E. (2017). Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14312ceh244
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Holyfield, Christine Elizabeth. “Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities.” 2017. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/14312ceh244.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Holyfield, Christine Elizabeth. “Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities.” 2017. Web. 20 Jan 2021.
Vancouver:
Holyfield CE. Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities. [Internet] [Thesis]. Penn State University; 2017. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/14312ceh244.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Holyfield CE. Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/14312ceh244
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
17.
Caron, Jessica Gosnell.
Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders.
Degree: 2016, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/27757
► Successfully learning to read and write is not an isolated skill, but rather a complex process of integrating and applying component skills and knowledge (Adams,…
(more)
▼ Successfully learning to read and write is not an isolated skill, but rather a complex process of integrating and applying component skills and knowledge (Adams, 1990). The ultimate goal of literacy interventions is to support an individual to independently read, extract meaning, and learn from connected text (Carnine, Silber, Kame’enui, & Tarver 2010; Duke & Carlisle, 2011). Reading and writing skills are especially important for individuals with complex communication needs (i.e., CCN, speech skills that do not meet their daily communication needs). With literacy skills, individuals can use a range of communication options, fully participate in society, and potentially change attitudinal barriers (e.g., low expectation, lack of inclusion). Knowledge of letter-sound correspondences and sight words are needed in order to read and write and are two important components to early literacy instruction (Carnine et a.l, 2010; Gabig, 2009). Two studies were conducted in order to investigate the impact of adapted instruction on the acquisition of letter-sound correspondences (Study 1) and sight words (Study 2), by older learners, with severe disabilities, autism spectrum disorder, and CCN. A multiple baseline across behaviors (letter-sound sets or sight word sets) research design was used to evaluate the effects of the adapted instructions. All three participants (ages 9 to 18) for Study 1 demonstrated positive gains from baseline, with two out of three participants reaching criterion for the 12 letter-sound correspondences targeted during instruction. Two learners from Study 1 participated in Study 2 and reached criterion for acquisition of 12 personally relevant sight words targeted during instruction. Results of these studies provide evidence that older learners with limited past literacy success, severe disabilities, autism spectrum disorder, and CCN can acquire letter-sound correspondences and sight words through direct instruction combined with meaningful and motivating activities. Results, social validity, educational implications, and future research directions are discussed.
Advisors/Committee Members: Janice Catherine Light, Dissertation Advisor/Co-Advisor, Kathryn D R Drager, Committee Member, Dr David Mc Naughton, Committee Member, Carol Anne Miller, Committee Member.
Subjects/Keywords: literacy; augmentative and alternative communication; autism spectrum disorder; letter-sound correspondence; sight words
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APA ·
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MLA ·
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APA (6th Edition):
Caron, J. G. (2016). Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27757
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Caron, Jessica Gosnell. “Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders.” 2016. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/27757.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Caron, Jessica Gosnell. “Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders.” 2016. Web. 20 Jan 2021.
Vancouver:
Caron JG. Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/27757.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Caron JG. Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/27757
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
18.
Gullifer, Jason William.
Using syntactic priming to identify cross-language constraints in bilingual language processing.
Degree: 2015, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/26516
► Bilinguals co-activate lexical and syntactic alternatives in both languages when reading or speaking in one language. This series experiments on L1 Spanish – L2 English…
(more)
▼ Bilinguals co-activate lexical and syntactic alternatives in both languages when reading or speaking in one language. This series experiments on L1 Spanish – L2 English bilinguals shows that syntactic information that is specific to Spanish modulates lexical co-activation. A set of word reading studies shows that bilinguals experience cross-language co-activation when reading language ambiguous words (i.e., cognates and homographs) in isolation and in sentence context. However, the magnitude of cross-language co-activation in sentence context depended on the type of sentence structure in which the target words were embedded. Active and passive structures share word order in English and Spanish and exhibit cross-language syntactic priming (CLSP; a measure of syntactic co-activation) between the two languages, suggesting that they are syntactic structures that are non-specific to Spanish and English. In contrast, prepositional object structures optionally differ in word order across English and Spanish and could therefore be considered language-specific (but the propensity for CLSP has not been tested in previous empirical studies). Cross-language effects shifted when comparing the language non-specific actives and passives to the language-specific datives and when comparing the dative condition with non-overlapping word order to the dative condition with overlapping word order, indicating that that the syntactic information provided by a sentence context influences word recognition and cross-language co-activation.
A follow-up CLSP experiment provides independent evidence that actives and passives are language non-specific structures and that datives are language-specific. Participants were more likely to produce a passive structure in Spanish after they heard a passive structure in English. This cross-language syntactic priming effect suggests that bilinguals co-activate these structures and that the structures share representation across the two languages. In contrast, prepositional object dative structures showed no evidence of cross-language priming, indicating that the two structures are not shared and do not become co-activated during processing.
Overall, the results of this dissertation show that bilinguals share representations and experience cross-language co-activate at both the lexical level and the syntactic level. Further, the results indicate that there is considerable interaction between the two levels. Word order appears to function as a cue that allows a bilingual speaker to differentiate between the two languages, reducing co-activation at each level. The results here also highlight the complicated nature of the interactions between language co-activation and other factors including sentence context, executive function ability, and language proficiency.
Advisors/Committee Members: Judith Fran Kroll, Dissertation Advisor/Co-Advisor, Paola Eulalia Dussias, Dissertation Advisor/Co-Advisor, Judith Fran Kroll, Committee Chair/Co-Chair, Carol Anne Miller, Committee Member, Adriana Van Hell, Committee Member, Bradley Paul Wyble, Committee Member.
Subjects/Keywords: syntactic constraints; word recognition; syntactic priming; psycholinguistics; bilingualism
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APA (6th Edition):
Gullifer, J. W. (2015). Using syntactic priming to identify cross-language constraints in bilingual language processing. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26516
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gullifer, Jason William. “Using syntactic priming to identify cross-language constraints in bilingual language processing.” 2015. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/26516.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gullifer, Jason William. “Using syntactic priming to identify cross-language constraints in bilingual language processing.” 2015. Web. 20 Jan 2021.
Vancouver:
Gullifer JW. Using syntactic priming to identify cross-language constraints in bilingual language processing. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/26516.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gullifer JW. Using syntactic priming to identify cross-language constraints in bilingual language processing. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26516
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
19.
Johnson, Rupert.
Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation.
Degree: 2020, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/17732rej5059
► Purpose: The purpose of this study is to use wearable eye tracking technology to examine the implicit physiological and behavioral reactions toward PWS by examining…
(more)
▼ Purpose: The purpose of this study is to use wearable eye tracking technology to examine the implicit physiological and behavioral reactions toward PWS by examining the ocular behavioral patterns of people who are unfamiliar to stuttering when encountering a person who stutters (PWS) for the first time.
Method: Eleven participants who self-reported as being unfamiliar with and unknowledgeable about stuttering wore wearable eye tracking technology while interacting with a PWS and a typically fluent speaker in passive and active social conditions.
Results: There were significant differences in pupil size between passive and active social conditions and type of conversation partner. Participants had a higher pupil dilation in the active condition than the passive, and also when interacting with the PWS than the typically fluent speaker.
Conclusions: These results indicate that PWS may experience some psychological and emotional arousal and/or increased cognitive load when participating in an active social condition than a passive condition, which may lend support to the “reel vs real” effect in social interaction research. Similarly, participants may experience some psychological and emotional arousal and/or increased cognitive load when socially engaged with or attending to a PWS. This may be a function of effortful listening, unfamiliarity, and/or a implicit, emotional reaction towards stuttered speech.
Advisors/Committee Members: Krista M Wilkinson, Dissertation Advisor/Co-Advisor, Krista M Wilkinson, Committee Chair/Co-Chair, Carol Anne Miller, Committee Member, Nicole Michele Etter, Committee Member, Lisa M Conyers, Outside Member, Diane L Williams, Program Head/Chair.
Subjects/Keywords: Listener perceptions; listener reactions; stuttering; Eye-tracking; pupillometry; physiological measures
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APA (6th Edition):
Johnson, R. (2020). Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17732rej5059
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Johnson, Rupert. “Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation.” 2020. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/17732rej5059.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Johnson, Rupert. “Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation.” 2020. Web. 20 Jan 2021.
Vancouver:
Johnson R. Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation. [Internet] [Thesis]. Penn State University; 2020. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/17732rej5059.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Johnson R. Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation. [Thesis]. Penn State University; 2020. Available from: https://submit-etda.libraries.psu.edu/catalog/17732rej5059
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
20.
Karnezos, Julia Lb.
THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS.
Degree: 2018, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/15034jlb733
► Children with complex communication needs (CCN) require augmentative and alternative communication (AAC) to participate in home, school, and community environments, but many school teams are…
(more)
▼ Children with complex communication needs (CCN) require augmentative and alternative communication (AAC) to participate in home, school, and community environments, but many school teams are unprepared to provide effective AAC assessments. A pretest-posttest control group design was used to evaluate the effect of the AAC Assessment Checklist on school teams’ plans for AAC assessments. Twelve teams read case studies about children with CCN, and planned AAC assessments in pretests using the SETT Framework (Zabala, 2005). Then teams in the experimental group received the AAC Assessment Checklist (Birmingham & Light, 2016). There were no statistically significant differences between the control and experimental groups in the pretest. Teams in the control group showed no difference in the number of assessment components in their plans for AAC assessment in the posttest compared to the pretest. Teams in the experimental group described more assessment components in their plans for AAC assessment in the posttest (M 16, SD 2.53). A mixed analysis of variance (ANOVA) was used to determine main effects and interactions. There was a statistically significant interaction between Group and Time, F (1, 8) 25.6, p .001. Planned paired-samples t-tests were used to determine whether there were statistically significant differences between pre- and posttests in the control and experimental groups. There was no statistically significant difference between pre- and posttest in the control group (t (5) .791, p .465). There was a statistically significant difference between pre- and posttest in the experimental group (t (5) 5.362, p 003). The results generalized to plans for actual assessments for children with CCN and their families. The results are encouraging because the addition of the AAC Assessment Checklist to the SETT Framework may have reduced errors and improved teams’ adherence to best practice for AAC assessments as described in the Participation Model (Beukelman & Mirenda, 1988; Light et al., 1998; Schlosser et al., 2000).
Advisors/Committee Members: Janice Catherine Light, Dissertation Advisor/Co-Advisor, Janice Catherine Light, Committee Chair/Co-Chair, Kathryn D R Drager, Committee Member, Carol Anne Miller, Committee Member, David Brent Mcnaughton, Outside Member.
Subjects/Keywords: AAC; augmentative and alternative communication; assessment; school; checklist
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APA ·
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Export
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APA (6th Edition):
Karnezos, J. L. (2018). THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15034jlb733
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Karnezos, Julia Lb. “THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS.” 2018. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/15034jlb733.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Karnezos, Julia Lb. “THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS.” 2018. Web. 20 Jan 2021.
Vancouver:
Karnezos JL. THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/15034jlb733.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Karnezos JL. THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15034jlb733
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
21.
Seibert Hanson, Aroline.
How Second Language Learners Process Argument Structure: The Effects of First Language and Individual Differences.
Degree: 2012, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/15139
► Research suggests that adult second language learners have difficulty processing certain argument structures in their L2. In particular, it has been shown that L1 English…
(more)
▼ Research suggests that adult second language learners have difficulty processing certain argument structures in their L2. In particular, it has been shown that L1 English learners of Spanish are not at first successful in processing preverbal clitic structures in Spanish such as in (a), (e.g. Liceras, 1985; VanPatten, 1984).
(a) Lo besa la niña.
[3RDSINGMASCACC kiss-3RDSINGPRE the girl]
The girl kisses him.
These structures are relatively common in Spanish, and being able to process them properly is essential to becoming proficient in the language. The present dissertation aimed to determine the factors involved in how L2 learners process Spanish structures with preverbal object clitics and postverbal subjects. I considered three areas that possibly contribute: (1) the characteristics of the L1 (i.e. transfer), (2) the proficiency of the learners (previous studies typically tested only low proficiency learners), and (3) individual differences in cognitive abilities such as working memory capacity (WMC) and inhibitory control/executive attention.
Testing (1), I compared the performance of L1 English speakers to L1 speakers of a language that is typologically like Spanish, Romanian, on two sentence processing tasks (one listening and one reading) in Spanish. Romanian has a similar system of pronominal clitics to Spanish, allowing for structures with preverbal clitics and postverbal subjects, as in (b).
(b) O caută băiatul
[3RDSINGMASCACC kiss-3RDSINGPRE girl-the]
The girl kisses him.
Testing (2), I included participants of a wide range of L2 proficiency levels, which I assessed using an independent measure of proficiency (adapted from the DELE exam). Testing (3), each participant performed the Letter-Number Sequencing test of working memory (Wechsler, 1997) and the Flanker Task, which assesses executive attentional abilities (Luk,
2008). In all, 71 L1 Romanian and 65 L1 English L2 Spanish learners and 36 L1 Spanish monolingual controls participated in the two sentence processing experiments.
With the use of logistic regression with mixed-effects models, I was able to include both discrete (e.g. first language) and continuous (e.g. proficiency level) variables, include all trials and participants with missing trials, and thus, provide a more accurate picture than other more traditional methods (see Jaeger, 2008 for discussion) of the relative contributions of these factors on learners’ L2 processing of this challenging structure. Specifically, I found main effects on accuracy for proficiency and condition in both tasks, indicating the strength of the role of these two factors, the importance of testing different proficiency levels, and the difficulty of the clitic structures for all L2 learners. Additionally, there was a main effect for L1 in the listening task, but not in the reading task, and a main effect for working memory in the reading task, but not in the listening task. These results suggest that…
Advisors/Committee Members: Chip Gerfen, Dissertation Advisor/Co-Advisor, Chip Gerfen, Committee Chair/Co-Chair, Paola Eulalia Dussias, Committee Member, Carol Anne Miller, Committee Member, Karen Lynn Miller, Committee Member, Matthew Carlson, Special Member.
Subjects/Keywords: second language acquisition; Spanish clitic structures; transfer; individual differences; working memory capacity; proficiency
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APA (6th Edition):
Seibert Hanson, A. (2012). How Second Language Learners Process Argument Structure: The Effects of First Language and Individual Differences. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15139
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Seibert Hanson, Aroline. “How Second Language Learners Process Argument Structure: The Effects of First Language and Individual Differences.” 2012. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/15139.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Seibert Hanson, Aroline. “How Second Language Learners Process Argument Structure: The Effects of First Language and Individual Differences.” 2012. Web. 20 Jan 2021.
Vancouver:
Seibert Hanson A. How Second Language Learners Process Argument Structure: The Effects of First Language and Individual Differences. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/15139.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Seibert Hanson A. How Second Language Learners Process Argument Structure: The Effects of First Language and Individual Differences. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/15139
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
22.
McClain, Rhonda.
Using event-related potentials to track the scope and time course of inhibition during bilingual speech.
Degree: 2015, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/25899
► Parallel activation of words in both the bilingual’s two languages has been observed even when bilinguals plan to speak a single word. This observation has…
(more)
▼ Parallel activation of words in both the bilingual’s two languages has been observed even when bilinguals plan to speak a single word. This observation has sparked intense research on the issue of how bilinguals prevent the irrelevant language from intruding during speech production. The general consensus is that bilinguals exploit cognitive control to regulate the two languages during speech planning. Research demonstrates that, primarily, it is the dominant language (L1) that is regulated during speech planning to enable the less proficient language (L2) to be spoken. Recent research also suggests that regulation of the L1 can be performed via several mechanisms that vary in scope and time course. Evidence suggests that some mechanisms are short-lived, whereas others are long-lasting in time course. In addition, there appear to be mechanisms that restrict the access of specific words in the lexicon and some that affect the whole language itself, potentially producing extended consequences for the production system and for cognition more generally, that distinguish bilinguals from monolinguals. It is not yet known how mechanisms that exist for planning speech in the L2 manifest for L2 learners, for whom regulation of the L1 is anticipated to be even more crucial for enabling the L2 to be spoken. In addition, the issue of whether regulation during speech has consequences for L2 learners’ cognition is even less well understood. This dissertation aims to better understand the impact of L1 regulation for L2 learners’ speech planning as well as their cognitive functions. The innovation of this dissertation is to observe the processes that enable L2 production for learners who are limited in speaking the L2, by examining consequences of attempting to speak the L2 on the L1. The evidence presented here, although preliminary, suggests that the dominant language is affected when L2 learners speak the L2 and creates consequences for how learners engage cognitive control.
Advisors/Committee Members: Judith Fran Kroll, Dissertation Advisor/Co-Advisor, Judith Fran Kroll, Committee Chair/Co-Chair, Adriana Van Hell, Committee Member, David A. Rosenbaum, Committee Member, Carol Anne Miller, Committee Member, Eleonora Rossi, Special Member, Natasha Tokowicz, Special Member.
Subjects/Keywords: bilingualism; second language learning; event-related potentials; inhibition; language control
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APA (6th Edition):
McClain, R. (2015). Using event-related potentials to track the scope and time course of inhibition during bilingual speech. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/25899
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
McClain, Rhonda. “Using event-related potentials to track the scope and time course of inhibition during bilingual speech.” 2015. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/25899.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
McClain, Rhonda. “Using event-related potentials to track the scope and time course of inhibition during bilingual speech.” 2015. Web. 20 Jan 2021.
Vancouver:
McClain R. Using event-related potentials to track the scope and time course of inhibition during bilingual speech. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/25899.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
McClain R. Using event-related potentials to track the scope and time course of inhibition during bilingual speech. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/25899
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
23.
Dunn Davison, Megan Elizabeth.
Spanish-English Bilingual Preschoolers' English Grammatical Development
.
Degree: 2008, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/8547
► Previous research has largely focused on children’s developing abilities in their first language when studying Spanish-English bilingual children's language development. However, relatively little research has…
(more)
▼ Previous research has largely focused on children’s developing abilities in their first language when studying Spanish-English bilingual children's language development. However, relatively little research has been conducted on children's English grammatical development. The purpose of this study was to examine the English grammatical development of bilingual (Spanish-English) Head Start children during the preschool years. The goals were to determine (a) the differences in children’s productions of English grammatical morphemes based on age of English immersion, (b) the order of acquisition of English morphological structures that are produced by bilingual preschool children and, (c) the growth curve trajectories of mean length of utterance in morphemes of the three longest utterances (m3lm) over a two-year period. These aims were accomplished through in-depth analyses of spontaneous language samples collected over a two-year period in Head Start. Comparisons were made between children who were exposed to English and Spanish in the home from birth (Home English Communication, HEC) and children who communicated in Spanish at home and were not expected to communicate in English until their entry into Head Start (School English Communication, SEC). Results indicated that children in the HEC group mastered more morphemes earlier than the children in the SEC group; however, by the end of children’s second year in Head Start both groups had mastered a similar number of morphemes. Additionally, the children in both groups followed a different order of acquisition when compared to monolingual English-speaking children. With regard to growth, both groups of children demonstrated a positive, linear rate of change and acceleration in their m3lm over the two years in preschool. Differences were observed between the two groups, with the children in the HEC group producing an overall higher m3lm than the children in the SEC group. However, children in the SEC group were increasing their m3lm at a faster rate when compared to children in the HEC group. The results of this investigation provide information to clinicians about typical English grammatical development of Spanish-English preschool children. This information may be useful when assessing bilingual children’s English language grammatical abilities.
Advisors/Committee Members: Carol Scheffner Hammer, Committee Chair/Co-Chair, Adele W Miccio, Committee Member, Carol Anne Miller, Committee Member, Linda H. Mason, Committee Member, Frank R Lawrence, Committee Member.
Subjects/Keywords: Head Start; grammatical development; language development; bilingual; morphology
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APA (6th Edition):
Dunn Davison, M. E. (2008). Spanish-English Bilingual Preschoolers' English Grammatical Development
. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/8547
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dunn Davison, Megan Elizabeth. “Spanish-English Bilingual Preschoolers' English Grammatical Development
.” 2008. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/8547.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dunn Davison, Megan Elizabeth. “Spanish-English Bilingual Preschoolers' English Grammatical Development
.” 2008. Web. 20 Jan 2021.
Vancouver:
Dunn Davison ME. Spanish-English Bilingual Preschoolers' English Grammatical Development
. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/8547.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dunn Davison ME. Spanish-English Bilingual Preschoolers' English Grammatical Development
. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/8547
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
24.
Finke, Erinn H.
STRATEGY INSTRUCTION FOR TYPICALLY DEVELOPING CHILDREN: JOINT BOOK READING WITH CHILDREN WITH AUTISM SPECTRUM DISORDER WHO REQUIRE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.
Degree: 2008, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/8682
► As a result of their inherent difficulty with social interaction and communication, children with autism spectrum disorder (ASD) frequently require support to communicate and engage…
(more)
▼ As a result of their inherent difficulty with social interaction and communication, children with autism spectrum disorder (ASD) frequently require support to communicate and engage in successful social interactions. However, most communicative partners, both adults and typically developing children, do not naturally provide this support. To address this critical problem, the current study implemented a single-subject, A-B case study design with five replications, to investigate an instructional program for child communication partners of children with ASD who required augmentative and alternative communication (AAC). Each typically developing child was taught to implement an interaction strategy involving: (a) reading the text on the page of the book, (b) waiting [i.e., expectant delay]), and (c) responding to the child with ASD with a topic related response. Instruction was implemented in accordance with current principles of strategy instruction and lasted a maximum of 2.25 hours. All five typically developing children demonstrated acquisition of the “read, wait, and respond” strategy and used the strategy during joint book reading interactions with the children with ASD. Each typically developing child also generalized to a novel book reading medium and maintained use of the strategy for two months post-intervention. Results, future research directions and limitations are discussed.
Advisors/Committee Members: Kathryn D R Drager, Committee Chair/Co-Chair, Janice Catherine Light, Committee Member, Carol Anne Miller, Committee Member, David Brent Mcnaughton, Committee Member.
Subjects/Keywords: Autism Spectrum Disorder; Augmentative and Alternative Communication; Strategy Instruction
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APA ·
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MLA ·
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CSE |
Export
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APA (6th Edition):
Finke, E. H. (2008). STRATEGY INSTRUCTION FOR TYPICALLY DEVELOPING CHILDREN: JOINT BOOK READING WITH CHILDREN WITH AUTISM SPECTRUM DISORDER WHO REQUIRE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.
(Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/8682
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Finke, Erinn H. “STRATEGY INSTRUCTION FOR TYPICALLY DEVELOPING CHILDREN: JOINT BOOK READING WITH CHILDREN WITH AUTISM SPECTRUM DISORDER WHO REQUIRE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.
” 2008. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/8682.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Finke, Erinn H. “STRATEGY INSTRUCTION FOR TYPICALLY DEVELOPING CHILDREN: JOINT BOOK READING WITH CHILDREN WITH AUTISM SPECTRUM DISORDER WHO REQUIRE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.
” 2008. Web. 20 Jan 2021.
Vancouver:
Finke EH. STRATEGY INSTRUCTION FOR TYPICALLY DEVELOPING CHILDREN: JOINT BOOK READING WITH CHILDREN WITH AUTISM SPECTRUM DISORDER WHO REQUIRE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.
[Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/8682.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Finke EH. STRATEGY INSTRUCTION FOR TYPICALLY DEVELOPING CHILDREN: JOINT BOOK READING WITH CHILDREN WITH AUTISM SPECTRUM DISORDER WHO REQUIRE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.
[Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/8682
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
25.
Arkenberg, Marnie Elaine.
Children's Lexical Expertise.
Degree: 2008, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/6818
► There are several indications that the process of children’s word-learning and the development of expertise are similar. These clues are found in both theoretical contentions…
(more)
▼ There are several indications that the process of children’s word-learning and the development of expertise are similar. These clues are found in both theoretical contentions and in prior intervention work. However several pieces of evidence were needed to make the link between lexical acquisition and expertise development explicit. The present research study provides that evidence. In a microgenetic study 4-year-old children were taught 450 new lexical items from three animal domains. Across 3 months children showed patterns of lexical learning that are similar to longer-term patterns of learning displayed by experts. Children also showed show evidence of increasing memory, perception, attention and abstraction- cognitive abilities that evidence advanced performance in experts and that are associated with increased domain knowledge. Finally the children showed evidence of characteristic patterns of behavior previously documented in experts. It is argued that children who are learning words can be thought of as developing lexical expertise or “lexpertise”.
Advisors/Committee Members: Keith E Nelson, Committee Chair/Co-Chair, Carol Anne Miller, Committee Member, Judith Fran Kroll, Committee Member, Jeffrey G Parker, Committee Member.
Subjects/Keywords: Children; expertise; word learning; vocabulary
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MLA ·
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Export
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APA (6th Edition):
Arkenberg, M. E. (2008). Children's Lexical Expertise. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/6818
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Arkenberg, Marnie Elaine. “Children's Lexical Expertise.” 2008. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/6818.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Arkenberg, Marnie Elaine. “Children's Lexical Expertise.” 2008. Web. 20 Jan 2021.
Vancouver:
Arkenberg ME. Children's Lexical Expertise. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/6818.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Arkenberg ME. Children's Lexical Expertise. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/6818
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
26.
Binger, Cathy.
THE EFFECTS OF AIDED AAC MODELING ON THE EXPRESSION OF MULTI-SYMBOL MESSAGES BY CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.
Degree: 2008, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/6441
► Preschoolers who have severe communication disorders and who require the use of augmentative and alternative communication (AAC) systems (e.g., communication boards, computerized voice-output systems) are…
(more)
▼ Preschoolers who have severe communication disorders and who require the use of augmentative and alternative communication (AAC) systems (e.g., communication boards, computerized voice-output systems) are at risk for all aspects of development, including language development (e.g., Lund, 2001). One area of language development that is particularly challenging for preschoolers who use AAC is transitioning from the use of single- to multi-symbol messages (Smith & Grove, 2003). This critical stage of language development marks the beginning of the use of generative language (Paul, 1997). To address this critical problem, the current investigation evaluated the impact of using a modeling technique – specifically, aided AAC modeling – to support the production of early multi-symbol messages with preschoolers who use AAC within a child-centered approach to intervention. The study used a single subject multiple probe design across participants (McReynolds & Kearns, 1983). Five preschoolers (ages 3-5) who required AAC participated in the investigation. Three preschoolers who used voice output communication systems were in the first cohort of participants, with two additional preschoolers who used light tech communication boards comprising the second cohort. To provide aided AAC models, the investigator pointed to two symbols on the child’s aided AAC system and then provided a grammatically complete spoken model while engaging in play activities with the participants. Results indicated that four of the five preschoolers learned to consistently produce multi-symbol messages and used a range of vocabulary and semantic-syntactic categories to produce these messages. The fifth participant did not learn to consistently produce multi-symbol messages and demonstrated relatively low rates of symbolic message productions. The four preschoolers who met criterion all evidenced long-term use of symbol combinations and also demonstrated generalized use of symbol combinations to novel play routines. Results, clinical implications, and future research directions are discussed.
Advisors/Committee Members: Janice Catherine Light, Committee Chair/Co-Chair, Kathryn D R Drager, Committee Member, Carol Anne Miller, Committee Member, Judith Fran Kroll, Committee Member.
Subjects/Keywords: AAC; augmentative communication; child language disorders; modeling; augmented input; aided language stimulation
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Binger, C. (2008). THE EFFECTS OF AIDED AAC MODELING ON THE EXPRESSION OF MULTI-SYMBOL MESSAGES BY CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/6441
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Binger, Cathy. “THE EFFECTS OF AIDED AAC MODELING ON THE EXPRESSION OF MULTI-SYMBOL MESSAGES BY CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.” 2008. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/6441.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Binger, Cathy. “THE EFFECTS OF AIDED AAC MODELING ON THE EXPRESSION OF MULTI-SYMBOL MESSAGES BY CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.” 2008. Web. 20 Jan 2021.
Vancouver:
Binger C. THE EFFECTS OF AIDED AAC MODELING ON THE EXPRESSION OF MULTI-SYMBOL MESSAGES BY CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/6441.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Binger C. THE EFFECTS OF AIDED AAC MODELING ON THE EXPRESSION OF MULTI-SYMBOL MESSAGES BY CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/6441
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
27.
Myers, Lauren Jeanette.
The Mind on Paper: The Role of Interpretive Mind and Iconicity in Children's Symbolic Development
.
Degree: 2008, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/8104
► A defining characteristic of human cognition is the ability to communicate referentially. In order to use symbols to refer to something, one must recognize that…
(more)
▼ A defining characteristic of human cognition is the ability to communicate referentially. In order to use symbols to refer to something, one must recognize that other minds do not necessarily share one’s own knowledge of, intentions for, or interpretation of symbols.
The current study examined the development of this component of symbol understanding in 6- to 9-year-old children. Children made a map to communicate to a symbol-user about hidden toys. Additionally, they evaluated whether maps made by other children communicated effectively. In both tasks, the resemblance between the symbol and referent was manipulated – children either received iconic symbols that somewhat resembled the referents, or they received abstract symbols that did not resemble the referents.
It was predicted that children’s success on these symbol-communicative tasks would be related to their awareness that other minds construe meaning in many different but equally valid ways (interpretive mind). In particular, success should depend upon children’s recognition that even when symbols resemble their referents, resemblance alone is not sufficient to convey meaning to a naïve symbol-user. This is particularly true in a context (such as the one used here) in which the same symbol might reasonably have been assigned to represent a different referent.
Results showed that all children relied primarily on notations (words or pictures) rather than symbol resemblance to communicate meaning. Older children were especially sensitive to the information that the symbol-user needed to know, and were more likely than younger children to attempt map keys to communicate this knowledge. Specifically, older children were more likely than younger children to create categorical representations, using one type of symbol to represent one type of toy. Furthermore, interpretive theory of mind predicted children’s success on the symbol-communication tasks above and beyond chronological age, global intelligence, or memory.
Overall, this study shows that 6- to 9-year-olds’ symbolic development is associated with their ability to recognize that people actively interpret and assign meaning to symbols. Elementary school-aged children gradually come to understand that graphic symbols do not have inherent, fixed meaning, but rather reflect the intentions and decisions of the people who create them.
Advisors/Committee Members: Lynn Susan Liben, Committee Chair/Co-Chair, Richard Alan Carlson, Committee Member, Rick Owen Gilmore, Committee Member, Carol Anne Miller, Committee Member.
Subjects/Keywords: cognitive processes; developmental psychology; symbol; symbolism; theory of mind; graphic representation; map; cognitive development; communication
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Myers, L. J. (2008). The Mind on Paper: The Role of Interpretive Mind and Iconicity in Children's Symbolic Development
. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/8104
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Myers, Lauren Jeanette. “The Mind on Paper: The Role of Interpretive Mind and Iconicity in Children's Symbolic Development
.” 2008. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/8104.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Myers, Lauren Jeanette. “The Mind on Paper: The Role of Interpretive Mind and Iconicity in Children's Symbolic Development
.” 2008. Web. 20 Jan 2021.
Vancouver:
Myers LJ. The Mind on Paper: The Role of Interpretive Mind and Iconicity in Children's Symbolic Development
. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/8104.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Myers LJ. The Mind on Paper: The Role of Interpretive Mind and Iconicity in Children's Symbolic Development
. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/8104
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
28.
Craven, Patrick Lawrence.
Testing Expression Effects of Language and Inhibition Within a Series of False Belief Tasks.
Degree: 2008, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/6569
► The extent to which theory of mind task success depends on children’s language and executive function skills is tested in this study. Specifically, the hypothesis…
(more)
▼ The extent to which theory of mind task success depends on children’s language and executive function skills is tested in this study. Specifically, the hypothesis that the requirements of the false belief task mask successful expression of an underlying theory of mind is examined. To test this hypothesis, four versions of a false belief task are used in which each version has a high or low language and executive function component. The language component is modified by altering the phrasing of the theory of mind question such that a more simple language version is included in addition to the standard syntactically complex version. The executive function component is modified by allowing children to respond using either the standard finger-pointing version, or through the use of a game-board arrow. Additionally, the hypothesis that any resulting changes according to task manipulation would be related to an underlying cognitive ability in either language or inhibition is examined. Results from 28 children are reported, and main effects for the manipulation in both language and executive function were observed. Observed differences were in a direction opposite of what was expected, and these differences appeared unrelated to underlying cognitive skills. The results are interpreted in a context in which language plays a strong role in theory of mind success, possibly through working memory, and that subtle differences in theory of mind tasks can yield significantly different performances.
Advisors/Committee Members: Keith E Nelson, Committee Chair/Co-Chair, Carol Anne Miller, Committee Member, Ulrich Mueller, Committee Member, David A. Rosenbaum, Committee Member.
Subjects/Keywords: theory of mind; inhibition; executive function; language
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APA (6th Edition):
Craven, P. L. (2008). Testing Expression Effects of Language and Inhibition Within a Series of False Belief Tasks. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/6569
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Craven, Patrick Lawrence. “Testing Expression Effects of Language and Inhibition Within a Series of False Belief Tasks.” 2008. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/6569.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Craven, Patrick Lawrence. “Testing Expression Effects of Language and Inhibition Within a Series of False Belief Tasks.” 2008. Web. 20 Jan 2021.
Vancouver:
Craven PL. Testing Expression Effects of Language and Inhibition Within a Series of False Belief Tasks. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/6569.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Craven PL. Testing Expression Effects of Language and Inhibition Within a Series of False Belief Tasks. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/6569
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
29.
Costigan, Frances Aileen.
CONSTRAINTS ON COMPUTER MOUSE USE FOR YOUNG CHILDREN: IMPLICATIONS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
.
Degree: 2010, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/10973
► Many young children with disabilities require augmentative and alternative communication (AAC) to communicate functionally. There is great danger that current technologies will not accommodate the…
(more)
▼ Many young children with disabilities require augmentative and alternative
communication (AAC) to communicate functionally. There is great danger that current
technologies will not accommodate the skill levels of these young children since they are
typically designed from the perspective of adults without disabilities. The lack of
congruence between the design of AAC technologies and the skill levels of young
children may particularly affect the ability to select targets in order to construct messages
and initiate communicative and navigational actions. However, there is very little
evidence to support the design of developmentally appropriate target selection techniques
that young children may use to operate AAC technologies. This is true even for selection
techniques commonly used to access computer technologies such as the mouse. In order
to address the critical need for research in this area, the current study implemented a
mixed 2 × 3 × 3 factorial design to investigate the effects of age, target size, and angle of
approach of required movement on the accuracy of target selection and time required for
accurate target selection with a mouse for young children aged 3 to 3 ½ years (3-yearolds)
and 4 ½ to 5 years (4-year-olds). Participants were asked to select one of three
target sizes (1.0 cm diameter, 2.5 cm diameter, 4.0 cm diameter) along one of three
angles of approach (diagonal, horizontal, vertical). Although the 4-year-olds typically
outperformed the 3-year-olds, the differences in performance between age groups were
mediated by the effects of target size and angle of approach. For the 3-year-olds, target
size affected both accuracy and time required for accurate target selection while angle of
approach affected only time required for accurate target selection. For the 4-year-olds, target size affected the time required for accurate target selection while angle of approach
had no effect on performance. Regression analyses between the level of difficulty of the
task and the time required to execute movements to make an accurate selection indicated
that the performance of both the 3-year-olds and the 4-year-olds was characterized by
Fitts’ Law; Fitts’ Law is a common model from the motor control research that relates the
time required to execute aiming movements to the level of difficulty of the task. A 2 × 2
mixed ANOVA found that both age and angle of approach affected the Fitts’ Law
relationship. Results, theoretical implications, clinical implications, and directions for
future research are discussed.
Advisors/Committee Members: Janice Catherine Light, Dissertation Advisor/Co-Advisor, Janice Catherine Light, Committee Chair/Co-Chair, Karl Maxim Newell, Committee Member, Kathryn D R Drager, Committee Member, Carol Anne Miller, Committee Member.
Subjects/Keywords: computer access; assistive technology; augmentative communication; young children; motor control
Record Details
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Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Costigan, F. A. (2010). CONSTRAINTS ON COMPUTER MOUSE USE FOR YOUNG CHILDREN: IMPLICATIONS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/10973
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Costigan, Frances Aileen. “CONSTRAINTS ON COMPUTER MOUSE USE FOR YOUNG CHILDREN: IMPLICATIONS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
.” 2010. Thesis, Penn State University. Accessed January 20, 2021.
https://submit-etda.libraries.psu.edu/catalog/10973.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Costigan, Frances Aileen. “CONSTRAINTS ON COMPUTER MOUSE USE FOR YOUNG CHILDREN: IMPLICATIONS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
.” 2010. Web. 20 Jan 2021.
Vancouver:
Costigan FA. CONSTRAINTS ON COMPUTER MOUSE USE FOR YOUNG CHILDREN: IMPLICATIONS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
. [Internet] [Thesis]. Penn State University; 2010. [cited 2021 Jan 20].
Available from: https://submit-etda.libraries.psu.edu/catalog/10973.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Costigan FA. CONSTRAINTS ON COMPUTER MOUSE USE FOR YOUNG CHILDREN: IMPLICATIONS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
. [Thesis]. Penn State University; 2010. Available from: https://submit-etda.libraries.psu.edu/catalog/10973
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
. 
Open Access Theses and Dissertations