subject:(Speech disorders in children Longitudinal studies)

University of Arizona

31. Oglivie, Trianna. The Effect of Exemplar Variability in the Treatment of Functional Speech Sound Disorders .

Degree: 2019, University of Arizona

► Purpose: This study examined the effect of high- vs. low-exemplar variability practice in the treatment of functional speech sound disorders in children. Method: Sixteen children… (more)

Subjects/Keywords: children; intervention; speech sound disorders

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APA (6^th Edition):

Oglivie, T. (2019). The Effect of Exemplar Variability in the Treatment of Functional Speech Sound Disorders . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/634429

Chicago Manual of Style (16^th Edition):

Oglivie, Trianna. “The Effect of Exemplar Variability in the Treatment of Functional Speech Sound Disorders .” 2019. Doctoral Dissertation, University of Arizona. Accessed December 07, 2019. http://hdl.handle.net/10150/634429.

MLA Handbook (7^th Edition):

Oglivie, Trianna. “The Effect of Exemplar Variability in the Treatment of Functional Speech Sound Disorders .” 2019. Web. 07 Dec 2019.

Vancouver:

Oglivie T. The Effect of Exemplar Variability in the Treatment of Functional Speech Sound Disorders . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10150/634429.

Council of Science Editors:

Oglivie T. The Effect of Exemplar Variability in the Treatment of Functional Speech Sound Disorders . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/634429

McGill University

32. Golick, Margie. Language disorders in children : a linguistic investigation.

Degree: PhD, Department of Linguistics, 1977, McGill University

URL: http://digitool.library.mcgill.ca/thesisfile69233.pdf

Subjects/Keywords: Speech disorders in children.; Children – Language.

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APA (6^th Edition):

Golick, M. (1977). Language disorders in children : a linguistic investigation. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile69233.pdf

Chicago Manual of Style (16^th Edition):

Golick, Margie. “Language disorders in children : a linguistic investigation.” 1977. Doctoral Dissertation, McGill University. Accessed December 07, 2019. http://digitool.library.mcgill.ca/thesisfile69233.pdf.

MLA Handbook (7^th Edition):

Golick, Margie. “Language disorders in children : a linguistic investigation.” 1977. Web. 07 Dec 2019.

Vancouver:

Golick M. Language disorders in children : a linguistic investigation. [Internet] [Doctoral dissertation]. McGill University; 1977. [cited 2019 Dec 07]. Available from: http://digitool.library.mcgill.ca/thesisfile69233.pdf.

Council of Science Editors:

Golick M. Language disorders in children : a linguistic investigation. [Doctoral Dissertation]. McGill University; 1977. Available from: http://digitool.library.mcgill.ca/thesisfile69233.pdf

Michigan State University

33. Bain, Sally Jame. A comparison of two oral stereognosis testing strategies with articulatory-defective children.

Degree: MA, Dept. of Audiology and Speech Sciences, 1974, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:9940

Subjects/Keywords: Articulation disorders; Speech disorders in children – Diagnosis; Speech disorders in children – Testing

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APA (6^th Edition):

Bain, S. J. (1974). A comparison of two oral stereognosis testing strategies with articulatory-defective children. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:9940

Chicago Manual of Style (16^th Edition):

Bain, Sally Jame. “A comparison of two oral stereognosis testing strategies with articulatory-defective children.” 1974. Masters Thesis, Michigan State University. Accessed December 07, 2019. http://etd.lib.msu.edu/islandora/object/etd:9940.

MLA Handbook (7^th Edition):

Bain, Sally Jame. “A comparison of two oral stereognosis testing strategies with articulatory-defective children.” 1974. Web. 07 Dec 2019.

Vancouver:

Bain SJ. A comparison of two oral stereognosis testing strategies with articulatory-defective children. [Internet] [Masters thesis]. Michigan State University; 1974. [cited 2019 Dec 07]. Available from: http://etd.lib.msu.edu/islandora/object/etd:9940.

Council of Science Editors:

Bain SJ. A comparison of two oral stereognosis testing strategies with articulatory-defective children. [Masters Thesis]. Michigan State University; 1974. Available from: http://etd.lib.msu.edu/islandora/object/etd:9940

University of Stirling

34. Nicoll, Avril. Speech and language therapy in practice : a critical realist account of how and why speech and language therapists in community settings in Scotland have changed their intervention for children with speech sound disorders.

Degree: PhD, 2017, University of Stirling

URL: http://hdl.handle.net/1893/27257

► Healthcare professionals such as speech and language therapists are expected to change their practice throughout their career. However, from a practice perspective, there is a… (more)

▼ Healthcare professionals such as speech and language therapists are expected to change their practice throughout their career. However, from a practice perspective, there is a lack of knowledge around what practice change is, what it really takes, and why there are different trajectories. Consequently, therapists, managers and commissioners lack empirical evidence on which to base decisions about enabling practice change. In addition, intervention researchers lack basic sociological research around implementation that could inform their research designs, reporting and impact. This case-based sociological inquiry, underpinned by critical realist assumptions, was designed to address this knowledge gap. It includes a two-stage qualitative synthesis of 53 (then 16) studies where speech and language therapists explained the work of their practice in depth, and a primary qualitative study focused on one professional jurisdiction, children with speech sound difficulties (SSD). Forty two speech and language therapists from three NHS areas and independent practice in Scotland participated in individual interviews or self-organised pairs or focus groups to discuss in depth how and why they had changed their practice with these children. A variety of comparative methods were used to detail, understand and explain this particular aspect of the social world. The resulting theory of SSD practice change comprises six configured cases of practice change (Transforming; Redistributing; Venturing; Personalising; Delegating; Refining) emerging from an evolving and modifiable practice context. The work that had happened across four key aspects of this context (Intervention; Candidacy; Caseload; Service) explained what made each case possible, and how practice had come to be one way rather than another. Among its practical applications, the theory could help services plan more realistic practice change. In addition, the inductively developed layered model of SSD intervention change has the potential to contribute to speech and language therapy education as well as methodological discussions around complex interventions.

Subjects/Keywords: practice change; implementation; speech and language therapy; speech sound disorder; case-based sociological inquiry; qualitative methods; comparative methods; critical realism; context; complex interventions; candidacy; caseload; implementation-practice-profession lens; practical social theory; Speech therapy; Speech therapists – Training of – Scotland; Speech therapy for children – Research – Case studies; Speech disorders in children

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APA (6^th Edition):

Nicoll, A. (2017). Speech and language therapy in practice : a critical realist account of how and why speech and language therapists in community settings in Scotland have changed their intervention for children with speech sound disorders. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/27257

Chicago Manual of Style (16^th Edition):

Nicoll, Avril. “Speech and language therapy in practice : a critical realist account of how and why speech and language therapists in community settings in Scotland have changed their intervention for children with speech sound disorders.” 2017. Doctoral Dissertation, University of Stirling. Accessed December 07, 2019. http://hdl.handle.net/1893/27257.

MLA Handbook (7^th Edition):

Nicoll, Avril. “Speech and language therapy in practice : a critical realist account of how and why speech and language therapists in community settings in Scotland have changed their intervention for children with speech sound disorders.” 2017. Web. 07 Dec 2019.

Vancouver:

Nicoll A. Speech and language therapy in practice : a critical realist account of how and why speech and language therapists in community settings in Scotland have changed their intervention for children with speech sound disorders. [Internet] [Doctoral dissertation]. University of Stirling; 2017. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/1893/27257.

Council of Science Editors:

Nicoll A. Speech and language therapy in practice : a critical realist account of how and why speech and language therapists in community settings in Scotland have changed their intervention for children with speech sound disorders. [Doctoral Dissertation]. University of Stirling; 2017. Available from: http://hdl.handle.net/1893/27257

Portland State University

35. Powers, Brooke Leann. Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports.

Degree: MS(M.S.) in Speech and Hearing Sciences, Speech and Hearing Sciences, 2010, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/337

► Many bilingual Spanish-English preschool aged children are impacted by speech sound disorders; and research has shown that bilingual speech sound systems develop differently than… (more)

▼ Many bilingual Spanish-English preschool aged children are impacted by speech sound disorders; and research has shown that bilingual speech sound systems develop differently than monolinguals'. Research has also shown that, for monolingual English and Spanish speakers, parent reports can be a valid tool for identification and single-word assessments can effectively diagnose speech disorder, yet little, if any, normative data or information about the validity of parent reports as an identification tool exists for bilingual Spanish-English speakers. The purpose of the present study was to create bilingual speech normative data for English single-word assessment scores for percent consonants correct (PCC), percent vowels correct (PVC), and the index of phonetic complexity (IPC). It also sought to determine correlations of speech scores and parent reports, which was done as an extension of Stertzbach's 2005 study with monolingual Spanish speakers. Fifty-six bilingual Spanish-English 4-year-olds were administered a single-word assessment in English and normative data was generated from the PCC, PVC, and IPC scores. That normative data was correlated with Likert values from the parent surveys to establish the validity of the report as an identification tool, and finally, the disordered scores (as determined by the normative data) were explored in relation to previous suspicion or diagnosis of disorder. The normative data showed 89% of speech scores falling within the typical range for both PCC and PVC and 93% for IPC. Pearson coefficients were computed by regression analysis and parent reports were deemed a valid tool for identification based on statistically significant correlations (at the .05 level) for 6 of 10 questions. Previous suspicions of disorder, based on parent report or examiner questionnaire, were 87.5% and 91% accurate, respectively, while current diagnosis, based on the presence of an existing Individualized Family Service Plan (IFSP), was 93% accurate. The results were consistent with previous research showing the prevalence of speech disorder as well as the validity of the parent report. Advisors/Committee Members: Christina Gildersleeve-Neumann.

Subjects/Keywords: Bilingualism in children; Speech disorders in children – Evaluation; Preschool children – Language – Study and teaching – Bilingual method

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APA (6^th Edition):

Powers, B. L. (2010). Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/337

Chicago Manual of Style (16^th Edition):

Powers, Brooke Leann. “Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports.” 2010. Masters Thesis, Portland State University. Accessed December 07, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/337.

MLA Handbook (7^th Edition):

Powers, Brooke Leann. “Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports.” 2010. Web. 07 Dec 2019.

Vancouver:

Powers BL. Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports. [Internet] [Masters thesis]. Portland State University; 2010. [cited 2019 Dec 07]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/337.

Council of Science Editors:

Powers BL. Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports. [Masters Thesis]. Portland State University; 2010. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/337

Portland State University

36. Royer, Holly Kiesz. Clinical Application of Two Phonological-based Treatment Approaches.

Degree: MS(M.S.) in Speech Communication, Speech and Hearing Sciences, 1995, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/5196

► This single-subject study was designed to compare the effectiveness of two phonological-based treatment approaches with a preschool male with unintelligible speech characterized by multiple… (more)

Subjects/Keywords: Articulation disorders in children – Treatment; Communication; Speech and Rhetorical Studies

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APA (6^th Edition):

Royer, H. K. (1995). Clinical Application of Two Phonological-based Treatment Approaches. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/5196

Chicago Manual of Style (16^th Edition):

Royer, Holly Kiesz. “Clinical Application of Two Phonological-based Treatment Approaches.” 1995. Masters Thesis, Portland State University. Accessed December 07, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5196.

MLA Handbook (7^th Edition):

Royer, Holly Kiesz. “Clinical Application of Two Phonological-based Treatment Approaches.” 1995. Web. 07 Dec 2019.

Vancouver:

Royer HK. Clinical Application of Two Phonological-based Treatment Approaches. [Internet] [Masters thesis]. Portland State University; 1995. [cited 2019 Dec 07]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/5196.

Council of Science Editors:

Royer HK. Clinical Application of Two Phonological-based Treatment Approaches. [Masters Thesis]. Portland State University; 1995. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/5196

University of North Carolina – Greensboro

37. Babik, Iryna. Potential postural constraints on the development of lateralized hand-use in infancy.

Degree: 2010, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3345

► Lateralized hand-use is an easily observable sensorimotor skill that can be used as a model for the exploration of the development of differential functioning between… (more)

Subjects/Keywords: Left- and right-handedness – Longitudinal studies.; Hand – Movements.; Motor ability in children – Longitudinal studies.; Child development – Physiology.

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APA (6^th Edition):

Babik, I. (2010). Potential postural constraints on the development of lateralized hand-use in infancy. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3345

Chicago Manual of Style (16^th Edition):

Babik, Iryna. “Potential postural constraints on the development of lateralized hand-use in infancy.” 2010. Masters Thesis, University of North Carolina – Greensboro. Accessed December 07, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3345.

MLA Handbook (7^th Edition):

Babik, Iryna. “Potential postural constraints on the development of lateralized hand-use in infancy.” 2010. Web. 07 Dec 2019.

Vancouver:

Babik I. Potential postural constraints on the development of lateralized hand-use in infancy. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2010. [cited 2019 Dec 07]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3345.

Council of Science Editors:

Babik I. Potential postural constraints on the development of lateralized hand-use in infancy. [Masters Thesis]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3345

Vanderbilt University

38. LaGrange, Beth. Disentangling the Prospective Relations between Cognitive Style and Depressive Symptoms.

Degree: PhD, Psychology, 2008, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-09172008-122938/ ;

► To disentangle the relations between maladaptive cognitive style and depression, we tested simultaneously two different models of this relation: cognitive style predicting later depressive symptoms… (more)

Subjects/Keywords: children; cognitive style; depression; longitudinal; Cognitives styles in children – Longitudinal studies; Depression in children – Longitudinal studies; Depression in adolescence – Longitudinal studies

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APA (6^th Edition):

LaGrange, B. (2008). Disentangling the Prospective Relations between Cognitive Style and Depressive Symptoms. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-09172008-122938/ ;

Chicago Manual of Style (16^th Edition):

LaGrange, Beth. “Disentangling the Prospective Relations between Cognitive Style and Depressive Symptoms.” 2008. Doctoral Dissertation, Vanderbilt University. Accessed December 07, 2019. http://etd.library.vanderbilt.edu/available/etd-09172008-122938/ ;.

MLA Handbook (7^th Edition):

LaGrange, Beth. “Disentangling the Prospective Relations between Cognitive Style and Depressive Symptoms.” 2008. Web. 07 Dec 2019.

Vancouver:

LaGrange B. Disentangling the Prospective Relations between Cognitive Style and Depressive Symptoms. [Internet] [Doctoral dissertation]. Vanderbilt University; 2008. [cited 2019 Dec 07]. Available from: http://etd.library.vanderbilt.edu/available/etd-09172008-122938/ ;.

Council of Science Editors:

LaGrange B. Disentangling the Prospective Relations between Cognitive Style and Depressive Symptoms. [Doctoral Dissertation]. Vanderbilt University; 2008. Available from: http://etd.library.vanderbilt.edu/available/etd-09172008-122938/ ;

39. Yoo, Jeong Ah. The effects of domestic violence on behavior problems of preschool children.

Degree: Social Work, 2012, Rutgers University

URL: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065300

Subjects/Keywords: Family violence – Longitudinal studies; Preschool children – Psychology – Longitudinal studies; Mother and child; Mothers – Mental health; Behavior disorders in children

…disorders for children aged 3 (Meadows et al., 2007). In addition, studies have… …not been well documented in preschool children exposed to domestic violence, a few studies… …Problems of Children in Poor and Non-poor Groups With Control Variables Included… …Problems of Children in Poor and Non-poor Groups With Control Variables Included… …Problems of Children in the Married and Unmarried Groups With Control Variables Included…

10 more images…

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APA (6^th Edition):

Yoo, J. A. (2012). The effects of domestic violence on behavior problems of preschool children. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yoo, Jeong Ah. “The effects of domestic violence on behavior problems of preschool children.” 2012. Thesis, Rutgers University. Accessed December 07, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yoo, Jeong Ah. “The effects of domestic violence on behavior problems of preschool children.” 2012. Web. 07 Dec 2019.

Vancouver:

Yoo JA. The effects of domestic violence on behavior problems of preschool children. [Internet] [Thesis]. Rutgers University; 2012. [cited 2019 Dec 07]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yoo JA. The effects of domestic violence on behavior problems of preschool children. [Thesis]. Rutgers University; 2012. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

40. Little, Alfred William, 1915-. Speech defects in the Tucson public schools; a survey of the elementary grades .

Degree: 1951, University of Arizona

URL: http://hdl.handle.net/10150/553833

Subjects/Keywords: Speech disorders in children – Arizona – Tucson.

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APA (6^th Edition):

Little, Alfred William, 1. (1951). Speech defects in the Tucson public schools; a survey of the elementary grades . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/553833

Chicago Manual of Style (16^th Edition):

Little, Alfred William, 1915-. “Speech defects in the Tucson public schools; a survey of the elementary grades .” 1951. Masters Thesis, University of Arizona. Accessed December 07, 2019. http://hdl.handle.net/10150/553833.

MLA Handbook (7^th Edition):

Little, Alfred William, 1915-. “Speech defects in the Tucson public schools; a survey of the elementary grades .” 1951. Web. 07 Dec 2019.

Vancouver:

Little, Alfred William 1. Speech defects in the Tucson public schools; a survey of the elementary grades . [Internet] [Masters thesis]. University of Arizona; 1951. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10150/553833.

Council of Science Editors:

Little, Alfred William 1. Speech defects in the Tucson public schools; a survey of the elementary grades . [Masters Thesis]. University of Arizona; 1951. Available from: http://hdl.handle.net/10150/553833

The Ohio State University

41. Waldon, Edgar Fredrick. A Study of the spoken and written language of children with impaired hearing.

Degree: PhD, Graduate School, 1963, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551575626005

Subjects/Keywords: Theater; Speech disorders; Deafness in children; Deaf children; Children

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APA (6^th Edition):

Waldon, E. F. (1963). A Study of the spoken and written language of children with impaired hearing. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551575626005

Chicago Manual of Style (16^th Edition):

Waldon, Edgar Fredrick. “A Study of the spoken and written language of children with impaired hearing.” 1963. Doctoral Dissertation, The Ohio State University. Accessed December 07, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551575626005.

MLA Handbook (7^th Edition):

Waldon, Edgar Fredrick. “A Study of the spoken and written language of children with impaired hearing.” 1963. Web. 07 Dec 2019.

Vancouver:

Waldon EF. A Study of the spoken and written language of children with impaired hearing. [Internet] [Doctoral dissertation]. The Ohio State University; 1963. [cited 2019 Dec 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551575626005.

Council of Science Editors:

Waldon EF. A Study of the spoken and written language of children with impaired hearing. [Doctoral Dissertation]. The Ohio State University; 1963. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551575626005

Columbia University

42. Green, Heather Lee. Evaluation of Mismatch Negativity as a Biomarker for Autism Spectrum Disorder.

Degree: 2016, Columbia University

URL: https://doi.org/10.7916/D8DR2VDT

► Finding an early and objective way to identify language impairment in autism spectrum disorder (ASD) has the potential to lead to earlier speech and language… (more)

Subjects/Keywords: Specific language impairment in children; Speech; Oral communication; Autism; Autism in children; Autistic people – Language; Autism spectrum disorders; Special education; Neurosciences

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APA (6^th Edition):

Green, H. L. (2016). Evaluation of Mismatch Negativity as a Biomarker for Autism Spectrum Disorder. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8DR2VDT

Chicago Manual of Style (16^th Edition):

Green, Heather Lee. “Evaluation of Mismatch Negativity as a Biomarker for Autism Spectrum Disorder.” 2016. Doctoral Dissertation, Columbia University. Accessed December 07, 2019. https://doi.org/10.7916/D8DR2VDT.

MLA Handbook (7^th Edition):

Green, Heather Lee. “Evaluation of Mismatch Negativity as a Biomarker for Autism Spectrum Disorder.” 2016. Web. 07 Dec 2019.

Vancouver:

Green HL. Evaluation of Mismatch Negativity as a Biomarker for Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2019 Dec 07]. Available from: https://doi.org/10.7916/D8DR2VDT.

Council of Science Editors:

Green HL. Evaluation of Mismatch Negativity as a Biomarker for Autism Spectrum Disorder. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D8DR2VDT

University of North Texas

43. Silver, Kathi Olinsky. Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population.

Degree: 2000, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc2498/

► The purpose of this study was to examine the prevalence of the comorbidity of emotional/behavioral disorders (EBD) and speech/language disorders among those students identified as… (more)

▼ The purpose of this study was to examine the prevalence of the comorbidity of emotional/behavioral disorders (EBD) and speech/language disorders among those students identified as under The Individuals With Disabilities Education Act criteria as emotionally disturbed and speech impaired. The literature reviewed included clinical and school settings that examined a cooccurrence of language disorders in the EBD population. Other research reported a lack of routine involvement of speech/language therapists in the assessment of the EBD population. Implications from clinical studies suggested a need for greater attention to language disorders in a multi- and interdisciplinary assessment. This study investigated the prevalence of the dual occurrence of EBD and speech/language disorders in Grades 2 through 6 in Texas schools in light of the known research. Relationships in ethnicity and socioeconomic status were examined using chi-square test of independence. Aggregate data were obtained from the database of the Texas Pupil Information Management System and from survey questionnaire responses provided by speech therapists in selected districts. The literature review focused on the impact of language in the development of appropriate personal interactions and communication skills, especially those relevant to pragmatic language factors and the implications of language competency in successful personal living and career roles and supported the importance of language as an important contributor to a person's life success and the correlation of EBD disabilities and speech/language disorders. Social skills instruction, the relationship of language, especially pragmatics, and social competencies for this population are included. The results revealed a relationship between ethnicity and speech/language disorders among the students identified with EBD. In considering the population of students identified as EBD and language disordered, a significant relationship was found between ethnicity and socioeconomic status. Recommendations include suggestions for future research, assessment procedures, classroom interventions, and data collection methods. Advisors/Committee Members: Bullock, Lyndal M., Adkison, Judith A., Kinnison, Lloyd.

Subjects/Keywords: Behavior disorders in children.; Communicative disorders in children.; speech therapy.; Language disorders

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APA (6^th Edition):

Silver, K. O. (2000). Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2498/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Silver, Kathi Olinsky. “Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population.” 2000. Thesis, University of North Texas. Accessed December 07, 2019. https://digital.library.unt.edu/ark:/67531/metadc2498/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Silver, Kathi Olinsky. “Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population.” 2000. Web. 07 Dec 2019.

Vancouver:

Silver KO. Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population. [Internet] [Thesis]. University of North Texas; 2000. [cited 2019 Dec 07]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2498/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Silver KO. Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2498/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Portland State University

44. LeBlanc, Rosemary. The R-Stick Appliance as a Device to Facilitate the Phoneme /r.

Degree: MS(M.S.) in Speech Communication, Speech Communication, 1994, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/4794

► One of the most common articulation errors made by children is on the phoneme Ir I. Treatment techniques for this sound have varied and… (more)

Subjects/Keywords: Speech therapy for children; Articulation disorders in children; English language – Phonemics; Communication; Speech and Rhetorical Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

LeBlanc, R. (1994). The R-Stick Appliance as a Device to Facilitate the Phoneme /r. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4794

Chicago Manual of Style (16^th Edition):

LeBlanc, Rosemary. “The R-Stick Appliance as a Device to Facilitate the Phoneme /r.” 1994. Masters Thesis, Portland State University. Accessed December 07, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4794.

MLA Handbook (7^th Edition):

LeBlanc, Rosemary. “The R-Stick Appliance as a Device to Facilitate the Phoneme /r.” 1994. Web. 07 Dec 2019.

Vancouver:

LeBlanc R. The R-Stick Appliance as a Device to Facilitate the Phoneme /r. [Internet] [Masters thesis]. Portland State University; 1994. [cited 2019 Dec 07]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4794.

Council of Science Editors:

LeBlanc R. The R-Stick Appliance as a Device to Facilitate the Phoneme /r. [Masters Thesis]. Portland State University; 1994. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4794

Rutgers University

45. Coffey, Kevin R. A longitudinal analysis of medium spiny neuron activity in dorsolateral striatum during chronic cocaine self-administration.

Degree: MS, Psychology, 2014, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/44022/

► Substance abuse is defined by continued consumption of drugs despite their negative consequences, and its treatment is plagued by exceptionally high relapse rates (40-60%). Current… (more)

▼ Substance abuse is defined by continued consumption of drugs despite their negative consequences, and its treatment is plagued by exceptionally high relapse rates (40-60%). Current behavioral and neurobiological theories of substance abuse predict that with chronic use, drug consumption becomes habitual and neural activity shifts from the nucleus accumbens (NAc) to the dorsolateral Striatum (DLS). In the present study, we sought to test the latter theory: that in the course of chronic cocaine self-administration, DLS neurons acquire phasic patterns of firing in relation to drug-taking behaviors. We recorded from single body part (SBP) neurons in DLS that are specifically related to vertical head movement, (i.e. neck or head sensitive neurons) as well as a control group of non-SBP neurons. Animals self-administered cocaine using a vertical head movement operant and exhibited behavioral evidence of skilled self-administration. To analyze changes in neural firing rate (FR) across cocaine self-administration, we developed a custom generalized mixed model (2x2x12) with 2 levels of Neuron Type (Head Movement and Control), 2 levels of Firing Type (Phasic and Baseline) and 12 levels of recording Session. Baseline (non-movement) FR decreased in DLS neurons across days, but this decrease was confined to Head Movement neurons. Phasic (during head movements) FR differed significantly across sessions in both Head Movement and Control neurons. However, Phasic FR was significantly greater than Baseline FR only in Head Movement neurons, during the first two weeks (Days 3-4, 9-10, and 11-12). In the last two weeks, the population of Head Movement neurons in DLS contributed less to drug-taking behavior. Inconsistent with the tested theory, DLS does not become globally more active with chronic cocaine SA. Instead, chronic cocaine self-administration is related to a decrease in DLS activity, specifically in neurons that process the skill required for self-administering. Consistent with the tested hypothesis however, a small number of neurons acquired progressively more robust head movement activity after 24+ days of self-administration. During abstinence, these neurons could be responsible for processing or executing relapse behaviors. Advisors/Committee Members: Vicario, David (chair), West, Mark O (internal member), McGann, John (internal member), McCarthy, Danielle (internal member).

Subjects/Keywords: Cocaine abuse – Complications – Longitudinal studies; Movement disorders – Longitudinal studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Coffey, K. R. (2014). A longitudinal analysis of medium spiny neuron activity in dorsolateral striatum during chronic cocaine self-administration. (Masters Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/44022/

Chicago Manual of Style (16^th Edition):

Coffey, Kevin R. “A longitudinal analysis of medium spiny neuron activity in dorsolateral striatum during chronic cocaine self-administration.” 2014. Masters Thesis, Rutgers University. Accessed December 07, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/44022/.

MLA Handbook (7^th Edition):

Coffey, Kevin R. “A longitudinal analysis of medium spiny neuron activity in dorsolateral striatum during chronic cocaine self-administration.” 2014. Web. 07 Dec 2019.

Vancouver:

Coffey KR. A longitudinal analysis of medium spiny neuron activity in dorsolateral striatum during chronic cocaine self-administration. [Internet] [Masters thesis]. Rutgers University; 2014. [cited 2019 Dec 07]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/44022/.

Council of Science Editors:

Coffey KR. A longitudinal analysis of medium spiny neuron activity in dorsolateral striatum during chronic cocaine self-administration. [Masters Thesis]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/44022/

Kansas State University

46. Dickson, Linda. A survey of dysphonic caseload characteristics and clinician characteristics in the public schools of Kansas.

Degree: 1977, Kansas State University

URL: http://hdl.handle.net/2097/11536

Subjects/Keywords: Speech disorders in children Kansas.; Speech therapists Kansas.

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APA (6^th Edition):

Dickson, L. (1977). A survey of dysphonic caseload characteristics and clinician characteristics in the public schools of Kansas. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/11536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dickson, Linda. “A survey of dysphonic caseload characteristics and clinician characteristics in the public schools of Kansas.” 1977. Thesis, Kansas State University. Accessed December 07, 2019. http://hdl.handle.net/2097/11536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dickson, Linda. “A survey of dysphonic caseload characteristics and clinician characteristics in the public schools of Kansas.” 1977. Web. 07 Dec 2019.

Vancouver:

Dickson L. A survey of dysphonic caseload characteristics and clinician characteristics in the public schools of Kansas. [Internet] [Thesis]. Kansas State University; 1977. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/2097/11536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dickson L. A survey of dysphonic caseload characteristics and clinician characteristics in the public schools of Kansas. [Thesis]. Kansas State University; 1977. Available from: http://hdl.handle.net/2097/11536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina – Greensboro

47. Shin, Hyewon. Physical and psychological late effects on health-related quality of life in long-term survivors of childhood cancer.

Degree: 2017, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22085

► Advances in cancer treatments have increased the overall five-year survival rate for children and adolescents with cancer to almost 85% (Howlader et al., 2013). However,… (more)

▼ Advances in cancer treatments have increased the overall five-year survival rate for children and adolescents with cancer to almost 85% (Howlader et al., 2013). However, the use of intensive treatment modalities to improve survival rates has jeopardized health-related quality of life (HRQOL) of survivors of childhood cancer. Survivors of childhood cancers are likely to experience serious or life-threatening late effects (Berk & Meyers, 2015) which can continue into adulthood (Bassal, 2006; Kevin C. Oeffinger et al., 2006). Late effects refer to various health problems in physical, mental, and social domains that occur after completion of cancer treatment (National Cancer Institute, 2016). Several studies of adults with cancer have identified associations between symptom clusters and poor patient outcomes, typically HRQOL (Dodd, Miaskowski, & Paul, 2001; Kim, Barsevick, Beck, & Dudley, 2012; Miaskowski et al., 2006). There are few studies, however, examining the relationship of symptom clusters and HRQOL in survivors of childhood cancer. The purpose of this study was to examine the impact of late effects on HRQOL in survivors of childhood cancer. This project investigates the association between subgroup membership based on the impact of late effects on HRQOL using cluster mixture modeling. The revised dynamic symptom model (J. Brant, Dudley, Beck, & Miaskowski, 2016) was used as a theoretical framework, which is focused on the relationship between predictors and symptom experience. St. Jude Lifetime Cohort (SJLIFE) study data were used for this analysis. The study participants were diagnosed with childhood cancer and were treated between 1962 and 2002 at the St. Jude Children’s Research Hospital; 3,129 participants were eligible for this study. Using mixture modeling, a person-centered approach was used. The participants were young adult survivors (the mean age at the time of the survey was 31.0 years), were diagnosed with cancer during childhood (mean age of cancer diagnosis was 8.45 years), and were long-term survivors (mean time since cancer diagnosis was 28.10 years). Participants had various types of cancer including leukemia, lymphoma, sarcoma, and central nervous system tumors. Two distinctive subgroups were identified: the “high symptom cluster” group and the “low symptom cluster” group. Among all participants, pain was the most prevalent symptom (75.5%), and disfigurement (55%) and sensation abnormalities (31.1%) were higher. Several variables were associated with the high symptom cluster. Participants who were more than 40 years old at the time of the survey, female, non-Hispanic white, had less education, unmarried, and had lower annual income were more likely to be in the high symptom cluster group. Participants who were in the high symptom cluster group reported lower physical and psychosocial HRQOL compared to those in the low symptom cluster group. Several socioeconomic and clinical variables affected HRQOL among participants in this study. In particular, use of certain types of chemotherapy (e.g.,… Advisors/Committee Members: Robin Bartlett (advisor).

Subjects/Keywords: Cancer – Patients; Cancer in children; Quality of life; Cancer – Psychological aspects – Longitudinal studies

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APA (6^th Edition):

Shin, H. (2017). Physical and psychological late effects on health-related quality of life in long-term survivors of childhood cancer. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22085

Chicago Manual of Style (16^th Edition):

Shin, Hyewon. “Physical and psychological late effects on health-related quality of life in long-term survivors of childhood cancer.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 07, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22085.

MLA Handbook (7^th Edition):

Shin, Hyewon. “Physical and psychological late effects on health-related quality of life in long-term survivors of childhood cancer.” 2017. Web. 07 Dec 2019.

Vancouver:

Shin H. Physical and psychological late effects on health-related quality of life in long-term survivors of childhood cancer. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 Dec 07]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22085.

Council of Science Editors:

Shin H. Physical and psychological late effects on health-related quality of life in long-term survivors of childhood cancer. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22085

University of Aberdeen

48. Everitt, Andrea. Speech and language therapy in preschool children :.

Degree: Centre of Academic Primary Care., 2009, University of Aberdeen

URL: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=53351 ; http://digitool2.abdn.ac.uk:1801/webclient/DeliveryManager?pid=53351&custom_att_2=simple_viewer

Subjects/Keywords: Speech disorders.; Language disorders in children.; Preschool children; Speech therapy for children; Communicative disorders in children

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Everitt, A. (2009). Speech and language therapy in preschool children :. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=53351 ; http://digitool2.abdn.ac.uk:1801/webclient/DeliveryManager?pid=53351&custom_att_2=simple_viewer

Chicago Manual of Style (16^th Edition):

Everitt, Andrea. “Speech and language therapy in preschool children :.” 2009. Doctoral Dissertation, University of Aberdeen. Accessed December 07, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=53351 ; http://digitool2.abdn.ac.uk:1801/webclient/DeliveryManager?pid=53351&custom_att_2=simple_viewer.

MLA Handbook (7^th Edition):

Everitt, Andrea. “Speech and language therapy in preschool children :.” 2009. Web. 07 Dec 2019.

Vancouver:

Everitt A. Speech and language therapy in preschool children :. [Internet] [Doctoral dissertation]. University of Aberdeen; 2009. [cited 2019 Dec 07]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=53351 ; http://digitool2.abdn.ac.uk:1801/webclient/DeliveryManager?pid=53351&custom_att_2=simple_viewer.

Council of Science Editors:

Everitt A. Speech and language therapy in preschool children :. [Doctoral Dissertation]. University of Aberdeen; 2009. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=53351 ; http://digitool2.abdn.ac.uk:1801/webclient/DeliveryManager?pid=53351&custom_att_2=simple_viewer

Montana Tech

49. Guthrie, Diane. Characteristics of children with developmental verbal apraxia.

Degree: MCSD, 1982, Montana Tech

URL: https://scholarworks.umt.edu/etd/7198

Subjects/Keywords: Apraxia.; Children Language.; Speech disorders in children Diagnosis.

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APA (6^th Edition):

Guthrie, D. (1982). Characteristics of children with developmental verbal apraxia. (Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/7198

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Guthrie, Diane. “Characteristics of children with developmental verbal apraxia.” 1982. Thesis, Montana Tech. Accessed December 07, 2019. https://scholarworks.umt.edu/etd/7198.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Guthrie, Diane. “Characteristics of children with developmental verbal apraxia.” 1982. Web. 07 Dec 2019.

Vancouver:

Guthrie D. Characteristics of children with developmental verbal apraxia. [Internet] [Thesis]. Montana Tech; 1982. [cited 2019 Dec 07]. Available from: https://scholarworks.umt.edu/etd/7198.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guthrie D. Characteristics of children with developmental verbal apraxia. [Thesis]. Montana Tech; 1982. Available from: https://scholarworks.umt.edu/etd/7198

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg

50. Grobler, Regina Catherina. Selfkonsep, tydkonsep en skolastiese prestasie.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/6787

►

D.Ed.

Societal structures are undergoing drastic changes at present. In the modern technological community, increasing pressure is placed on the child to achieve, particularly in… (more)

▼

D.Ed.

Societal structures are undergoing drastic changes at present. In the modern technological community, increasing pressure is placed on the child to achieve, particularly in the scholastic field. The urgent need for higher scholastic achievement makes greater demands on both the educator (parent and teacher) and the child. A positive self-concept can provide the motivation which could lead to higher scholastic achievement, but the way in which the child plans and uses his time, and works towards future success, may be of the utmost importance for high average scholastic achievement. Against this background, the aim of this research was to investigate selfconcept and time-concept within an educational context. The study probed the issue of whether there is a difference between the self -concept and time-concept of pupils with a high average scholastic achievement and those of pupils with a low average. Further, the possible relationship between the self-concept and the time-concept of these pupils was investigated. To achieve this goal, the research was based on seven sub-goals. The first three of these goals were realised by investigating a theoretical framework regarding the self-concept and time-concept of pupils within an educational context, and also by educationally founding self-concept, time-concept and scholastic achievement. An empirical investigation was undertaken on the basis of the theoretical framework mentioned. Standard six, eight and ten pupils who were enrolled at an Afrikaans-medium and an English-medium high school in the Roodepoort area falling under the ex-Transvaal Education Department, as well as such pupils at an English-medium high school in the Johannesburg area, falling under the ex-Department of Education and Training, were involved in the investigation. A structured questionnaire in Afrikaans and English was developed on the basis of the above-mentioned self-concept and time-concept by adapting and refining already existing instruments. In accordance with the fourth sub-goal, this questionnaire, consisting of two instruments, was used to investigate the pupils' self-concept (instrument one) and timeconcept (instrument two). The approach followed for analysing and interpreting the data entails six steps. The data on self-concept and time-concept were analysed separately in steps 1, 4 and 5. In step 1 the validity and reliability of the measuring instruments were investigated. First order factor analytical procedures and item analyses were applied respectively in this regard. In each case only one variable (scale), namely self-concept and time-concept, was identified in this way. In step 2 the calculation of the correlation between the average percentage of the previous examination (biographical information) and the calculated average percentage (from information in Annexure C) was done on the basis of the data obtained from the Afrikaans-medium high school. This calculation was aimed at using the data from the questionnaire (obtained from the one English-medium high school that…

Subjects/Keywords: Personality and academic achievement; Self-perception in children - Longitudinal studies; Motivation in education - Case studies; Time management

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APA (6^th Edition):

Grobler, R. C. (2012). Selfkonsep, tydkonsep en skolastiese prestasie. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6787

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Grobler, Regina Catherina. “Selfkonsep, tydkonsep en skolastiese prestasie.” 2012. Thesis, University of Johannesburg. Accessed December 07, 2019. http://hdl.handle.net/10210/6787.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Grobler, Regina Catherina. “Selfkonsep, tydkonsep en skolastiese prestasie.” 2012. Web. 07 Dec 2019.

Vancouver:

Grobler RC. Selfkonsep, tydkonsep en skolastiese prestasie. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10210/6787.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grobler RC. Selfkonsep, tydkonsep en skolastiese prestasie. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6787

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

51. Sutherland, Eva Gay. Speech-language referrals: influences on physician practices.

Degree: Master of Health Services Administration, Department of Health Services Administration and Community Medicine, 1988, University of Alberta

URL: https://era.library.ualberta.ca/files/th83m153f

Subjects/Keywords: Medical referral – Alberta – Edmonton.; Language disorders in children.; Speech disorders in children.

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APA (6^th Edition):

Sutherland, E. G. (1988). Speech-language referrals: influences on physician practices. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/th83m153f

Chicago Manual of Style (16^th Edition):

Sutherland, Eva Gay. “Speech-language referrals: influences on physician practices.” 1988. Masters Thesis, University of Alberta. Accessed December 07, 2019. https://era.library.ualberta.ca/files/th83m153f.

MLA Handbook (7^th Edition):

Sutherland, Eva Gay. “Speech-language referrals: influences on physician practices.” 1988. Web. 07 Dec 2019.

Vancouver:

Sutherland EG. Speech-language referrals: influences on physician practices. [Internet] [Masters thesis]. University of Alberta; 1988. [cited 2019 Dec 07]. Available from: https://era.library.ualberta.ca/files/th83m153f.

Council of Science Editors:

Sutherland EG. Speech-language referrals: influences on physician practices. [Masters Thesis]. University of Alberta; 1988. Available from: https://era.library.ualberta.ca/files/th83m153f

Eastern Michigan University

52. Anson, Heather M. The neuropsychological endophenotype of specific language impairments and autism spectrum disorders: Category or continuum?.

Degree: PhD, Psychology, 2008, Eastern Michigan University

URL: http://commons.emich.edu/theses/131

► The primary goal of this investigation was to illuminate variables of the specific language impairment (SLI) and autism spectrum disorders (ASD) neuropsychological endophenotypes and… (more)

▼ The primary goal of this investigation was to illuminate variables of the specific language impairment (SLI) and autism spectrum disorders (ASD) neuropsychological endophenotypes and to clarify the nature of overlap between SLI and ASD. Group differences in cognitive functioning, epidemiological factors including proband comorbidity and health problems, and familial data in 39 SLI children and 89 ASD children who presented for clinical evaluation at Henry Ford Health System in Detroit were examined by retrospective chart review. Cognitive data revealed that ASD probands performed more poorly on tests of perceptual-motor functioning and had higher rates of pragmatic language deficits than SLI probands. In addition, ASD probands had higher rates of pragmatic speech problems than SLI probands. Proband comorbidity and health problem group differences were noted in several areas. SLI probands had higher rates of learning disorders, asthma, and stomach/digestion problems than the ASD probands. ASD probands had higher rates of mental retardation (MR) than the SLI probands. Familial group differences were noted in parental education levels and family history of psychopathology. SLI parents were less likely to have obtained a high school diploma or GED than ASD parents. SLI probands had higher rates of first-degree maternal relatives with learning disorders than ASD probands. ASD probands had higher rates of first-degree maternal relatives with ASD and thought disorders than SLI probands. In addition to significant findings between the diagnostic groups, differences between severity levels were also found. The severe groups performed more poorly on tests of academic functioning and visual attention than mild-moderate groups. In addition, the severe groups had higher rates of verbal communication content problems than the mild-moderate groups. In terms of comorbidity, the mild-moderate groups had higher rates of learning disorders and ADHD than the severe groups. The severe groups had higher MR rates than the mild-moderate groups. Finally, familial data indicated that the mild-moderate groups had higher rates of parents employed in business/finance and engineering/science than the severe groups. Overall, these findings provide valuable information on factors present in SLI and ASD neuropsychological endophenotypes and increase understanding on the nature of overlap between the two disorders. Advisors/Committee Members: Renee Lajiness-O’Neill, Ph.D., Chair, James T. Todd, Ph.D., Ellen Koch, Ph.D..

Subjects/Keywords: Language disorders in children; Autism Etiology; Speech disorders in children; Clinical Psychology

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APA (6^th Edition):

Anson, H. M. (2008). The neuropsychological endophenotype of specific language impairments and autism spectrum disorders: Category or continuum?. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/131

Chicago Manual of Style (16^th Edition):

Anson, Heather M. “The neuropsychological endophenotype of specific language impairments and autism spectrum disorders: Category or continuum?.” 2008. Doctoral Dissertation, Eastern Michigan University. Accessed December 07, 2019. http://commons.emich.edu/theses/131.

MLA Handbook (7^th Edition):

Anson, Heather M. “The neuropsychological endophenotype of specific language impairments and autism spectrum disorders: Category or continuum?.” 2008. Web. 07 Dec 2019.

Vancouver:

Anson HM. The neuropsychological endophenotype of specific language impairments and autism spectrum disorders: Category or continuum?. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2008. [cited 2019 Dec 07]. Available from: http://commons.emich.edu/theses/131.

Council of Science Editors:

Anson HM. The neuropsychological endophenotype of specific language impairments and autism spectrum disorders: Category or continuum?. [Doctoral Dissertation]. Eastern Michigan University; 2008. Available from: http://commons.emich.edu/theses/131

University of Arizona

53. Tonini, Ross Elliott. THE SPEECH, LANGUAGE, AND NONVERBAL PERFORMANCE SKILLS OF TWO GROUPS OF CHILDREN WITH DIFFERENT HISTORIES OF OTITIS MEDIA.

Degree: 1983, University of Arizona

URL: http://hdl.handle.net/10150/274814

Subjects/Keywords: Communication.; Communicative disorders.; Otitis media.; Otitis media in children.; Speech disorders in children.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tonini, R. E. (1983). THE SPEECH, LANGUAGE, AND NONVERBAL PERFORMANCE SKILLS OF TWO GROUPS OF CHILDREN WITH DIFFERENT HISTORIES OF OTITIS MEDIA. (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/274814

Chicago Manual of Style (16^th Edition):

Tonini, Ross Elliott. “THE SPEECH, LANGUAGE, AND NONVERBAL PERFORMANCE SKILLS OF TWO GROUPS OF CHILDREN WITH DIFFERENT HISTORIES OF OTITIS MEDIA. ” 1983. Masters Thesis, University of Arizona. Accessed December 07, 2019. http://hdl.handle.net/10150/274814.

MLA Handbook (7^th Edition):

Tonini, Ross Elliott. “THE SPEECH, LANGUAGE, AND NONVERBAL PERFORMANCE SKILLS OF TWO GROUPS OF CHILDREN WITH DIFFERENT HISTORIES OF OTITIS MEDIA. ” 1983. Web. 07 Dec 2019.

Vancouver:

Tonini RE. THE SPEECH, LANGUAGE, AND NONVERBAL PERFORMANCE SKILLS OF TWO GROUPS OF CHILDREN WITH DIFFERENT HISTORIES OF OTITIS MEDIA. [Internet] [Masters thesis]. University of Arizona; 1983. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10150/274814.

Council of Science Editors:

Tonini RE. THE SPEECH, LANGUAGE, AND NONVERBAL PERFORMANCE SKILLS OF TWO GROUPS OF CHILDREN WITH DIFFERENT HISTORIES OF OTITIS MEDIA. [Masters Thesis]. University of Arizona; 1983. Available from: http://hdl.handle.net/10150/274814

Portland State University

54. Christianson, Pamela Paguia. Disfluencies in normal three-year-old and five-year-old male children.

Degree: MS(M.S.) in Speech Communication, Speech Communication, 1987, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/3737

► The purpose of this study was to compare the frequency of specific disfluencies in 3 year old and 5 year old normal male children… (more)

Subjects/Keywords: Speech disorders in children; Stuttering in children; Speech Pathology and Audiology

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APA (6^th Edition):

Christianson, P. P. (1987). Disfluencies in normal three-year-old and five-year-old male children. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3737

Chicago Manual of Style (16^th Edition):

Christianson, Pamela Paguia. “Disfluencies in normal three-year-old and five-year-old male children.” 1987. Masters Thesis, Portland State University. Accessed December 07, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/3737.

MLA Handbook (7^th Edition):

Christianson, Pamela Paguia. “Disfluencies in normal three-year-old and five-year-old male children.” 1987. Web. 07 Dec 2019.

Vancouver:

Christianson PP. Disfluencies in normal three-year-old and five-year-old male children. [Internet] [Masters thesis]. Portland State University; 1987. [cited 2019 Dec 07]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3737.

Council of Science Editors:

Christianson PP. Disfluencies in normal three-year-old and five-year-old male children. [Masters Thesis]. Portland State University; 1987. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3737

Portland State University

55. Habermann, Barbara L. Speechreading ability in elementary school-age children with and without functional articulation disorders.

Degree: MS(M.S.) in Speech and Hearing Sciences, Speech Communication, 1990, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/4087

► The purpose of this study was to compare the speechreading abilities of elementary school-age children with mild to severe articulation disorders with those of… (more)

Subjects/Keywords: Lipreading; Speech perception in children; Articulation disorders in children; Speech and Hearing Science

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APA (6^th Edition):

Habermann, B. L. (1990). Speechreading ability in elementary school-age children with and without functional articulation disorders. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4087

Chicago Manual of Style (16^th Edition):

Habermann, Barbara L. “Speechreading ability in elementary school-age children with and without functional articulation disorders.” 1990. Masters Thesis, Portland State University. Accessed December 07, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4087.

MLA Handbook (7^th Edition):

Habermann, Barbara L. “Speechreading ability in elementary school-age children with and without functional articulation disorders.” 1990. Web. 07 Dec 2019.

Vancouver:

Habermann BL. Speechreading ability in elementary school-age children with and without functional articulation disorders. [Internet] [Masters thesis]. Portland State University; 1990. [cited 2019 Dec 07]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4087.

Council of Science Editors:

Habermann BL. Speechreading ability in elementary school-age children with and without functional articulation disorders. [Masters Thesis]. Portland State University; 1990. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4087

Portland State University

56. Sugarman, Nancy Kay. A Comparison Between Trained Ear Estimation and Orthographic Transcription When Measuring Speech Intelligibility of Young Children.

Degree: MS(M.S.) in Speech Communication, Speech Communication, 1994, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/4775

► When the primary mode of communication is speech, the crucial ingredient for successful communication is intelligible speech. The speech of children with disordered phonologies… (more)

▼ When the primary mode of communication is speech, the crucial ingredient for successful communication is intelligible speech. The speech of children with disordered phonologies is often unintelligible. Accurate and reliable measurement of speech with compromised intelligibility is essential if appropriate treatment procedures are to be chosen and implemented. The focus of this investigation was the measurement of speech intelligibility in young children. The purpose of this study was to investigate the relationship between the subjective method of trained ear estimation and the objective method of orthographic transcription when measuring the speech intelligibility of young speakers with a wide range of phonological profiency. For this study, the standard measurement of intelligibility was operationally defined as the percentage of words understood in a continuous speech sample derived from orthographic transcription of the sample. The secondary purpose was to investigate the accuracy of the speech-language pathologists' estimates as compared to the standard measure for each of the three groups: (a) the children with the most intelligibility, (b) with average intelligibility, and (c) with the least intelligibility. Data were collected from 47 children, aged 4:0 to 5:6, who comprised three groups with varying levels of intelligibility. Two groups of listeners who were unfamiliar with the speakers, but familiar with the topic, rated the children's percentage of intelligibility from continuous speech samples via orthographic transcription or trained ear estimation. The two methods of measuring speech intelligibility investigated in this study were found to correlate highly (£ = .96). However, there was a significant difference between the percentages derived from orthographic transcription and those derived from trained ear estimation for some speakers. The 1-test analyses revealed significant differences between the two measures for the two most intelligible groups, and no significant difference for the least intelligible group. It appears that the subjective method of estimating speech intelligibility with trained ears correlates with the objective method of orthographic transcription, but yields a different percentage score for some speakers. Advisors/Committee Members: Mary Gordon-Brannan.

Subjects/Keywords: Intelligibility of Speech – Testing; Articulation disorders in children – Diagnosis; Communication; Speech and Rhetorical Studies

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APA (6^th Edition):

Sugarman, N. K. (1994). A Comparison Between Trained Ear Estimation and Orthographic Transcription When Measuring Speech Intelligibility of Young Children. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4775

Chicago Manual of Style (16^th Edition):

Sugarman, Nancy Kay. “A Comparison Between Trained Ear Estimation and Orthographic Transcription When Measuring Speech Intelligibility of Young Children.” 1994. Masters Thesis, Portland State University. Accessed December 07, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4775.

MLA Handbook (7^th Edition):

Sugarman, Nancy Kay. “A Comparison Between Trained Ear Estimation and Orthographic Transcription When Measuring Speech Intelligibility of Young Children.” 1994. Web. 07 Dec 2019.

Vancouver:

Sugarman NK. A Comparison Between Trained Ear Estimation and Orthographic Transcription When Measuring Speech Intelligibility of Young Children. [Internet] [Masters thesis]. Portland State University; 1994. [cited 2019 Dec 07]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4775.

Council of Science Editors:

Sugarman NK. A Comparison Between Trained Ear Estimation and Orthographic Transcription When Measuring Speech Intelligibility of Young Children. [Masters Thesis]. Portland State University; 1994. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4775

Portland State University

57. Bergman, Betsy Ann. Occurrence of Phonological Processes Within Two Pragmatic Categories in Normal and Speech-Delayed Children.

Degree: MS(M.S.) in Speech Communication, Speech Communication, 1993, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/4532

► Research into the eventual suppression of phonological processes among children has centered on the influence of phonetic context and semantic-syntactic factors. Researchers have described… (more)

▼ Research into the eventual suppression of phonological processes among children has centered on the influence of phonetic context and semantic-syntactic factors. Researchers have described various factors that would account for the variability found in normal and speech-delayed children's use of phonological processes. Researchers have found associations between phonological process use and language form and content, although there is a paucity of information pertaining the effect of language use on phonological performances. This study examined the phonological process use within two pragmatic functions-assertiveand responsive utterances-used by 15 normally developing and 15 speech-delayed 3-year-olds. These groups were matched for age, sex, and socioeconomic status, all passed a hearing screening at 25 dB and scored at least 85 on the Bayley Scales of Infant Development or the Stanford-Binet Intelligence Scale. A 10-minute parent/child speech sample of each 3-year-old was orthographically and phonetically transcribed. Each first occurrence utterance was coded as either assertive or responsive, depending on the particular. pragmatic function it served. Percentage of phonological process use was determined for both groups within each pragmatic category, after analysis in the Pepper Program. Data were analyzed for significant differences between the two groups in the percentage of phonological processes used within the assertive and responsive categories. Results indicated that the speech-delayed group used more processes in both categories, although pragmatic function of the utterances did not have a significant effect on percentage of phonological processes used by either group. It was noted that children in the speech-delayed group were only mildly delayed, thus making them fairly intelligible to their listeners. Both groups were more assertive than responsive and used longer utterances during assertive speech acts; however, neither factor appeared to have any bearing on their phonological performances. It was concluded that the two groups appeared to show no significant difference in their phonological performances when comparing one pragmatic category to the other. Results indicated that the assertive speech acts examined held no motivation factors that influence the phonological performance of normal or mildly speech-delayed 3-year-old when compared to responsive speech acts. Advisors/Committee Members: Rhea Paul.

Subjects/Keywords: Grammar; comparative and general – Phonology; Speech disorders in children; Communication; Speech and Rhetorical Studies

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APA (6^th Edition):

Bergman, B. A. (1993). Occurrence of Phonological Processes Within Two Pragmatic Categories in Normal and Speech-Delayed Children. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4532

Chicago Manual of Style (16^th Edition):

Bergman, Betsy Ann. “Occurrence of Phonological Processes Within Two Pragmatic Categories in Normal and Speech-Delayed Children.” 1993. Masters Thesis, Portland State University. Accessed December 07, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4532.

MLA Handbook (7^th Edition):

Bergman, Betsy Ann. “Occurrence of Phonological Processes Within Two Pragmatic Categories in Normal and Speech-Delayed Children.” 1993. Web. 07 Dec 2019.

Vancouver:

Bergman BA. Occurrence of Phonological Processes Within Two Pragmatic Categories in Normal and Speech-Delayed Children. [Internet] [Masters thesis]. Portland State University; 1993. [cited 2019 Dec 07]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4532.

Council of Science Editors:

Bergman BA. Occurrence of Phonological Processes Within Two Pragmatic Categories in Normal and Speech-Delayed Children. [Masters Thesis]. Portland State University; 1993. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4532

Portland State University

58. Asher, Britteny Sue. Examining the Relationship between Three Speech Features and Intelligibility Ratings of Black English Preschoolers as Judged by Standard English Listeners.

Degree: MS(M.S.) in Speech Communication, Speech Communication, 1996, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/4917

► Linguistic diversification within our public schools has demanded professional responsibility from speech-language pathologists (SLPs) serving nonstandard English speaking students. Understanding and recognizing normal cultural… (more)

▼ Linguistic diversification within our public schools has demanded professional responsibility from speech-language pathologists (SLPs) serving nonstandard English speaking students. Understanding and recognizing normal cultural linguistic differences is the responsibility of the SLP. This study focused on the relationship of three speech features to intelligibility ratings of 10 preschool aged Black English speakers as assigned by 4 licensed standard English speaking SLPs with varying experience. The SLPs also rated the perceived effect of these speech features (i.e., articulation, speaking rate, and resonance) on intelligibility. Using the Pearson product-moment correlation, ratings were correlated and found to demonstrate an association between intelligibility ratings and all three speech features assessed. To determine which speech feature affected intelligibility the most, a linear association using a stepwise regression was applied to all listeners' ratings. For 3 of the 4 listeners, the strongest association between intelligibility and articulation. Ratings of the 4th listener, the listener with the most experience(> 3 years) demonstrated the strong association between intelligibility and resonance. The listener with _the least amount of experience tended to assign higher severity ratings to ratings for intelligibility, rate, and resonance than did the other listeners. Findings from this study demonstrate a need for more studies within the area of Black English as well as further investigative studies to assess listeners' perception of dialectical differences based on the experience within linguistically different or similar communities. Various measures of intelligibility of Black English speakers should also be explored for more accurate assessment tools for this population. Clinical implications focus on the SLP's responsibility to be experienced and knowledgeable of the linguistic community they are serving. Advisors/Committee Members: Mary Gordon-Brannan.

Subjects/Keywords: Intelligibility of speech; Black English – Phonology; Communicative disorders in children – Diagnosis; Communication; Speech and Rhetorical Studies

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APA (6^th Edition):

Asher, B. S. (1996). Examining the Relationship between Three Speech Features and Intelligibility Ratings of Black English Preschoolers as Judged by Standard English Listeners. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4917

Chicago Manual of Style (16^th Edition):

Asher, Britteny Sue. “Examining the Relationship between Three Speech Features and Intelligibility Ratings of Black English Preschoolers as Judged by Standard English Listeners.” 1996. Masters Thesis, Portland State University. Accessed December 07, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4917.

MLA Handbook (7^th Edition):

Asher, Britteny Sue. “Examining the Relationship between Three Speech Features and Intelligibility Ratings of Black English Preschoolers as Judged by Standard English Listeners.” 1996. Web. 07 Dec 2019.

Vancouver:

Asher BS. Examining the Relationship between Three Speech Features and Intelligibility Ratings of Black English Preschoolers as Judged by Standard English Listeners. [Internet] [Masters thesis]. Portland State University; 1996. [cited 2019 Dec 07]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4917.

Council of Science Editors:

Asher BS. Examining the Relationship between Three Speech Features and Intelligibility Ratings of Black English Preschoolers as Judged by Standard English Listeners. [Masters Thesis]. Portland State University; 1996. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4917

University of North Carolina – Greensboro

59. Massey, Sara Miller. The effects of auditory-motor mapping training on speech output of nonverbal elementary age students with autism spectrum disorder.

Degree: 2016, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19730

► The purpose of this study was to investigate the effect of auditory-motor mapping training (AMMT) on the speech output of nonverbal elementary age students with… (more)

▼ The purpose of this study was to investigate the effect of auditory-motor mapping training (AMMT) on the speech output of nonverbal elementary age students with autism spectrum disorder (ASD). Auditory-motor mapping training facilitates the development of association between sounds and articulatory actions using intonation and bimanual drumming activities. This intervention purportedly stimulates neural networks that may be dysfunctional in persons with ASD. Seven nonverbal children with a primary diagnosis of ASD participated in twelve 20-minute weekly sessions consisting of engagement with 15 predetermined target words through imitation, singing, and motor activity (all components of AMMT). Assessments were made at baseline, mid-point, and post AMMT intervention sessions. These probes were used to determine the effects of AMMT on expressive language abilities of speech output. A null hypothesis was tested to determine the significance of the independent variables of singing, showing visual cues, and drumming on the speech output of nonverbal children with ASD, age five through eight years (p = .05). Additionally, effects of AMMT on children's development of social communication skills also were examined at the end of each intervention session. Results of the study revealed no significant effect of the AMMT intervention on the speech output of elementary age children with ASD from the best baseline to probe one and probe two (p = .424), therefore the null hypothesis that there was no significant effect of auditory-motor mapping training (AMMT) on speech output of nonverbal elementary children with ASD was retained. Additionally, a comparison of the growth of the independent ‘High Five’ gesture from session one to session twelve yielded no statistical significant results (p > .05). The McNemar chi-square was used to compare this secondary AMMT effect from sessions two to eleven, and revealed a positive growth trend that approached a significant outcome associated with the children's social communication responses (p =.063). Although significant changes in the nonverbal children's speech output were not substantiated in this study, there were areas of growth for all children in this study that were highlighted through qualitative analysis and descriptive narratives. Confounding variables that possibly affected children's speech output and social communication development were addressed. Additionally, recommendations were made for future research involving music as a vehicle for speech development for nonverbal elementary age children with ASD.; Autism, Language, Music, Music therapy, Nonverbal, Speech output Advisors/Committee Members: Patrica Sink (advisor).

Subjects/Keywords: Children with autism spectrum disorders – Rehabilitation; Music therapy for children; Speech therapy for children; Autistic children – Language; Language acquisition; Social skills in children

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APA (6^th Edition):

Massey, S. M. (2016). The effects of auditory-motor mapping training on speech output of nonverbal elementary age students with autism spectrum disorder. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19730

Chicago Manual of Style (16^th Edition):

Massey, Sara Miller. “The effects of auditory-motor mapping training on speech output of nonverbal elementary age students with autism spectrum disorder.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 07, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19730.

MLA Handbook (7^th Edition):

Massey, Sara Miller. “The effects of auditory-motor mapping training on speech output of nonverbal elementary age students with autism spectrum disorder.” 2016. Web. 07 Dec 2019.

Vancouver:

Massey SM. The effects of auditory-motor mapping training on speech output of nonverbal elementary age students with autism spectrum disorder. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Dec 07]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19730.

Council of Science Editors:

Massey SM. The effects of auditory-motor mapping training on speech output of nonverbal elementary age students with autism spectrum disorder. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19730

University of Limerick

60. Parkes, Claire. Parental perception of the efficacy and effectiveness of a ‘no training needed’ home programme for children with speech sound disorders.

Degree: 2013, University of Limerick

URL: http://hdl.handle.net/10344/3548

►

non-peer-reviewed

Background: A successful alternative to one to one therapy for children with speech sound disorders (SSD) such as a home programme, could reduce the… (more)

▼

non-peer-reviewed

Background: A successful alternative to one to one therapy for children with speech sound disorders (SSD) such as a home programme, could reduce the time spent waiting for intervention. Previous studies have established that parents can be as effective as clinicians, as agents of therapy, when training is provided. This study investigates the success from the perspective of the parent, of a ‘no training needed’ home programme. Aims: This study aims to develop a home programme for children with phonological delay and consistent phonological disorder, usable for parents and children without any training. The study aims to evaluate the effectiveness and efficacy of this home programme, as measured by parental report. Methods and Procedures: Thirteen mono-lingual, English speaking children (6 girls, 7 boys) with a mean age of 4;03 (range 3;03-5;09) and their parents participated in this study. All children were diagnosed with a phonological delay or consistent phonological disorder and were not currently in receipt of therapy for their SSD. The parents and their children carried out the programme for 15 minutes a day, 6 days a week, for five weeks. Parents completed questionnaires evaluating the impact of their child’s SSD on their communication before and after the programme and evaluating the usability of the programme at the end of the study. Results: 12 out of 13 parents reported that their child’s speech intelligibility had improved after the five week home programme. Parents perceived improvement but not enough to make a change to the impact index as measured by the first questionnaire. Parents and children found the programme to be usable in terms of enjoyment and the materials and instructions provided to be adequate. Some parents found the time requirement difficult to adhere to. Conclusion: This may indicate that a notable change was observed by parents; however, the change was not enough to make a significant impact on their communication with others. The programme activities are enjoyable. Parents were able to carry out the activities within this home programme without any training.

Advisors/Committee Members: Wright, Aileen.

Subjects/Keywords: speech disorders; children; parents; home programme

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APA (6^th Edition):

Parkes, C. (2013). Parental perception of the efficacy and effectiveness of a ‘no training needed’ home programme for children with speech sound disorders. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/3548

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Parkes, Claire. “Parental perception of the efficacy and effectiveness of a ‘no training needed’ home programme for children with speech sound disorders.” 2013. Thesis, University of Limerick. Accessed December 07, 2019. http://hdl.handle.net/10344/3548.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Parkes, Claire. “Parental perception of the efficacy and effectiveness of a ‘no training needed’ home programme for children with speech sound disorders.” 2013. Web. 07 Dec 2019.

Vancouver:

Parkes C. Parental perception of the efficacy and effectiveness of a ‘no training needed’ home programme for children with speech sound disorders. [Internet] [Thesis]. University of Limerick; 2013. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10344/3548.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parkes C. Parental perception of the efficacy and effectiveness of a ‘no training needed’ home programme for children with speech sound disorders. [Thesis]. University of Limerick; 2013. Available from: http://hdl.handle.net/10344/3548

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations