Dissertations / Theses on the topic 'Aural/oral performance of children'

A substantial body of research points to the benefits of fitting hearing instruments that provides extended high frequency amplification. Most published research were done on adults or in controlled laboratory settings. It is therefore necessary for peadiatric audiologists to critically assess the effects that this extended high frequency amplification has on the individual child fitted with hearing instruments. A quantitative research method was selected to explore the possible correlations between extended high frequency amplification and the influence this extended high frequency amplification has on speech recognition and functional performance in children with mild to severe sensory neural hearing loss. A quasiexperimental design was selected. This design accommodated a one-group (single-system) pre-test versus post-test design. Baseline assessments were done and all participants were subjected to pre- and post-intervention assessments. Six participants were fitted with hearing instruments which provided extended high frequency amplification. A baseline assessment was done with current hearing instruments after which participants were assessed with the hearing instruments with extended high frequency amplification. Aided audiological assessments were done without the extended high frequencies after which participants were evaluated with the added high frequencies. Speech recognition testing and functional performance questionnaires were used to compare the outcomes obtained with and without the extended high frequency amplification. A t-test was used for hypothesis testing to determine if extended range amplification increased speech recognition abilities and functional performance, and if these increases were statistically significant. Results were varied where some participants performed better and some performed worse with the added extended range amplification during speech recognition testing and functional performances observed at home. These varied results were statistically insignificant. However, statistically significant evidence was obtained to indicate that extended high frequency amplification increased the functional performance observed at school. The study concluded that the paediatric audiologist should know the effect fitting hearing instruments capable of extended high frequency amplification have on speech recognition abilities and functional performances. Fitting hearing instruments with extended high frequency amplification should however be done with caution because not all children benefited from extended bandwidth amplification. This underlines the importance of following a strict evidence-based approach that incorporates objective and subjective assessment approaches. This will provide the paediatric audiologist with real world evidence of the success of the amplification strategy that is followed.
Dissertation (MCommunication Pathology)--University of Pretoria, 2012.
Speech-Language Pathology and Audiology
Unrestricted

Prepositions are not only important in functional syntax; they also relate meanings associated with the concepts of place and time (Washington & Naremore, 1978). Furthermore, prepositions are critical in such everyday activities as producing and comprehending directions, using maps and diagrams, and in the fields of mathematics and music (Cox & Richardson, 1985). Inefficient use or misuse of prepositional spatial terms may hinder a child's progress in many areas. Expressive acquisition of function words, which include prepositions, has been described as significantly delayed in the hearing impaired populations (Cooper & Rosenstein, 1966). The purpose of this study was to conduct a comparative preposition analysis between hearing impaired children using two different modes of communication. The question this researcher sought to answer was: Do 54 severely-to-profoundly hearing impaired children in this study using total communication differ in the expressive acquisition of 17 locative and directional prepositions from 35 hearing impaired children in a previous study (Warlick, 1983) using oral/aural communication?

This study examined the performance of children with autism on selected measures of reading achievement and cognitive-linguistic ability. How children with autism performed on three reading achievement measures, Letter-Word Identification, PassageComprehension, and Oral Reading Fluency, and two cognitive-linguistic measures, Rapid Letter Naming and Segmenting of Words were analyzed to determine if there were anydifferences between their performance and those of both their normative and special education counterparts. Results revealed that children with autism scored significantly lower on all three measures of reading achievement and both cognitive-linguistic skillsthan their normative counterparts. Children with autism scored significantly lower on only one of the reading measures, Passage Comprehension and both cognitive-linguistic measures than their special education counterparts. Findings from this study provideadditional support for previous research which purports that children with autism demonstrate impairments in cognitive-linguistic tasks that require phonological processing, rapid automatic naming, oral language, and reading comprehension and may help practitioners in the identification of children with autism.

Orientador: Fabio Luiz Mialhe
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Odontologia de Piracicaba
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Resumo: O objetivo geral dessa Tese foi avaliar os determinantes sociais da saúde (DSS) associados à saúde bucal, ao rendimento escolar e a qualidade de vida em crianças e adolescentes, além de testar as propriedades psicométricas longitudinais de questionários de Qualidade de Vida Relacionada à Saúde Bucal (QVRSB) e comparar um questionário genérico de qualidade de vida com outro de QVRSB. Para isso, foram usadas duas amostras: uma composta por crianças de 8 a 10 anos, participantes do Programa Sempre Sorrindo (PSS), no município de Piracicaba, São Paulo, e outra composta por escolares de 12 anos provenientes de escolas públicas e privadas do município de Juiz de Fora, Minas Gerais. Foram coletados dados referentes às condições clínicas e aplicados questionários para avaliação da qualidade de vida (Child Perception Questionnaire ¿ CPQ8-10 e CPQ11-14 e AUQUEI ¿ Autoquestionnaire Qualité de Vie Enfant Image), bem como do nível socioeconômico, do ambiente familiar e do rendimento escolar das crianças. Os resultados demonstraram que os DSS apresentaram associações com cárie dentária e que, em particular, os aspectos socioeconômicos possuíram maior associação com a experiência de cárie, quando comparados com variáveis relacionadas ao ambiente familiar. Observou-se, ainda, que tanto aspectos socioeconômicos, do ambiente familiar e a presença de lesões de cárie, mesmo que tratadas, foram indicadores de risco para o pobre rendimento escolar, e a experiência de cárie foi um importante preditor para mudanças na QVRSB de adolescentes ao longo do tempo. Sobre a responsividade dos instrumentos de QVRSB, verificou-se que o questionário CPQ11-14 apresentou-se responsivo às mudanças longitudinais, avaliadas pelo critério de Longitudinal Construct Validity, mas com pequena alteração quando avaliada pela análise de effect size. Os resultados também demonstraram que o CPQ11-14 apresentou correlação com o instrumento genérico de qualidade de vida AUQUEI e que ambos apresentaram associações com variáveis clinicas e socioambientais. Por fim, verificou-se que o tratamento da cárie dentária impactou positivamente na melhora da QVRSB de escolares, e o CPQ8-10 apresentou boas propriedades psicométricas para avaliar estas mudanças ao longo do tempo. Conclui-se, a partir dos resultados dos estudos supracitados, que houve associações entre DSS e a cárie dentária, e que ambos estiveram associados a um pior rendimento escolar. Da mesma forma, verificou-se que a QVRSB esteve correlacionada à qualidade de vida nesta população. Quando os escolares foram avaliados longitudinalmente, constatou-se que a experiência de cárie foi um preditor importante para mudanças da QVRSB ao longo do tempo nesta população, mensurada pelos questionários Child Perception Questionnaire, que apresentaram boas propriedades psicométricas de responsividade às mudanças de qualidade de vida relacionada à saúde bucal. Dentro deste contexto, o acesso ao tratamento odontológico foi um importante fator para a melhoria da qualidade de vida relacionada à saúde bucal de escolares que vivem sob vulnerabilidade social
Abstract: The overall objective of this thesis was to evaluate the social determinants of health (SDH) associated with oral health, school performance and the quality of life in children and adolescents, as well as test the longitudinal psychometric properties of Oral Health realte Quality of Life (OHRQoL) questionnaires and compare a generic questionnaire of quality of life with other of OHRQoL. For this, two samples were used: one consisting of children 8-10 years participating in the Program Always Smiling (PSS), in Piracicaba, São Paulo, and another composed of schoolchildren of 12 years from public and private schools in the city Juiz de Fora, Minas Gerais. Data were collected regarding on clinical conditions and questionnaires to assess quality of life (Child Perception Questionnaire - CPQ8-10 and CPQ11-14 and AUQUEI - Autoquestionnaire Qualité de Vie Enfant Image) and socioeconomic status, home environment and school performance of schoolchildren. The results showed that the SDH were associated with dental caries and, in particular, the socioeconomic aspects contained higher association with caries experience compared to variables related to the home environment. It was observed also that both socioeconomic aspects of the home environment and the presence of caries lesions, even if treated, were risk factors for poor school performance, and caries experience was an important predictor of changes in QVRSB adolescents over time. On the responsiveness of OHRQoL instruments, it has been found that the questionnaire is presented CPQ11-14 responsive to longitudinal changes, as evaluated by Longitudinal Construct Validity, but with little change as determined by the effect size analysis. The results also showed that CPQ11-14 correlated with the generic instrument of quality of life AUQUEI and both were associated with clinical, social and environmental variables. Finally, it was found that treatment of dental caries has impacted positively on improving of OHRQoL, and had good psychometric properties of CPQ8-10 for measuring changes over time. In conclusion, from the results of the aforementioned studies, there were associations between SDH and tooth decay, and both were associated with poorer school performance. Likewise, it was found that the OHRQoL was correlated to quality of life in population. When the students were assessed longitudinally, it was found that caries experience was an important predictor of changes OHRQoL over time in this population, as measured by the Child Perception Questionnaire questionnaires, which showed good psychometric properties of responsiveness to quality of life changes related to oral health. Within this context, access to dental treatment was an important factor in improving the quality of life related to oral health of children living under social vulnerability
Doutorado
Odontologia em Saude Coletiva
Doutora em Odontologia

碩士
國立臺北護理健康大學
語言治療與聽力研究所
105
The Parent’s Evaluation of Aural/Oral of Children (PEACH) is a caregiver report questionnaire that is suitable for use with children who wear hearing aids. It was developed to evaluate the effectiveness of amplification for infants and children with hearing impairment by a systematic report of parent’s observation. PEACH is available in both a Diary format and a Rating Scale format. It can be used in infants as young as one month old and school-aged children with hearing loss ranging from mild to profound degree. The purpose of this study was to adapt the PEACH Dairy and PEACH Rating Scale into Mandarin-Chinese language, examined the preliminary psychometric properties of this version of translation, and explored the association between age and the reported outcome. The data of this study were collected from infants and children with normal hearing and with hearing impairment. The Mandarin-Chinese PEACH was examined and modified in pilot testing with concise definition, instruction, and applicability of research subtests items, and was fully scrutinized by audiology professors and senior audiologist with professional advices. A total of 36 parents of children with normal hearing or hearing impairment participated in the present study, including 23 parents of normal-hearing children (age ranging from 3 to 43 months), and 13 parents of hearing-impaired children (age ranging from 8 to 57 months). All parents filled out both the Mandarin-Chinese PEACH Dairy and the PEACH Rating Scale, of whom 30 parents also filled out the MCDI-T Scale. The results showed that (1) Internal consistency reliability: Cronbach α .839~ .975, (2) Inter-rater reliability: Cohen's kappa Coefficient .925~.967 (3) Criterion-related validity: r =.729~768 (p <.001)。As to the concurrent validity of criterion-related with MCDI-T, a high level substantial relationship was found in homogenous categories between Mandarin-Chinese PEACH rating scale and MCDI-T. Furthermore, the interrater reliability analysis also showed a high reliability. In conclusion, the Mandarin-Chinese PEACH questionnaire showed acceptable validity and reliability performance through multiple preliminary examinations and analysis. The developed Mandarin-Chinese PEACH questionnaire and rating scale can be used in infants and children with hearing impairment to monitor the progress and development of the auditory behavior.

碩士
臺北市立大學
特殊教育學系
106
This study aims to explore the changes of rereading on prompts that adults used and oral performance of children in dialogic reading. Eight adults and thirty typically developing preschoolers from Taipei city participated in this study and are assigned into dialogic reading group (experiment group) or typical reading group (control group). Adults and children read the same storybook one-to-one by twice a week for two weeks. The results indicated that: 1.Adults from dialogic reading group used significantly more Completion prompts, Recall prompts, Wh-prompts, and Distancing prompts than typical reading group. However, the adults of dialogic reading group used significantly more Open-ended prompts than typical reading group only on the third and fourth reading session. 2.Rereading significantly increased that adults use Completion and Wh-prompts during shared-book reading, but there no significant impact on the use of Recall and Distancing prompts. In addition, rereading presented a significant impact to the use of Open-ended prompts for adults of dialogic reading group only. 3.Dialogic reading has significant effects on children’s oral performance included initiating turn-taking, dialogue participation rate, number of total words, number of different words, total sentences and sentence complexity. However, there was no significant effect on the ratio of corresponding to context, type token ratio and the mean length of utterance. 4.Rereading has significant effects on children’s oral performance included initiating turn-taking, dialogue participation rate, number of total words, number of different words, total sentences, mean length of utterance and sentence complexity, but not included the ratio of corresponding to context and type token ratio.

碩士
國立臺北護理健康大學
語言治療與聽力研究所
104
In this study, 26 enrolled in Taipei, Hsinchu county, Taichung States overlooked barrier resource classes, visually impaired students as the research object, and then to attend the same school and the same grade school with same sex 26 children as control group . The purpore is to explore the visually impaired student’s articulation and oral diadochokinesis rate performance. The results found that the articulation of percentage of consonants correct rate, sighted student’s performance have significant differences batter than visual impairment student. The articulation disorder rate that between the sighted student and visual impairment student that have no significant differences. Articulation error type part, visually impaired group in retroflexion and distortion and is ㄢ be substitute is the three types achieve significant differences between sighted students group, the visually impaired group’s articulation disorder types of errors sorted were: substitution is 72.67%; other is 10.22 ％; 6.81 ％ of the distortion; omission is 2.27%; addition is 1.13%; no retroflexion is 23.86%; 15.90% is the laterals; retroflexion is 13.63%; assimilation is 6.81%; fricative affrication is 5.68%.Phonetic symbols difficulty was: ㄕㄓㄔㄖㄗㄙㄤㄘㄒㄈㄉㄊㄑㄢㄥ. The ㄕis the most times of error number..Oral diadochokinetic rate portion, sighted children group diadochokinetic rate in the range of 4.87 syllables / sec to 5.33 syllables / sec; visually impaired children in the group of 4.78 syllables / sec to 4.85 syllables / second. The oral diadochokinetic rate visually impaired group than sighted children was slower, but less than statistically significant differences. Oral diadochokinetic rate can not predict t the articulation of percentage of consonants correct rate and articulation disorder rate. Finally, the articulation error total number of people, visually impaired group higher than sighted students group, and there are significant differences reached statistical. All of the articulation of percentage of consonants correct rate, articulation disorder rate, Oral diadochokinetic rate, articulation error total number that have no significant differences between of the group of blind and partially.

碩士
國立臺北教育大學
特殊教育學系碩士班
97
The purpose of this study was to investigate the oral narrative performance of children with mild mental retardation. Using the discourse context of story telling after watching cartoon films, the current study obtained language samples from 25 mentally retarded children and 25 peers in 5th and 6th grade in elementary schools. In addition to understand the performance of different oral narrative indices, the current study investigated the correlation between each narrative index. Furthermore, the present study also conducted Discriminant Analysis to determine which narrative indices were the best predictors to differentiate the narrative performance between children with mild mental retardation and peers. Overall, the results of this study were concluded as follows: 1. Children with mild mental retardation produced more proportion of simple utterances, proportion of word error, proportion of context error utterances, proportion of multiple error utterances, proportion of grammatical error utterances, proportion of total mazes than their peers. 2. Children with mild mental retardation performed worse than their peers in number of total words, number of different words, corrected type token ratio, total utterances, the second type of complex utterances, the third type of complex utterances, the fourth type of complex utterances, proportion of conjunction sentence, proportion of complex utterances, mean length of utterances, proportion of redundant vocabulary utterances. 3. The correlations between each narrative index could the summarized as follows: (a) The correlations between number of total words, number of different words, corrected type token ratio, total utterances, proportion of conjunction sentence, mean length of utterances and proportion of complex utterances were significant in children with mental retardation. (b)The correlations between each index was inconsistent in children with typical development. In other words, these children’s narrative quality and quantity were not so linearly correlated. 4. The indices which can distinguish mental retarded children from their peers included: proportion of conjunction sentence, the fourth type of complex utterances, proportion of complex utterances, proportion of simple utterances, proportion of grammatical error utterances, proportion of word error, mean length of utterances, number of total words, proportion of context error utterances, number of different words, proportion of total mazes, corrected type token ratio, proportion of multiple error utterances, the third type of complex utterances, total utterances, proportion of quantifier error utterances, the two type of complex utterances, proportion of redundant vocabulary utterances.

碩士
國立臺中教育大學
幼兒教育學系早期療育碩士班
101
Backgrand and purposes: articulation disorders is the clients occupational therapists often met in clinical. Such children often have poor oral motor, was also observed. Past studies are focused on oral motor and motor performance of articulation disorders, respectively. Less literature indicates their correlation. The purpose of this study is to explore the relationship between oral motor and motor performance in articulation disorders children. Methods: Total 29 children age between 4 and 6 years old with articulation disorders from rehabilitation department were included in the study。They received the below evaluations: Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2) , Oral-Motor Checklist of Preschool Children, Sensory Integration Clinical Observation . Result: The BOT-2 shows Manual Coordination scores were lower than the norm average score, and reached statistical differences. The relationship between oral motor and motor performance, mucle tone and breathing sound resonates with moderate correlation (r = .471), Manual Coordination and volitional oral movements with moderate correlation (r = .495), Manual Coordination and oral rotation moderate correlation (r = .419). In predicting articulation disorders children 's oral motor, the Manual Coordination is an important predictor. Conclusion: Articulation disorders children 's motor performance lower than children in general., Manual coordination and oral motor and oral diadochokinetic have reached moderate correlation, and is an important predictive factor of oral action.

Contemporary conceptual models of health emphasize the importance of patient-based outcomes and recognize the complexity involved in their assessment. Various health conditions, personal, social, and environmental factors, are all thought to contribute to individual’s quality of life. However, the impact of orthodontic treatment on Oral Health-related Quality of Life (OH-QOL) outcomes in children has not yet been systematically studied. Hence, this research was planned to assess the effect orthodontic treatment has on pediatric OH-QOL outcomes. Further, the important moderational role of children’s psychological assets on OH-QOL reports is explored. Following completion of a preliminary study to confirm the psychometric properties of the Child Perception Questionnaire (CPQl1-14), the current two-phase study was undertaken. This consisted of a cross-sectional study examining the relationship among Self-Esteem (SE), malocclusion, and OH-QOL, and a longitudinal study examining the influence of orthodontics and children’s Psychological Wellbeing (PWB) on OH-QOL reports. This PhD dissertation is presented in the “Publishable Style”. The journals which hold the copyrights for the papers published from this thesis have given permission for the reproduction of the text and figures for this dissertation. The preliminary data confirmed that the CPQ11-14 is sensitive to change when used with children receiving orthodontic treatment. Our cross-sectional findings indicated that the impact of malocclusion on OH-QOL is substantial in children with low SE and identified SE as a salient determinant of OH-QOL in children seeking orthodontic treatment. Longitudinal data, on the other hand, detected significant improvement of OH-QOL outcomes after orthodontic treatment. As postulated, these improvements were most evident for the social and emotional domains of OH-QOL. However, covariate analysis emphasized the important role psychological factors play in moderating OH-QOL reports, as children with better PWB were more likely to report better OH-QOL regardless of their orthodontic treatment status. These results substantiate the validity of contemporary models of patient-based outcomes linking biological, personal, social, and environmental factors. Researchers and clinicians are encouraged to adopt this forward thinking approach when dealing with children with oro-facial conditions. Further studies with larger samples and longer follow-ups would be of value to expand on these findings.

While over the years stakeholders such as publishers and academics have taken a keen interest in research into writing and publishing, they have been less concerned about research into indigenous children‟s literature. In this thesis a comprehensive examination of children‟s literature in the indigenous African languages of South Africa and in Zulu in particular, is presented. Qualitative research methods have been applied, using questionnaires and interviews to gain first-hand knowledge of problems and possible solutions to the dearth of original children‟s literature in the indigenous languages. The data obtained in this regard has proved invaluable to the researcher and, hopefully, will be so to others in the future. Oral folktales narrated before the influence of the missionaries qualify as children‟s literature. The transition from the oral performance of these folktales to the reading of written children‟s texts is discussed in detail. This is achieved by considering the milieu, themes, content, functions and values of this children‟s literature. The discussion of imilolozelo (lullabies) and izilandelo/izidlaliso (game songs) presents the genre of children‟s traditional oral poetry as a form of performance based not only on narrative but also on songs and/or chants interspersed with rhythmical movements to relay their message. Zulu school readers as modern literature for children are also examined by tracing their background and the development of original Zulu children‟s written literature since it was first recorded by the missionaries. Contents and themes of these early readers, dating from the 1800s, are examined and compared with a series of graded readers published in 1962 by C.L.S. Nyembezi. The sixth chapter of the thesis investigates Zulu children‟s picture books as contemporary literature. Various types of picture books and their functions are discussed. Research findings point to an urgent need for the training of African authors in the writing of age-appropriate books in indigenous African languages. Lastly, the study proves that it is feasible to regard traditional oral and modern indigenous texts as children‟s literature.
D. Litt. et Phil. (African Languages)

The development of children’s language skills during the preschool years plays a crucial role in subsequent reading and school success. Some children may enter kindergarten with oral language skills that lag behind their peers’. Two such groups are children from low-socioeconomic status (SES) families and those who are deaf or hard of hearing (DHH). Study 1 considered parents’ linguistic input during interactions with their Head Start pre-kindergarten children in two conversational contexts. The first, shared storybook reading, has featured prominently in early language interventions but proven less efficacious among low-SES samples. The second, shared reminiscing, offers a theoretically promising setting in which to promote child vocabulary skills but lacks empirical support. This study examined features of parental language known to relate to children’s vocabulary, including parents’ quantity of speech, lexical diversity, syntactic complexity, and intent to elicit child language. Parents’ and children’s expressive vocabulary knowledge was also considered. Forty parent-child dyads’ conversations during storybook reading and shared reminiscing were audiorecorded, transcribed, analyzed, and coded. Paired t-tests revealed that, while parents talked more during book reading, they used greater levels of syntactic complexity and language-eliciting talk during shared reminiscing. Parents’ own vocabulary knowledge was related to their children’s but not to linguistic input in either context. Study 2 considered the oral narrative skills of DHH preschoolers relative to language-matched hearing children. School-age DHH children often experience delays in the development of narrative skills compared to their hearing peers. Little is known about the narrative abilities of DHH children during the preschool years. This study examined 46 DHH and 58 vocabulary-matched hearing preschoolers’ overall language production, lexical diversity, syntactic complexity, and narrative comprehension skills. DHH children produced a similar number of words and demonstrated similar levels of narrative understanding compared to their hearing peers. However, DHH children’s narratives contained significantly less complex syntax. Gains in lexical diversity differed by group, with DHH children demonstrating less growth over the course of the school year despite making more gains on a standardized measure of vocabulary. Implications for instruction, assessment, and future research are discussed for both low-SES and DHH children.