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1
Unkefer, Carol Lynn. "Familiality of Early Expressive Language Delay: A Sibling Study." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/5162.
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Researchers are seeking more information . on how and why language disorders tend to run in families, particularly siblings of language disordered children. The purpose of this study was to examine the prevalence of language and related disorders in the siblings of two groups of children: those with slow expressive language development (SELD) and those with a normal language history. This study sought to answer the following questions: 1) Is there a significant difference in prevalence of language problems in two groups of children: those with SELD and those with a normal language history?, and 2) Is there a greater probability of language problems in the siblings of children in the SELD group who have receptive/expressive language disorders when compared to those SELD children with pure expressive language deficits or to those with a normal language history? Subjects were 45 7-and 8-year old children participating in a longitudinal study at Portland State University. The children were divided into two groups, normal and SELD, based on test scores administered at intake to the original study. In order to look at the effect of a receptive component on heritability of language disorders, the SELD group was subgrouped into pure expressive language disorders and receptive/expressive language disorders based on tests administered at intake. A family history questionnaire was the method of data collection, asking parents to report on ten areas of language and related disorders in the siblings of subjects. Results of one-sided z-tests and a chi-square test were computed and consistently found a highly significant difference between groups, with families of SELD subjects more likely to report a history of language problems over the normal group. These results are consistent with previous research in showing the heritability of language disorders. Results may also indicate that a receptive language component is associated with heritability of specific language disorders among children.
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Johnson, Marie A. F., and A. Rice. "Early Childhood Language Delay: Identification of Children At-risk, Characteristics, and Strategies for Building Language Skills." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/1550.
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Johnson, Marie A. F., and A. Rice. "Early Childhood Language Delay: Identification of Children At-risk, Characteristics, and Strategies for Building Language Skills." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1549.
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Bentley, Lara May. "Perceptions about language development of isiXhosa-speaking primary caregivers of young children receiving speech-language therapy in the Eastern Cape, South Africa." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/73391.
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Background: Research on communication intervention with young children provides support for the involvement of primary caregivers in their child’s language intervention (Kaiser, & Roberts, 2011; Roberts, & Kaiser, 2011). Research suggests that the perceptions of these caregivers regarding their child’s language development and their role in the language development process are important to their willingness to use intervention strategies (Kaiser, & Hancock, 2003; Leffel, & Suskind, 2013). Furthermore, studies suggest that the severity of child language difficulties may impact on these perceptions (Brady et al., 2006; Romski et al., 2011). However, there is a lack of research on how primary caregivers from non-Western, non-English-speaking backgrounds perceive their child’s language development and understand their role.
Aims: The study investigated the perceptions of isiXhosa-speaking primary caregivers of children who receive speech-language therapy regarding their child’s language development across three expressive language groups (i.e. not speaking, speaking in single words and phrases, speaking in sentences). Perceptions on the basis of duration and frequency of the speech-language therapy, and child age are also described.
Methods: Thirty primary caregivers of young children (30 to 70 months) completed the South African Caregiver Perception of Language Development (SA-CPOLD) in a structured interview format using the Talking Mats™ visual framework (Murphy, & Boa, 2012). These results were compared across three child expressive language groups, as determined by scores on the Mullen Scale of Early Learning, and language sample analysis data (i.e. mean length of utterance and number of different words).
Results: The primary caregivers of the children who were speaking in either single words and phrases or speaking in sentences demonstrated more positive perceptions than caregivers of children who were not speaking, although this did not reach a conventional level of significance. Caregivers of children across the three expressive language groups acknowledged their child’s language difficulties, however primary caregivers of the children who were non-speaking agreed more with statements related to their child’s difficulty. Perceptions did not appear to differ on the additional variables (i.e. duration and frequency of speech-language therapy, and child age). Conclusion: The results of the present study suggest that isiXhosa-speaking caregivers’ perceptions of their child’s language skills are related to their expressive language skills to some extent and that these caregivers are able to accurately report on their child’s language difficulties.
Keywords: caregiver perceptions, disability and developmental delays, early language intervention, isiXhosa, language delays, South Africa<br>Mini Dissertation (MA)--University of Pretoria, 2019.<br>Centre for Augmentative and Alternative Communication (CAAC)<br>MAAC<br>Unrestricted
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Waller, Jakia L. "SPEECH AND LANGUAGE DEVELOPMENT IN CHILDREN WHO EXPERIENCE MULTIPLE OUT OF HOME PLACEMENTS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029869019.
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Abild-Lane, Tracey. "Children with Early Language Delay: A Group Case Study of Outcomes in Intermediate Grades." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/4953.
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Current research in early language development suggests that children who were diagnosed during preschool with expressive language delay would demonstrate difficulties during elementary school years (Scarborough and Dobrich, 1990). This purpose of the present study was to qualitatively describe the outcome of children with a history of early language delay and differing levels of expressive performance (ELD and HELD), as reported by the parents. A questionnaire was developed to determine the children's current age and grade level, past and present reading ability and reading interests, best and worst academic subject, special services and diagnosed disability, speech and language concerns, friendships concerns, and behavioral and motor issues. The study used Developmental Sentence Scoring (Lee, 197 4), which determined which children continued to function below the normal range at second grade. Once identified, these children were placed into two groups indicating early language delay (ELD) and history of early language delay (HELD). The data was collected from parent interviews and placed into tables for analysis. Case vignettes were developed for each ELD and HELD subject. The suggested trends from the study include: Differences in reading material, literacy related play activities, number of friends, and similar special services received in school.
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Spangle-Looney, Shawn. "Communication and socialization profiles in toddlers with expressive language delay." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3843.
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The purpose of this study was to compare expressive communication, receptive communication, and socialization achievement in 18- to 34-month-old ELD toddlers to the same skills in normally-speaking children. The questions this study sought to answer were, how do the three skill areas in ELD toddlers compare with the same skills in normal toddlers?, will ELD subjects evidence specific profiles of deficits involving not only expressive but receptive and social skills as well? and, within the ELD subjects will two subgroups emerge, one group having poor expressive skills only, and a second group having deficits in addition to expression.
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Warren, Deborah Kay. "Nonlinguistic Cognitive Performance and Expressive and Receptive Language Scores in Children with Expressive Language Delay." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4884.
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This study was part of the Portland Language Development Project. The purpose was to establish reliability for the Goodenough Draw-A-Man Test. Additionally, nonlinguistic cognitive performance scores were correlated with soores from expressive and receptive language test soores. Finally, scores of overall cognitive function and of nonlinguistic cognitive function in children with normally developing language (NL) and with expressive language delay (ELD) were compared. The original group size was 60 children, 30 with ELD at the age of 20 months, and 30 who were a matched control group. These subjects were reevaluated during Kindergarten. The Draw-A-Man Test was administered to assess the subjects' nonlinguistic cognitive functioning. The McCarthy Scales of Children's Abilities CMCSA) was administered to assess the subjects' overall cognitive functioning. A free speech sample was analyzed using the Developmental Sentence Scoring (DSS) criteria to assess expressive language skills, and the Vineland Adaptive Behavior Scales
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Clancy, Kathleen Ann. "Second Grade Academic Performance in Normal Children, Children with a History of, and Children with Expressive Language Delay." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4740.
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Interest in children who are diagnosed with expressive language delay has increased over the years. This has resulted in follow-up studies which have suggested that these children would have difficulties in academics during their elementary school years (Hall & Tomblin, 1978; Weiner, 1974) The current study sought to determine if children with a history of and children with continued expressive language delay would have problems with academics once they reached the second grade. The Peabody Individual Achievement Test (PIAT) was used to measure academic performance. It was chosen for it's reliable standardization and use of five different subtest areas to determine overall academic achievement. The purpose of this study was to determine if there are significant differences in academic performance on PIAT between three groups of second grade children with different language histories. The three groups are: 1) children with normal language history 2) children with a history of expressive language delay (HELD) who were identified as late to talk between 20 and 34 months of age, but who received a score at or above the tenth percentile in the second grade on the DSS (Developmental Sentence Scoring, Lee 1974), and 3) children with chronic expressive language delay (ELD) who were identified as late to talkers between 20 and 34 months of age, and received a score below the tenth percentile in the second grade on the DSS. Significant differences were found between the ELD group and the Normal group in the areas of Math and General Information as well as the Total Test Score. The ELD group also performed significantly lower than the HELD group in the areas of Math and the Total Test Score. There were no significant differences found between the HELD group and the Normals or between the ELD and HELD groups on the General Information subtest. These results were consistent with the most recent research article by Whitehurst and Fischel (1994) which looked at three longitudinal studies and found that by five years of age most children diagnosed with specific expressive language delay were performing within the normal range in ·various areas of language development.
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Robinson-Curtis, Heather C. "THE EFFECTIVEMESS OF TEACHING BY SIBLINGS OF MANUAL SIGN LANGAUAGE." UKnowledge, 2012. http://uknowledge.uky.edu/edsrc_etds/2.
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There has been little published research literature that has focused on using siblings to teach their non-verbal siblings a manual sign to communicate using the mandmodel procedure. The mand- model procedure is a naturalistic teaching strategy which has been demonstrated to improve communication and social outcomes for children with disabilities. This study investigated sibling tutors teaching their sibling tutees to use the manual sign “more” to request a want or need. The four sibling tutees were between the ages of 25 and 26 months and their sibling tutors were between the ages of 9 and 14 years. A multiple probe design across subjects was used for this study. The mand-model procedure, the independent variable, was used by the sibling tutors to teach the sibling tutees the manual sign “more.” The effectiveness of the use of the manual sign “more” was the independent variable. All four of the sibling tutees were able to successfully learn the manual sign and used the sign across maintenance and generalization phases.
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Dahm, Pamela Susan. "Communication and socialization skills of three year olds with a history of language delay." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3868.
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The purpose of this study was to compare receptive language, expressive language, and socialization skills of preschool children who have a history of expressive language delay (ELD) with age mates who have a history of normal language development.
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Valentino, Amber L. "Selection-based versus topography-based verbal behavior in production of vocalized mands in developmentally disabled children with severe language delay." Xavier University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1385995328.
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Burns, Rachel Dauer. "Signing to Maintain Joint Attention with Children with Down Syndrome." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1974.
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The current study examined the role of two different methods of sign presentation on signed and spoken language acquisition of toddlers aged two to four years with Down syndrome (DS). The aim of this study was to determine if a method commonly used by native signers/Deaf mothers (referred to in this study as signing to maintain joint attention (SMJA)) was more effective than the method commonly used by hearing mothers and speech-language pathologists (referred to in this study as the triangular method of signing). Both methods were compared in a within-subject design for effects on the participants’ total number of words signed and/or spoken, unique words signed and/or spoken, and parent report of novel word acquisition. Although the sample size was small, clear trends were seen suggesting SMJA may result in greater increases in early language acquisition for toddlers with DS. These results are consistent with considerations regarding the DS phenotype. The use of signing takes advantage of strengths in gesture and visual-spatial short-term memory. More specifically, the use of SMJA addresses weaknesses in attentional capacity by allowing the child to attend to the object and referent without disruption, thereby maintaining joint attention and supporting language acquisition.
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Rahal, Carina. "Atraso de linguagem: do olhar a criança para o escutar a mãe." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/12211.
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Previous issue date: 2008-11-12<br>When discussing the Language Delay, the Speech and Language Therapy disposes of approaches about the origin, diagnosis and treatment, based on either studies that conceive the language as a response to the organic functioning, or the ones that more recently, made an option to define the language as concomitant to the subjective functioning. However, all of them share two points: that the delay is a language symptom related to what is out of time, after time; and that the focus of the therapy is the child, seen as the one who carries the symptom. The objective of this paper is to present a speech-language therapeutical proposal that has its focus on the mother, so elected as a consequence of her discourse, in which is present the symptom that she attributes to her daughter. To be able to present the symptom, the displacement and the symptom erasure from the mother s discourse, the Discourse Analysis of the French line was applied. The knowledge that came from the Lacanian Psychoanalysis was applied, aiming to point out the importance of the maternal speech in the constitution of a discursive subject (le sujet), the daughter. The knowledge accumulated by the Speech-Language Therapy completed the therapy proposal base of a mother whose sayings were collected, transcripted and analyzed. In the absence of similar papers, it is possible to affirm that this paper will make available an innovating clinical proposal, that is based on the listening that recognizes if the symptom that emerges in the mother s discourse belongs to the child or if it is a symptom put to the child. From this hearing derives the direction of the treatment<br>Ao discutir o Atraso de Linguagem, a Fonoaudiologia dispõe de abordagens sobre origem, diagnóstico e tratamento, embasadas quer em estudos que concebem a linguagem como resposta ao funcionamento orgânico, que nos que, mais recentemente, optaram por definir a linguagem como concomitante ao funcionamento subjetivo, porém todas compartilham dois pontos: que o atraso é um sintoma de linguagem relativo ao que está fora do tempo, atrás do tempo; e que o foco do atendimento é a criança, entrevista como quem porta o sintoma.
O objetivo deste estudo é apresentar uma proposta clínica que tem como foco de atendimento a mãe, eleita para tal em conseqüência de seu discurso, no qual se presentifica o sintoma que a mesma atribui à filha. Para apresentar o sintoma, seu deslocamento e apagamento do discurso materno, foi utilizada a Análise de Discurso de linha francesa. Os conhecimentos advindos da Psicanálise Lacaniana foram alçados para apontar a importância do discurso materno na constituição de um sujeito falante, a filha. Os saberes acumulados pela Fonoaudiologia complementaram a base da proposta de atendimento de uma mãe, cujos dizeres foram coletados, transcritos e analisados. Na ausência de trabalhos similares, pode-se afirmar que trata-se de uma proposta inovadora que se assenta sobre a escuta para reconhecer se o sintoma que aparece na fala da mãe é da criança ou está posto na criança. Dessa escuta deriva a direção do tratamento
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Carneiro, Maria Aparecida Sumã Pedrosa. "A Influência da Cooperação dos Pais no Processo Terapêutico para a aquisição da linguagem." Pontifícia Universidade Católica de Goiás, 2005. http://localhost:8080/tede/handle/tede/1790.
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Previous issue date: 2005-04-15<br>Considering the previous history of success of the use of procedures based on the
Behavioral Approach in the work with children with developmental disabilities, some
procedures of this theoretical approach were combined with techniques of speech
therapy to make it possible the acquisition of mands abilities by two children, 5 and 7
years old with specific language delay. In the intervention were used procedures of
Positive Reinforcement, Shaping, Modeling and Fading. Of the speech therapy
techniques, the most frequently used were those of Phonetic Placement that included
point demonstration and articulating forms of the phonemes that were part of the
trained mands. The study was implemented in two phases, Intervention I and
Intervention II, and in two settings: clinical setting and residential setting. The first
phase of the intervention was conducted only in the clinical setting with the
intervention of the researcher as therapist. In this phase, the parents did not have an
active participation. The second phase of the intervention was conducted in the clinic
as well in the children s residence with the participation of the therapist and of the
parents as co-therapists. The parents began to watch the therapist in action in the
clinical setting and in their residences. The therapist had the opportunity to observe
the parents in action as well. They received orientation about how to encourage and
reinforce the children in all settings they attended to, to favor the acquisition and the
development of language. The two children s performance was measured in terms of
frequency of occurrence of mands present in the verbalizations registered during four
weekly sessions of 30 minutes each. The results show efficiency of the procedures
used in both phases of intervention. In the second phase, the results were even more
evident, suggesting that parents participation as co-therapists resulted in an
acceleration of the therapeutic process.<br>Considerando-se a história prévia de sucesso do uso de procedimentos baseados na
Abordagem Comportamental no trabalho com crianças com atraso no
desenvolvimento, alguns procedimentos dessa abordagem teórica foram combinados
com técnicas fonoaudiológicas para tornar possível a aquisição de habilidades de
mando por duas crianças, de 5 e 7 anos de idade, com atraso específico de linguagem.
Na intervenção foram utilizados procedimentos de Reforçamento Positivo,
Modelagem, Modelação e Esmaecimento. Das técnicas fonoaudiológicas, as mais
frequentemente usadas foram as de Colocação Fonética que incluem demonstração de
ponto e modo articulatório dos fonemas que faziam parte dos mandos treinados. O
estudo foi implementado em duas fases, Intervenção I e Intervenção II, e em dois
ambientes: ambiente clínico e ambiente residencial. A primeira fase da intervenção
foi conduzido somente no ambiente clínico com a intervenção da pesquisadora como
terapeuta. Nessa fase os pais não tiveram uma participação ativa. A segunda fase de
intervenção foi conduzida tanto na clínica quanto nas residências das crianças com a
participação da terapeuta e dos pais como co-terapêutas. Os pais passaram a assistir a
terapeuta em ação no ambiente clínico e em suas residências. A terapeuta também
teve a oportunidade de observar os pais em ação. Eles receberam orientações sobre
como estimular e reforçar a criança em todos os ambientes freqüentados por elas para
favorecer a aquisição e o desenvolvimento da linguagem. O desempenho das duas
crianças foi medido em termos de freqüência de ocorrência de mandos presentes nas
verbalizações registradas durante quatro sessões semanais de 30 minutos cada. Os
resultados mostram eficácia dos procedimentos utilizados nas duas fases de
intervenção. Na segunda etapa, os resultados foram ainda mais evidentes, sugerindo
que a participação dos pais como co-terapêutas resulta na aceleração do processo
terapêutico.
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Glogowska, Margaret. "The effectiveness and acceptability of community speech and language therapy provision in pre-school children." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/5677e3b5-f098-4999-a41d-8fdaa47b7b54.
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HAUCK, JULIE SWEENEY. "IDENTIFYING POSSIBLE SPEECH AND LANGUAGE DELAYS IN CHILDREN BORN PREMATURELY: ARE PARENTS INFORMED?" University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin997704793.
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Giacherro, Traci Lee. "Effects of Receptive Language Deficits on Persisting Expressive Language Delays." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4949.
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Predicting language outcomes in children who at age two are "late talkers" is a concern of Speech Language Pathologists. Currently, there is no conclusive data allowing specialists to predict which children will outgrow their delays and which children will not. The purpose of the present study is to analyze the effect of a receptive language delay on the outcome of the slow expressive language delayed child, and determine whether or not it is a viable predictor of poor outcomes. The subject information used in this project was compiled from the data collected and reported by Paul (1991) during the Portland Language Development Project (PLDP). Children in the PLDP first participated in the longitudinal study between the ages of twenty to thirtyfour months. They were categorized as being slow in expressive language development if they produced fewer that fifty intelligible words during this age range. They were then subgrouped into an expressive-receptive delayed group if they scored more than one standard deviation below the mean on the Reynell Developmental Language Scales. Of the twenty-five subjects with complete data over the five years of the study, nineteen were considered to be solely expressively delayed, while the remaining six were classified as having both an expressive and a receptive language delay. Lee's Developmental Sentence Scoring (DSS) (1974) was used to track the subject's expressive language abilities to the age of seven. DSS scores were analyzed yearly, using the Mann-Whitney nonparametric statistical test. This would determine whether the subjects considered to be both expressively and receptively delayed were exhibiting more difficulties in their expressive language abilities than those subjects with expressive delays alone. The results of the study indicated that significant differences did not exist between the two groups. Therefore, there was insufficient evidence to conclude that a receptive language delay at twenty to thirty-four months of age is a feasible predictor of lasting expressive language delays. This leads to the recommendation that additional research be conducted focusing on areas other than receptive language abilities as being predictors of poor expressive language outcomes.
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Dopson, Natalie Elizabeth. "Supporting Hispanic mothers with preschool children with speech and/ or language delays via dialogic reading and coaching within the home." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4886.
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The three children regularly attended a local federally funded preschool and received services for speech and/or language. The results indicated that the mothers' implementation of dialogic reading increased after training and coaching and the children's expressed total vocabulary words also increased. Dyad's interests in the selected books, mother responsiveness during shared book reading, and duration of shared book reading may have impacted some of the variability in the results. Furthermore, mothers were unaware of the dialogic reading strategies prior to the intervention and reported positive feedback and a desire to learn more ways to help their children at home. Implications for research and practice include the need for parent education to support caretakers of young children with speech and/or language delays, involvement of parents in the intervention planning process including coaching options, adaptation of intervention to expand upon parent's funds of knowledge, complexity of code-switching and language differences, and greater collaboration between school and home.; Young children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading are considered best practices and critical to improving child outcomes (NELP, 2008). In addition, children who have a solid foundation in early literacy skills including vocabulary development in their native language will later transfer to the development of vocabulary in English (Ballantyne et al., 2008). Yet, research on shared book reading practices within the home of Hispanics is minimal (Hammer and Miccio, 2006). It is necessary to expand the literature on how to adapt best practices to meet the needs of Hispanic families who are economically disadvantaged. The purpose of this study was to investigate the impact of parent training and coaching of dialogic reading strategies in Spanish on mothers' implementation of the strategies and total vocabulary expressed by the child during shared book reading within the home environment. In addition, the researcher explored parent receptiveness towards shared book reading strategies. The research design for the study was a single-subject multiple baseline across three mother-child dyad participants. The independent variable was the intervention which consisted of parent training video on dialogic reading, parent handouts, and researcher coaching. The dependent variables were the mother's implementation of dialogic reading strategies and the children's total expressed words during shared book reading. The mother-child dyads, originally from Mexico, lived in settled migrant community in central Florida.<br>ID: 030423219; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 164-178).<br>Ph.D.<br>Doctorate<br>Education
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Cummings, Alycia Erin. "Brain and behavior in children with phonological delays phonological, lexical, and sensory system interactions /." Diss., [La Jolla] : [San Diego] : University of California, San Diego ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3352373.
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Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2009.<br>Title from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 244-259).
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Blackburn, Carolyn. "Policy-to-practice context to the delays and difficulties in the acquisition of speech, language and communication in the first five years." Thesis, Birmingham City University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631680.
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The research aim was to investigate the policy-to-practice context to the delays and difficulties in the acquisition of speech, language and communication in the first five years in one local authority in England. Bronfenbrenner’s bioecological model was used to structure the thesis and as a tool of analysis. This facilitated an examination of the nested social contexts that influence children’s speech, language and communication such as policy intentions at the macro level and adult-child interactions in the microcontext of home and early years settings as well as relations between settings at the meso level and the local authority influence at the exo level. Successive stages of data collected have informed those that followed from analysis of policy documents to survey of and interviews with stakeholders such as early years practitioners, interviews with parents and observations of target children in early years settings. Analysis of policy texts revealed a gathering consensus on the importance of early years in children’s learning and development, future academic success and employability. The centrality of language, the effectiveness of early identification of children’s problems with speech, language and communication and early intervention to reduce or prevent later special educational needs and disabilities were highlighted. This study has highlighted the difficult and subjective nature of early identification and assessment and the wide variation in children’s early experiences, social interaction, speech, language and communication, socio-economic and socio-cultural environments. The benefits for children with speech, language and communication needs attending combined early years placements are exemplified. Children’s use of private speech has been an interesting finding. Practitioners from both mainstream and specialist settings would have liked to have more guidance on early identification and assessment in their initial training and would also like more training on ways to work with other professionals and to support children with English as an Additional Language. The study has enabled a distinctive model of bioecology for SLCN for birth to five years to be conceptualised. Challenges and opportunities for practitioners in supporting a diverse range of SLCN are discussed and the appropriateness and practicality of requiring generalist practitioners to undertake specialist roles is questioned.
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Salava, Jennifer Anne. "Concurrent validity of the Woodcock Johnson Third Edition Tests of Cognitive Ability and The Differential Ability for Young Children with speech and language delays." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004salavaj.pdf.
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Sugden, Eleanor, Natalie Munro, Carol M. Trivette, Elise Baker, and A. Lynn Williams. "Parents’ Experiences of Completing Home Practice for Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5555.
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Early childhood practitioners, including speech-language pathologists (SLPs), frequently provide home practice to children and families. For children with speech sound disorder (SSD), who comprise a large proportion of SLPs’ caseloads worldwide, completing home practice can increase the amount of intervention received and improve outcomes. However, little is known about parents’ experiences of completing this home practice. The purpose of this qualitative study was to explore parents’ experiences of completing home practice for children with SSD. Semi-structured interviews were conducted with six parents. Qualitative content analysis was used to analyze data and identify four themes: evolution over time, different roles, importance, and managing the practicalities of home practice. The findings speak to the complexities of this experience for families and the need for practitioners to collaborate with families when providing home practice. These findings have implications for the home practice that early intervention practitioners provide to children and families.
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Glesser, Andrea L. "Evaluation of an Early Literacy Monitoring Tool for At-Risk Readers." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1290178390.
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Levitt, Sara Jenny. "Effects of different types of adult language input on vocabulary learning and language productivity in children with expressive language delay." 2012. http://hdl.handle.net/2152/19655.
Full textAbstract:
The purpose of this study was to assess the differential effects of grammatical and telegraphic input on word learning and language productivity in children with expressive language delays. Two case studies are presented. In Study 1, the participant received focused stimulation treatment over eight sessions. Type of language input (i.e. telegraphic or grammatical) was alternated across sessions. In Study 2, the participant received focused stimulation treatment over 16 sessions divided into two eight-session phases. Language input was alternated across phases. Participant characteristics limited definitive conclusions regarding word learning. Productive language differences during treatment sessions were observed for both participants. Participant 1, who entered treatment with a larger vocabulary and spontaneous production of some word combinations, demonstrated a higher mean length of utterance in words (MLUw) in more of the sessions under the grammatical condition. Participant 2, who demonstrated severe deficits in speech intelligibility, imitated the clinician more often in the telegraphic sessions. Results support the need for improved systematic study of language input variables in treatment as well as the careful selection of language input protocols based on initial client abilities and treatment outcome goals.<br>text
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Ma, Ruei-Jiun, and 馬睿均. "The efficacy of language intervention for children with primary speech and language delay/disorder: A meta-analysis." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/86883835183561606800.
Full textAbstract:
碩士<br>高雄師範大學<br>聽力學與語言治療研究所<br>98<br>This study investigated the efficacy of language intervention for children with primary speech and language delay/disorder. A meta-analysis was carried out to understand the efficacy of language intervention. The differences of intervention effects between direcr and indirect intervention was also discussed. Meanwhile, the study investigated the differences of intervention effects on expressive and receptive language abilities as well. This study also discussed the long-term efficacy of language intervention.
Seven original studies on language intervention for children were collected by systematic search of literature from electronic database and the ancestry approach. The author calculated the effect sizes with Hedges and Olkin’s (1985) procedure.
The result indicated that:
1. Although there was only small effect of language
intervention on imrpoving language ability of
children with primary speech and language
delay/disorder, the effect was significant.
Moreover, the effect on expressive language was
better than on receptive language.
2. The effect on expressive language was better than
on receptive language for direct language
intervention. And significant effects were found on
expressive language.
3. The effect on expressive language was better than
on receptive language for indirect language
intervention. Both expressive language and
receptive language had significant effects.
4. In general, the immediate effects on holistic
language abilities, receptive language and other
language abilities of language intervention were
better than long-term effects. But long-term
effects on expressive language were better than
immediate effects.
5. Except for expressive language, the effect of
indirect language intervention was better than
direct language intervention.
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Chang, Chi-Fen, and 張綺芬. "The outcome study of speech therapy for language delay children by using the Mandarins database." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/48194267533378505453.
Full textAbstract:
碩士<br>國立陽明大學<br>復健科技輔具研究所<br>92<br>The purpose of this study is to design a specific processing of speech therapy by using the Mandarin database for the children with language delay, and to compare the variability between the study group and control group. The children with language delay need more training and treatment to improve their language skill that is generally as a developmental index. The language development will heavily influence the later children’s cognitive, behavior or academic performance. The Mandarins database (YMS database) adopted and modified from many literatures and clinical materials is developed by our speech-hearing science laboratory. Basing on the YMS database, a technical assistant prototype of speech therapy for the children with language delay was constructed under the LabView environments. The outcome performance of this prototype was also evaluated. In the clinical experiment, we randomly separated the subjects into the study group and the control group, they were applied on the proposed procedure or the traditional procedure individually. We assessed their performance difference by the speech variables including the mean length of utterance (MLU), the number of different words (NDW) and the percentage of intelligible utterances (PIU). These speech variables are recorded corresponding to the study before and after 8 sessions of speech therapy for every subject. By the statistics analysis, the outcomes of the study group have significant improvement in the MLU and NDW. Therefore, the developed YMS database and proposed specific processing are very suitable as a technical assistant prototype of speech therapy for the children with language delay.
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Fan, Shu-Ping, and 范書萍. "The Perception of Outreach Services for Children with Developmental Delay of Speech Language Pathologists in Central Taiwan." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/05030358760596755587.
Full textAbstract:
碩士<br>國立臺中教育大學<br>幼兒教育學系早期療育碩士在職專班<br>103<br>This study investigated the current situation of outreach services for children with developmental delay in the field of speech and language pathology and the perception of speech language pathologists (SLPs) on this issue. I took central Taiwan as an example and the data was collected by questionnaire. The sample size is 121. Through independent-sample t test, one way ANOVA, Scheffe 's method, Kruskal-Wallis Test and Wilcoxon Singed-Ranks Test, the empirical study shows that: (1) The participants realized the rules of professional team works more than professionals’ eligibility. (2) Participants figured out that the implementation of professional knowledge was lower than its importance, especially in inviting family members to participate in services, understanding internal- and external- resources. (3) Educational background had significant effect on the implementation of professional knowledge and its importance. And the formative education of SLP was lower than the continuing education. (4) Participants received routine-based training in formative education was lower than in continuing education. And these ideal was less applied in clinic works. Most participants figured out that the importance of continuing education about routine-based intervention. (5) Participants got sufficient evidence-based training in their formative education. But this kind of training could not be applied in clinic works and the needs of evidence-based continuing education were missing. According to these results, this study presents recommendations in clinic works and future researches.
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Hunt, Carrie. "Enabling Participation of Children with Developmental Delays and Disabilities at School: School-based Allied Health Professionals as a Resource for Teachers." Thesis, 2013. http://hdl.handle.net/1974/8269.
Full textAbstract:
Millions of dollars are spent annually in Canada providing school health support services (SHSS) to children with developmental delays and disabilities (DD) as an important support for inclusive education. However, there is limited information about how allied health professionals (AHP) work together with educators to integrate therapy strategies into educational programming for children with DD. This study examines the strategies AHPs, in Ontario perceived to be successful and are implementing with educators to support participation outcomes for children with DD in the primary grades. This study also describes AHPs’ vision for the future in order to improve their work practices to support participation of children with DD at school.
Recognizing that the literature on SHSS has emphasized challenges to providing services to children with DD and collaboration with educators; this study actively employed appreciative inquiry (Preskill, & Catsambas, 2006). Individual in-depth interviews with 15 AHPs (11 OTs, 1 PT, 3 SLPs) were conducted via face-to-face, telephone or video conference. Participants were asked to describe how they viewed participation at school for children with DD, their role in supporting it, the strategies they used to work with educators to support this participation and their vision for the future.
AHPs in this study viewed participation of children with DD at school as
(a) being in the classroom to provide the opportunity for meaningful engagement with peers and (b) working on similar activities as peers to promote membership and belonging at school. Participants implemented their role to support participation of children with DD by providing equipment, modifying or adapting activities, educating and providing resources to educators. Successful strategies AHPs used to work with educators to facilitate participation of children with DD at school included: finding a key person, developing trust and rapport with an educator, engaging in shared planning with an educator, seeking feedback from educators about their recommendations and listening to educators regarding information about the child with a DD. AHPs also identified their vision for the future in supporting participation of children with DD. Their vision included being a resource to teachers, by consulting to a whole class and being a member of the educational team.<br>Thesis (Master, Rehabilitation Science) -- Queen's University, 2013-09-11 00:13:12.132