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Dissertations / Theses on the topic 'Children with speech and language difficulties'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Nathan, Elizabeth. "The development of speech processing skills in children with and without speech difficulties." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/1349803/.

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Children with developmental speech disorder of no known aetiology constitute a heterogeneous group, both in their presenting difficulties, which can include additional language and speech perception difficulties, and in the developmental course of the disorder. This thesis examines this heterogeneity from a developmental and psycholinguistic perspective. Using a longitudinal design, speech processing and language skills are explored over three years in a group of children with speech difficulties (n=47) and an age- and nonverbal IQ-matched longitudinal control group (n=47), mean age 4;06 - 6;0

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2

Kaplan, Gaby. "App-based intervention for children with reading difficulties : a description of five cases." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13112.

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Includes bibliographical references.<br>This descriptive single subject intervention study aimed to describe the outcomes of an application (app)-based intervention for five children with reading difficulties. All participants were required to have a grade one reading level. Each participant’s language and literacy profiles are detailed in accordance with developmental and information processing models, and intervention was designed based on each child’s specific level of difficulty. Following a baseline control period, each child received approximately six weeks of intervention using

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3

Gifford, Caroline Helen. "An exploration into teachers'understanding of children with both speech, language and communication need (SLCN)and behavioural difficulties." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511919.

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4

Wong, Tze-Peng. "Changes in the conversational skills of preschool children with complex developmental difficulties." Thesis, University of Canterbury. Communication Disorders, 2012. http://hdl.handle.net/10092/6828.

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Caregiver-child conversation is an important platform for children’s development of language and conversational skills and can form the basis for an approach to intervention for children with pragmatic difficulties. While most intervention studies have focused on reporting overall improvements in children’s language and conversational skills as a result of changes in caregiver behaviour, there is limited fine-grained understanding of children’s ability to achieve conversational topic contingency as a result of specific changes in their caregivers’ use of conversational topic turns and/or the f

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5

McMahon-McKeever, Elizabeth Anne. "An investigation of a trans-disciplinary model of early language intervention and practice for children with speech, language and communication difficulties in mainstream education." Thesis, University of Ulster, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593637.

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As a consequence of growing inclusion for children with Special Educational Needs (SEN) in mainstream schools. there has been an increase in children with speech, language and communication needs (SLCN) in such educational settings. The role of the Speech and Language Therapist (SLT) has therefore developed to encompass the training and empowerment of education staff to provide intervention for children with SLCN through curriculum delivery within a consultative therapeutic approach. This research investigated integrated service delivery implementing a trans-disciplinary model of SLT provision

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6

Kim, Jeonga. "Meaning-Making Interactions to Co-construct Written Texts between Graduate Student Clinicians (GSCs) and Children with Language and Learning Difficulties (LLD)| Two Case Studies." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10843889.

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<p> The purpose of this study is to identify the complex features of writing intervention of Graduate Student Clinicians (GSCs) for children with Language and Learning Difficulties (LLD) upon the qualitative research paradigm. To do this, verbal and non-verbal interactions, a total of two hours 18 minutes and 44 four seconds and a total of 2,170 turns of the four writing sessions of the two dyads, were video-taped, transcribed, and encoded depending on the contexts, purposes, and strategies. </p><p> The complexity in the process of writing by the two dyads was revealed and compared in terms

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7

Edvardsson, Helene. "Vem förstår sig på mig som liten är? : Att arbeta med barn som har känslomässiga svårigheter på förskola." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21209.

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In my story there are daily conflicts that occur around the boy Peter. I focus on the role of the educator and the preschool, on the grey area children, on the interaction with parents and on "fighter relation". I have during my work tried to see this dilemma from differentperspectives. I question my role as a teacher and recently become a preschool teacher. Peter has no diagnosis, but I have decided to proceed from emotional disorders and language difficulties.

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8

Ivehorn, Axelsson Cornelia, and Kajsa Söderlund. "Barns nybesök hos logoped för utredning av tal och språk : En studie av vårdnadshavares förväntningar och upplevelser." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138347.

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It is important to know patients’ expectations and experiences concerning their medical visits in order to facilitate health care improvements (Socialstyrelsen, 2006; Sveriges kommuner och landsting, n.d.). There are however no studies available dealing with Swedish caretakers’ expectations of their children’s first contact with a speech and language pathologist (SLP), nor studies dealing with whether or not their expectations were met and their experiences of the visit. Thus the aim of the present study was to acquire knowledge about this to determine whether or not the given health care is s

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9

Williams, Pamela. "The diadochokinetic skills of children with speech difficulties." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/13123/.

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Background and Purpose: Diadochokinetic skills (DDK) are thought to reflect speech motor competence. However, there is limited information concerning DDK performance in children with speech difficulties (SD) and how it relates to performance on other speech measures. The main purpose of this study was to investigate relationships between DDK accuracy, consistency and rate and measures of speech and oro-motor skill. A related aim was to identify whether there are distinct DDK profiles that map onto proposed subgroups of speech difficulty such as Developmental Verbal Dyspraxia (DVD). Method: For

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10

Speake, Jane. "Children with persisting speech difficulties: exploring speech production and intelligibility across different contexts." Thesis, University of Sheffield, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709890.

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11

Danger, Suzan. "Child-Centered Group Play Therapy with Children with Speech Difficulties." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4337/.

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The problem with which this investigation was concerned was that of determining the efficacy of child-centered group play therapy with pre-kindergarten and kindergarten children with speech difficulties as an intervention strategy for improving specific speech problems in the areas of articulation, receptive language, and expressive language. A second purpose was that of determining the efficacy of child-centered group play therapy in improving self-esteem, positive social interaction, and in decreasing anxiety and withdrawal behaviors among pre-kindergarten and kindergarten children with spee

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12

Bablekou, Zoe. "Memory processes in children with specific language difficulties." Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252961.

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13

Miles, Martin Paul. "Using talking computers to help children experiencing literacy difficulties." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312069.

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14

Croft, Stephen. "Word-finding Difficulties in Bilingual Aphasia : Implications for Speech Language Therapy." Thesis, City University London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522909.

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15

Koltun, Hadley Stephen. "Teacher-identified oral language difficulties in children with attention problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1992. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ51540.pdf.

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16

Hewetson, Ronelle. "The lived experience of being the mother of a child with chronic feeding difficulties." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/2917.

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17

Adams, C., Kelli Morgan, Julie Phillips, Emilee Rehm, Brianna Stampler, and Kerry Proctor-Williams. "The Narrative Skills of Children with Specific Language Impairment and Typical Language." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1815.

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18

Phillips, Julie, Courtney Adams, Kelli Morgan, Emilee Rehm, Brianna Stampler, and Kerry Proctor-Williams. "The Narrative Skills of Children with Specific Language Impairment and Typical Language." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1818.

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Purpose. The purpose of this research project was to compare the narrative content organization (macrostructure) of young children with specific language impairment (SLI) and those with typical language development (TL). While it is well-known that young children with SLI display poorer use of grammar (microstructure) than their TL language similar peers (Leaonard, 2014; Rice et al., 1998) less is known about their use of macrostructure. Thus, the research question was: What are the narrative skills of children with SLI as compared to their language similar peers with development TL? Based on

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19

Watts, Pappas N., Sharynne McLeod, Elizabeth Crais, et al. "Working with Families in Speech-language Pathology for Children." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2074.

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20

Holm, Alison. "Speech development and disorder in bilingual children." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/183.

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Speech-language pathologists have no clear guidelines on how to assess, diagnose or treat bilingual children with speech disorders. This thesis addresses this issue. The phonological development of 91 Cantonese-English and Punjabi-English bilingual children is described. Two Cantonese-English bilingual children's phonological development over the year they were first exposed to English is also presented. The bilingual children's phonological systems were clearly differentiated. The bilingual children's speech also included many phonological processes that would be considered atypical for a mon

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21

Williams, A. Lynn, S. M. Camarata, Nancy J. Scherer, and P. Hoffman. "The Relationship between Speech and Language Impairments in Children." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2110.

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22

Proctor-Williams, Kerry. "First Words to Stories: Language Intervention for Preschool Children." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/1844.

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23

Agerström, Anette, and Jane Weinmer. "Tal- och språksvårigheter/språkstörningar i ett genusperspektiv Speech and Language Difficulties/Language Disorders from a gender perspective." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35367.

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Syftet med denna studie är att göra en jämförelse mellan pojkarnas och flickornas tal- och språksvårigheter/språkstörningar i elva förskoleklasser.<br>Speech and Language Difficulties/Language Disorders from a gender perspective

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24

Ellis, Carol M. "Typical speech and language skill of Head Start children." Diss., Wichita State University, 2012. http://hdl.handle.net/10057/6123.

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25

Lewis, Kelley, Kelly King, Melanie O'Brien, Kerry Proctor-Williams, and Danielle Py. "An Analysis of How Quickly and Efficaciously Children with Specific Language Impairments Learn Verbs Compared to Children with Typical Language Development." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1856.

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Speech-language pathologists are challenged with providing children with treatment that results in the greatest amount of improvement in the least amount of time. To aid in this challenge, we examined how quickly and efficaciously seven children with a specific language impairment (SLI) learned verbs compared to seven children with typical language (TL) development. Each child was taught the meaning and use of six nonsense verbs. Nonsense verbs were used to ensure that the target verbs had never been heard by any of the participants before the experiment and allowed us to control verb exposure

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26

Rossouw, Katherine. "Intervention for bilingual children with speech sound disorders: A description of three English/isiXhosa speaking children." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22934.

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IsiXhosa is a language that is widely spoken in South Africa. Bilingualism is common in South Africa, with many children learning isiXhosa as a home language and English from a young age. This study investigated three case studies of bilingual children with speech sound disorders. It aimed to describe changes in their speech following intervention according to a tailor made intervention plan. The project aimed to add to the limited research available on intervention for bilingual children with speech sound disorders. The speech of Gcobisa* (4;2), Lulama* (4;0) and Ntando* (3;0) were assessed a

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27

Le, Roux Lezanne. "The nature of feeding and swallowing difficulties in the paediatric cerebral palsy population who have had videofluoroscopic swallow studies." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/5938.

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28

Oosthuizen, Nicolene. "A profile of a paediatric population with feeding and swallowing difficulties at a tertiary hospital in the Western Cape." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/2931.

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Includes abstract.<br>Includes bibliographical resources.<br>Feeding and/or swallowing difficulties (FSD) have been associated with some of the leading causes of infant and child mortality in South Africa. Preventable conditions such as lower respiratory tract infections (LRTI) and under-nutrition may be caused by FSD. FSD are frequently reported in paediatric populations and may occur with various medical co-morbidities. The nature of FSD is however under described and information specific to developing countries is scarce. Furthermore, limited information regarding the service delivery requi

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29

Stackhouse, Rosemary Joy. "Phonological dyslexia in children with developmental verbal dyspraxia." Thesis, University College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313048.

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30

Davies, Karen Elizabeth. "Parents' and speech and language therapists' roles in intervention for pre-school children with speech and language needs." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/347077/.

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Background: Policy and practice in early years provision in education, health and social care has advanced in recent times to emphasise parents as partners in supporting children’s learning. Speech and language therapists (SLT) work closely with parents of pre-school children with language learning difficulties to enable them to promote language development in the home. There is growing evidence that indicates that parents can be taught how to become effective facilitators of language skills. Nevertheless, little is known about parents’ or SLTs’ conceptions of their roles when working together

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31

Everitt, Andrea. "Speech and language therapy in preschool children : assessing the problems." Thesis, University of Aberdeen, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=53351.

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Introduction: Differentiating between normal language variation and abnormal language development can be difficult for clinicians working with young children who present with slow language development, so-called “late talkers”. Although the language difficulties of many late talkers resolve spontaneously, there is clearly a group of children whose problems persist, either for a long period or possibly permanently (after the age of five, often referred to as children with specific language impairment: SLI). There is a lack of research examining potential markers of language difficulties in youn

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32

Schmitt, Mary Elizabeth. "Active Ingredients of Speech-Language Therapy in the Public Schools for Children with Language Impairment." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1369336501.

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33

Munson, Benjamin. "Phonological pattern frequency and speech production in children and adults /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148820217119802.

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34

Scherer, Nancy J., A. Lynn Williams, Carol Stoel-Gammon, and Ann Kaiser. "Assessment of Single-Word Production for Children under Three Years of Age: Comparison of Children with and without Cleft Palate." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1998.

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Background. This study reports comparative phonological assessment results for children with cleft lip and/or palate (CLP) to typically developing peers using an evaluation tool for early phonological skills. Methods. Children without clefts (NC = noncleft) and 24 children with CLP, ages of 18–36 months, were evaluated using the Profile of Early Expressive Phonological Skills (PEEPSs) [1]. Children interacted with toy manipulatives to elicit a representative sample of target English consonants and syllable structures that are typically acquired by children between 18 and 27 months of age. Resu

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35

Jartun, Randi. "The percentage consonants correct and intelligibility of normal, language delayed, and history of language delayed children." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4328.

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Highly unintelligible children may mistakenly be assumed to have difficulty only with the misarticulation of consonants. Expressive language concerns may be ignored while the primary focus of intervention becomes the correction of misarticulated speech. Questions have arisen regarding the possibility of both speech and expressive language difficulties contributing to unintelligibility. Shriberg and Kwiatkowski (1982) developed an ordinal means of rating severity of involvement. One of the constructs of the severity scale was intelligibility. The metric percentage consonants correct (PCC) was d

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36

Adams, Anne-Marie. "Phonological working memory and speech production in young children." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283918.

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37

Williams, A. Lynn. "Updates in Treating Speech Disorders in Children." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2021.

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38

Haarbauer-Krupa, Juliet K. "Language and Speech Predictors of Reading Achievement in Preschool Children with Language Disorders." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/57.

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ABSTRACT LANGUAGE AND SPEECH PREDICTORS OF READING ACHIEVEMENT IN PRESCHOOL CHILDREN WITH LANGUAGE DISORDERS by Juliet K. Haarbauer-Krupa The purpose of this longitudinal study was to examine the relationship between language and reading in children diagnosed with developmental language disorder (DLD) during preschool. An archival data set was available for analysis. Preschool children with DLD who were assessed between 35 and 74 months for preschool language and speech abilities (Rapin, 1996) returned for language, speech and reading testing at age seven years. Children who enrolled in the

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39

Mavrommati, Theodora D. "A pictographic method for teaching Greek spelling to dyslexic children." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297716.

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40

Quinlan, Thomas H. "Speech recognition technology and the writing processes of students with writing difficulties : improving fluency /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7841.

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41

Wilson, Kristina Erickson Karen A. "Phonological awareness, speech, and language skills in children with clefts." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1021.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements of the degree of Doctor of Philosophy in the Department of Allied Health Sciences (Speech and Hearing Sciences)." Discipline: Allied Health Sciences; Speech and Hearing Sciences; Department/School: Medicine.

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42

Grieb, Melinda Jean. "The relationship between parental language input and language outcomes in children with cochlear implants." Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/508.

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This study used the LENA Digital Language Processor to look at parental input as a possible factor affecting language performance variability in children with cochlear implants. Eight children between the ages of 2 and 6 with cochlear implants wore the LENA DLP for one full day while engaging in typical family activities. Adult word counts, child word counts, and number of conversational turns were compared to the child's Preschool Language Scales 3rd Edition scores and to LENA data from normal hearing children. It was found that parents of children with cochlear implants talk in a similar fas

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43

McLeod, Sharynne, and Sarah Verdon. "Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1994.

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Purpose The aim of this tutorial is to support speech-language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. Method The tutorial was written by the International Expert Panel on Multilingual Children's Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusio

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44

Flores, Heidi. "Acoustic characteristics of a caregiver speech to children with autism and typically developing children." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106236.

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This study compares acoustic properties of mean pitch, pitch range, and duration in maternal speech to children with autism spectrum disorder (ASD) or typically developing children (TD) with a focus on the extent of the production of child-directed (CD) speech modification relative to their adult-directed (AD) speech. Twenty-five caregivers with a typically developing child (M = 23.45 months) and fifteen caregivers with a child with autism (M = 55.21 months), matched on their child's receptive language ability, were enrolled in the study. CD speech samples were collected during a 10-minute sto

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45

O’Malley, A. S., and A. Lynn Williams. "Language Sampling for Preschool Children with SLI: Comparison of Three Procedures." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/2094.

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46

Kinsella, Angela. "Developmental limb apraxia in deaf children : an objective assessment." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/2923.

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Bibliography: leaves 99-104.<br>This study determines the presence of developmental limb apraxia in deaf signing children and in an oral hearing-impaired child who presents with oral apraxia. The VICON 370 Motion Analysis System was adapted to objecitvely assess the presence of this disorder and to illustrate differences in patterns of movement between the experimental and control subjects.The execution of motor performance of praxic functioning was analysed on a continuum of complexity across signs, gestures and meaningless movement sequence. Qualitative measures of kinematic abnormalities, s

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47

Snow, David P. "Phrase-final syllable lengthening and intonation in early child speech /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/8192.

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48

Methé, Susan. "Grammatical morphology in French language-impaired children." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24029.

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Various accounts have been proposed to explain the deficits found in children with specific language impairment (SLI). Since many of these hypotheses have been evaluated using English speaking subjects, there is an important need for cross-linguistic evidence. In this study, the language of Quebec French speaking language-impaired children was examined in an attempt to provide further information about the nature and characteristics of this impairment.<br>The research examined the language of ten 7-year-old unilingual French language-impaired children. Their language was compared to language s

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49

Murphy, Carol-Anne. "Profiles and characteristics of sentence production difficulties in children with specific language impairment." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2660.

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Sentence production difficulties in children with Specific Language Impairment (SLI) include problems with production of verb argument structure, complex sentences and morphology, with several studies attesting to particular weaknesses in verb knowledge Children may group according to relative strengths and weaknesses in production of verb argument structure and morphology. Guided by a theoretical model of sentence production as a framework for profiling and choice of assessment tasks and tools, this researach aimed to differentially diagnose profiles of sentence production difficulties in chi

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50

Baker, Alison Marie. "Language Profiles And Development Of Children With Childhood Apraxia Of Speech." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1584791531745808.

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