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Dissertations / Theses on the topic 'Speech needs'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Meyer, Shaina Elizabeth Ms. "Information needs regarding cleft lip and palate: A survey." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429823264.

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2

Boggs, Teresa, and M. Baker. "Creating Together; Art for Children with Special Needs." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/1533.

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3

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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4

Alberts, Julia. "An investigation into life needs across stages of recovery from aphasia : implications for service delivery." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/26324.

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Recent shifts in the philosophy of aphasia rehabilitation have engendered research interests in the broad and long-term consequences of the condition. In response, this study aimed to describe and compare acute and long-term consequences of aphasia. Indepth interviews were conducted with fifteen adults at different stages of recovery poststroke. Topics probed included communication, family relationships, friendships, daily activities, independence, emotional status and self-image. Data was analysed thematically and meaningful units were coded and classified according to the International Class

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5

Proctor-Williams, Kerry. "Dosage and Distribution in Morphosyntax Intervention: Current Evidence and Future Needs." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/1773.

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This article reviews the effectiveness of dose forms and the efficacy of dosage and distribution in morphosyntax intervention for children. Dose forms include the commonly used techniques, procedures, and intervention contexts that constitute teaching episodes; dosage includes the quantitative measures of dose, dose frequency, total intervention duration, and cumulative intervention intensity (S. F. Warren, M. E. Fey, & P. J. Yoder, 2007). Based on the literature, this article first outlines and evaluates the range of dose forms and intervention contexts that clinicians and researchers can emp

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6

Boggs, Teresa. "Adapting Parks and Recreation Programs to Meet the Needs of Children with Special Needs." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/1513.

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7

Henson, Dalana Marie. "An Intensive Aphasia Needs Assessment Tool." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1570.

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Persons with aphasia (PWAs) often demonstrate challenges in the areas of expressive language, comprehension, reading, and writing. Due to these deficits, PWAs have limited opportunity to express their opinions and contribute to treatment planning. This project focused on the development of a self-report needs assessment tool for PWAs that facilitates PWAs participation in treatment planning. The needs assessment tool was designed using aphasia-friendly features including pictographic/visual analog scale, key words in bold, simple wording, large font, consistent question formatting, flexible ad

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8

Boggs, Teresa. "Adapting Art for Children with Special Needs." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/1515.

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9

Huist, Andrea E. "Teaching Graphic Symbols to Children with Complex Communication Needs through Video and Play." Ohio University Honors Tutorial College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1338656302.

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10

Boggs, Teresa. "Understanding and Adapting Summer Programs to Meet the Needs of Children with ASD." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1506.

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11

Detty, Kara, Lauren Fabrize, Mary Trifiro, Jessica Weiner, and Brenda Louw. "Clinician-Research Collaboration: Determining Research Interests and Needs of Clinicians in the Tri-Cities, TN." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3812.

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This research explores the disconnect between researchers and practicing clinicians on research collaboration, which is attributed to various barriers, therefore creating a researcher-clinician gap. Survey research was conducted and practicing clinicians in the Tri-Cities region of Tennessee acted as respondents. Results may contribute to establishing practicing clinician-research collaboration in this context.

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12

Mroz, Maria Anna. "Recognition and support of children with speech, language and communication needs : knowledge, policy and practice." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3346.

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The thesis considers how early years and primary teachers support children with speech, language and communication needs and how mentors might then support student primary teachers in advancing their understanding of language development. The study discusses how, in the process, teachers might draw on and interact with their own knowledge, the constructed reality of their work place and the wider imperatives that shape their day-to-day practice. These three interconnecting themes of knowledge, policy and practice are examined by drawing on a variety of research methods including interview, que

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13

BERNINGER, MASSA LAURA MARIE. "THE AFFECTS OF PAIN, COPING STRATEGIES, AND UNMET NEEDS ON THE QUALITY OF LIFE OF INDIVIDUALS RECEIVING DYSPHAGIA TREATMENT." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085693259.

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14

Hamburg, Dana Lynette. "A Comparison of the Vocabulary Needs of Speaking and Nonspeaking Twins." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4186.

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Children with severe physical disabilities often do not have the capabilities for oral communication. Therefore, the vocabulary needs of nonspeaking children has been a subject of research in the area of augmentative communication for a number of years. The idea of allowing children with disabilities the opportunity for expression and communication is one not easily ignored. Obtaining vocabulary items, however, that are useful to nonspeaking disabled children that also meet normal language acquisition standards has been a concern. This study specifically addresses this concern by looking into

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15

Pickl, Gonda. "Children with complex communication needs : the parents' perspective /." Stockholm : Department of Special Education, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8209.

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16

O'Connor, Julie. "An investigation of the needs of primary school educators in the Cape Metropolitan area working with learners who have English as a second language." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/2930.

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Includes bibliographical references (leaves 115-126).<br>The study aimed to describe the needs of Grade 1, 2 and 3 educators at government schools in the Cape Metropolitan area working with English-second (or other) language (ESOL) learners, in order to inform the practice of speech-language therapists in meeting these needs.

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17

Utz, Mackenzie. "Identification of Critical Research and Intervention Needs in Pediatric Traumatic Brain Injury: Stakeholder Perceptions." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523007098993118.

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18

Abram, Kristin. "Exploring the Impact of Music Therapy on Children with Complex Communication Needs and Autism Spectrum Disorders: A Focus Group Study." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1399667716.

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19

Johnson, Marie A. F. "Why Is He Spinning Around? Understanding Sensory Needs and Social Language in Young Children with Autism." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1546.

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20

Phillips, Janet Moira. "The lived experiences and support needs of a mainstream high school learner with a speech-flow difficulty." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86205.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The aim of this study was to better understand the lived experiences of a learner in a mainstream high school, who is experiencing a speech-flow difficulty, in order to gain insight into how best to support such a learner within an inclusive classroom. The theoretical framework on which this study was based is the bio-ecological model, inclusive education, positive psychology, resilience as well as developmental psychology, specifically the developmental phase of adolescence. The purpose of this was to view the learner holistic

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21

Boster, Jamie B. Boster. "Capturing Characters: Supporting Engagement in Social Interactions with Collaborative Photography Activities. An Intervention for Children with Complex Communication Needs." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1542284787258311.

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22

Feltenmark, Anna. "Ett livsberättelseperspektiv : A special needs educators narrates, about her work with children and their speech, language and communication." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1281.

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<p>Genom metoden livsberättelse får vi här ta del av specialpedagogen Evas berättelse. Denna kvinna har arbetat inom skolans värld i 45 år och har en stor livserfarenhet att dela med sig av. Arbetets mål är att ge en bild av en specialpedagogs kompetensutvecklig och arbetsmetoder i skolan under årtionden. Inriktningen på intervjuerna är berättelser om Evas arbete med barn och deras tal, språk och kommunikation. Uppsatsen tar upp språkutvecklingen hos barn samt Evas arbetsmetoder för att kartlägga förskolebarns språkutveckling. Vidare berättar Eva om talstörningar och läsinlärning, där hon besk

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23

Markham, Chris. "The development and validation of a quality of life measure for children with speech language and communication needs." Thesis, University of Portsmouth, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500342.

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d: Childhood speech, language and communication needs (SLCNs) have a wide impact on children's lives, including their perceptions and experiences of relationships, social interaction and school life. Speech and language therapy is a complex intervention, with the potential to influence these wider impacts on children's lives. However, despite this evidence and the growth of quality of life (QoL) measurements in other areas of paediatric health and social care, speech and language therapists (SLTs) have no method to evaluate the QoL of children they work with. This programme of research aimed t

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24

Rowley, Emma. "Identity constructions of pupils with Speech Language and Communication Needs (SLCN) approaching secondary transfer : a discursive case study." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/1705/.

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This thesis takes a discourse analytic and dual case study approach to considering how two year six pupils with Speech, Language and Communication Needs (SLCN) use talk to explore a sense of self. It seeks to consider what that talk actively does for these pupils in presenting their identity to others. In taking a discursive approach, this research is concerned with the action orientation of the talk and sees the talk used as productive for the language user. Drawing data from four group sessions comprising the two pupils and the researcher, this research considers what talk is doing for the p

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25

Hassan, Fatimah Hani B. "Exploring the Perceptions of Malaysian Speech-Language Pathologists regarding the Needs, Challenges, and Opportunities for Applying the Life Participation Approach to Aphasia." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565307734437203.

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26

Snyder, Caroline Elizabeth. "Increasing Children's Interest in Augmentative and Alternative Communication Apps for iPad." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1399459343.

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27

Downey, Debora Ann. "The effectiveness of AAC training protocols for acute care Nurses: a randomized controlled trial of an instructional on-line medium for clinical skills teaching." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4616.

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Acutely ill patients, across the age continuum, often present with complex communication needs (CCN) due to motor, sensory, cognitive and linguistic barriers they may experience during their hospital encounter. While hospital administrators recognize the importance of improving communication among the healthcare team members to increase quality and safety measures, few have focused on improving the patient-provider communication process, especially for patients with CCN. Recent Joint Commission standards mandates hospitals and healthcare providers improve communication for patients with CCN ac

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28

Hernandez-Cartaya, Rebecca A. "Help Me Chat: Eliciting Communicative Acts from Young Children Using Speech-Generating Devices." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2538.

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Augmentative and alternative communication (AAC) is an evidence-based practice targeting the communication deficits of children with complex communication needs (CCN). While young children with communication disorders are attending preschool and using AAC, and specifically speech-generating devices (SGDs), with increasing frequency, best practices for implementation with this population are largely unexplored. In an effort to contribute to the knowledge base for teachers, the essential communication partners for children in the classroom setting, this research explored the interactions of four

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29

Taylor, Jemma Elizabeth. "The viewpoints of early years practitioners on strategies to support children with speech, language and communication needs : a Q methodological study." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35975/.

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Acquiring language is understood to be a key part of a child’s development (Siraj-Blatchford & Clarke, 2003), impacting skills including literacy and behaviour. The number of children identified as having speech, language and communication needs has been increasing by 4-6 percent each year since 2011 and is the most common primary need of children with on the SEN register (Whitaker, 2014). Early intervention is argued to have the greatest impact on the outcomes for children, as well as being the most cost-effective (Law et al., 2001). However, there has been a call to improve the provision for

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30

Palmer, Janet. "A co-operative enquiry into training approaches for practitioners working with children with speech, language and communication needs in the early years." Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532583.

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This action-research study compares and evaluates three separate training initiatives for education practitioners in the area of Speech, Language and Communication Needs (SLCN) for identified children in a small unitary authority. One training initiative involved collaboration with a Speech and Language Therapist (SLT) and the modelling of working practices within a nursery; the second was an evaluation of a two-day taught course devised by SLTs and education staff and based on the Foundation stage of the I CAN Joint Professional Development Framework (JPDF); and the third was an evaluation of

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31

Whiteley, Teresa Michelle. "The Effectiveness of a Self-directed Inservice Program to Educate Teachers about the Classroom Needs of Students with Hearing Impairment." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5141.

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Students with mild to moderate hearing losses, and some with severe hearing losses, are mainstreamed in a regular classroom for all or part of the day (Martin, Berstein, Daly & Cody, 1988). While these students may require special education services, the classroom teacher plays a vital role in the overall education and daily management of a child with a hearing impairment (Hass, 1987). Villa (1989) reported that many school employees have not received adequate training to educate these students. Therefore, it becomes the school's responsibility to educate teachers through a comprehensive inser

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32

Krinis, Anna. "A needs assessment model for educators in intercultural situations : a case study of the basic speech course at an American university in Athens." Thesis, University of York, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428473.

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33

Henn, M. J., Gubela Mji, and Surona Visagie. "Evaluation of the rehabilitation program for persons with complete paraplegia at Netcare rehabilitation hospital." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/5772.

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Thesis (MSc (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy))--University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: Spinal cord injury is a devastating sudden cause of disability which renders a person paralyzed and dependent on care immediately after the incident. A person who has suffered a spinal cord injury requires an intensive rehabilitation program to achieve physical independence as well as reintegration into the community. The aim of this study was to evaluate the rehabilitation program for patients with complete paraplegia at the Netcare Rehabilitation

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34

Hajjar, David J. "Supporting Individuals with Complex Communication Needs to Capture and Share Active Recreational Experiences." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1497455571213095.

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35

Chavers, Tiffany. "Validity of a New Measure of Phonemic Awareness that Does Not Require Spoken Responses in Children with Complex Communication Needs." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6811.

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Children with complex communication needs (CCN) routinely have difficulty attaining appropriate literacy skills. Two indicators of literacy development are the alphabetic principle and phonemic awareness (Byrne & Fielding-Barnsley, 1989). The acquisition of minimal literacy skills such as letter sound knowledge can give children with CCN the opportunity to communicate and generate their own messages, instead of being reliant on vocabulary provided by others. In order to identify appropriate intervention approaches, nonverbal assessments of phonological and phonemic awar

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36

Vivash, Joanna Louise. "The use of Bronfenbrenner's eco-systemic model to explore the role of educational psychologists in supporting provision for children with speech, language and communiccation needs." Thesis, UCL Institute of Education (IOE), 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.710898.

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37

Sloan, Carol BonDurant. "Planning for Academic Success: Survey of University Professors' Assessments of Non-native Students' Language Skill Needs." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4777.

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The purpose of this study is to examine which language skills university professors believe are most essential for academic success in Portland State University classes. The study can shed light on a question for future research: Do current academic ESL classes at Portland State University teach the necessary skills to help international students maximize their second-language learning potential in university-level courses. Enrollment statistics for 1993 I 94 show 53 percent of the 815 international students declared majors in two programs: the school of Business Administration and the school

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38

Adams, Elizabeth N. "Communicating Hope and Dreams, Wishes and Fears: Medical Art Therapy and Communication Disorders in the Pediatric Hospital Setting." Ohio University Honors Tutorial College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1618918702473323.

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39

Price, Angela. "How can the role of the educational psychologist, as a multi-agency partner within the area of children with speech, language and communication needs, be understood?" Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3762.

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The Bercow Report (2008) set out recommendations in support of children’s speech, language and communication skills, including the need for agencies to work together. The literature suggests that sharing information and negotiating roles is vital in multiagency working, and this study examines the potential of using ‘partner voice’ to understand the educational psychologist (EP) role as a multi-agency partner. Participants were asked initially how EPs could work in schools to support children with speech, language and communication needs (SLCN), but, as this appeared restrictive, the study bec

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40

Kulnickaitė, Aina. "Ikimokyklinių ir pradinių įstaigų logopedų bendradarbiavimo ypatumai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_124611-19545.

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Magistro darbe išanalizuota ir susisteminta Lietuvos ir užsienio autorių mokslinė, vadybinė literatūra, apžvelgti specialiosios pedagoginės pagalbos teikimo būdai ikimokyklinėse, pradinėse įstaigose, vaikams, turintiems specialiųjų ugdymosi poreikių, atskleista šiandieninė logopedų bendradarbiavimo situacija ikimokyklinėse, pradinėse įstaigose, įvertintas logopedinio darbo organizavimas, pateiktas ikimokyklinių, pradinių ugdymo įstaigų logopedų požiūris į bendradarbiavimą ir komandinį darbą, atlikta logopedų bendradarbiavimo organizavimo ypatumų išsami analizė. Iš dalies patvirtinta tyrimo met

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41

Wickremesooriya, Shalini Felicity. "Talk to me so that I can understand : enhancing adult-child communication to include students with the label of 'Speech, Language & Communication Needs' in Sri Lankan classrooms." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/2619/.

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The research is set in Sri Lanka, where official policy and legislation advocates' inclusive education (National Policy on Education, 2003) but schools are not obligated to implement inclusive educational practices (Kulasekera, 2006; Stubbs, 2005). Within this backdrop a private boys' school, which on its own initiative seeks to be inclusive, is selected for the research. The thesis follows the journey of six primary grade teachers and their students, aged six to eleven years, who are identified with speech, language and communication difficulties. The research demonstrates the manner in which

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Loreti, Bianca Angelica. "Validity of a Nonspeech Dynamic Assessment of Phonological Awareness in Children from Spanish-speaking Backgrounds." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5732.

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Literacy development in Spanish-speaking children is a growing concern in the United States (Invernizzi, 2009). Phonological awareness is a predictor of literacy achievement in most alphabetic languages (Anthony et al., 2011; Davison & Brea-Spahn, 2012; Durgunoğlu, Nagy, & Hancin-Bhatt, 1993; Goikoetxea, 2005). Bilingual children with complex communication needs (CCN) demonstrate increased difficulties in speaking, reading, and writing, making learning two languages a difficult task (Toppelberg, Snow, & Tager-Flusberg, 1999). Literacy attainment in bilingual individuals who have CCN is importa

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43

Åman, Kerstin. "Ögonblickets pedagogik : Yrkesgrupper i samtal om specialpedagogisk kompetens vid barn-och ungdomshabiliteringen." Doctoral thesis, Stockholm University, Department of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-800.

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<p>This thesis is about special needs educational competence of educators working in collaborating teams within child and youth habilitation centres. The pedagogy of the moment stands for the decisions made by educators, based on their observations made when meeting the child in its different environments. These decisions build on educational theoretical and practical knowledge and experience developed through collaboration within interprofessional teams. The study was carried out through the use of focus groups consisting of professionals within different child and youth habilitation centres.

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44

Clements, Hannah. "An evaluation of two interventions on the phonetic repertoire of children with multiple disabilities." Thesis, University of Canterbury. Communications Disorders, 2009. http://hdl.handle.net/10092/2897.

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Children who have multiple disabilities often have complex communicational needs (Crickmay 1966; Orelove & Sobsey, 1996; Van Riper & Erickson, 1996; Workinger 2005). To augment or supplement these children’s communication skills some form of alternative and augmentative communication (AAC) may be provided (Beukleman & Mirenda, 2005; Downing, 1996; Orelove & Sobsey, 1996; Stephenson & Dowrick, 2005). However it has been found that parents fear AAC will prevent focus on verbal output which is the preferred way of communication (Allaire et al 1991; Beukelman & Mirenda, 2005; Schlosser, 2003; Step

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45

Silva, Mafalda Luísa Leiria Bernardes da. "Como as crianças constroem a ideia de inclusão." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/11754.

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Pretende-se com este trabalho contribuir para a investigação que tem sido realizada na área da inclusão de crianças com Necessidades Educativas Especiais (NEE) nas escolas de ensino regular; no caso particular deste estudo, nos Jardins-de-Infância públicos e privados. Pretende-se, também, contribuir para a investigação que tem sido feita para conhecer, do ponto de vista das crianças, os contextos educacionais em que estas estão inseridas. Dispomo-nos a tentar perceber como as crianças, em idade pré-escolar, constroem a ideia de inclusão. Procuramos entender como os pares das crianças com NEE a

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46

Irvin, Julie Carter. "The Need, Feasibility, and Means of Establishing a Speech Center." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1115.

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According to Tom Shachtman, "the speech of too few people achieves eloquence, and that of the vast majority does not even reach a tolerable level of articulate behavior" (5). Articulate behavior has not always been a rare characteristic; from antiquity through the mid-twentieth century, the study of rhetoric was privileged and considered necessary for a well-rounded education. If today's society is inarticulate, then how can eloquence and articulateness be reintroduced as staples of a successful person in today's society? The answer is easy - through the study of rhetoric. After examining the

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47

Osborn, Jeremy Lee. "Need fulfillment, well-being, and close relationships: Defining and testing interpersonal need compatibility." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290044.

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Compatibility is a concept that has enjoyed considerable attention in the arena of close relationship research and has emerged as a consistent factor in the experience of positive relational outcomes such as relationship satisfaction and stability. Despite this attention, however, the treatment of compatibility has generally been limited to domains specific to the studies in which it has been utilized. The present study sought to integrate research and theory in two distinct domains, need fulfillment and compatibility, in an attempt to provide an overarching explanation for findings linking co

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48

Elfverson, Cajsa, Sand Susanna Hilton, and Anna Loskog. "Relationen mellan kommunikativa behov i vardagen hos barn med språkstörning och mål med logopedisk intervention." Thesis, Linköpings universitet, Logopedi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-78118.

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Samtalsanalys har tidigare använts som ett komplement till traditionellt använda standardiserade tester för att undersöka mer funktionella aspekter av kommunikation (Wells & Local, 1992; Yont, Hewitt & Miccio, 2002; Samuelsson 2009). Syftet med föreliggande studie är att utifrån sytematiska analyser av vardagliga samtal och logopedisk intervention utforska relationen mellan kommunikativa behov i vardagen och mål med intervention för barn med språkstörning. Tre barn med språkstörning filmades i vardagliga samtal hemma och på förskolan samt vid ett behandlingsbesök hos logopeden. Materia

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Sällberg, Rebecca, and Moa Höglund. "Ordförrådsintervention för flerspråkiga skolbarn i språklig sårbarhet : En kombination av ordskattsamling och interaktiv bokläsning." Thesis, Linköpings universitet, Avdelningen för sinnesorgan och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-169859.

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Språklig sårbarhet uppstår i situationer där omgivningens krav och förväntningar inte överensstämmer med de språkliga förutsättningar som finns hos en individ. Flerspråkiga barn med bristande exponering på sina språk riskerar att hamna i språklig sårbarhet och saknar ofta basordförråd på svenska, vilket påverkar senare läs- och skrivinlärning. För att hjälpa dessa barn att utveckla ordförrådet krävs direkta interventionsmetoder. Syftet med föreliggande studie var att undersöka om en ordförrådsintervention som utgår från metoderna Interaktiv bokläsning och Ordskattsamling har en effekt på utvec

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Chordia, Mudit. "Need for Speed – A Systems Perspective on the Environmental Cost of High Top Speeds in German Passenger Cars." Thesis, KTH, Hållbar utveckling, miljövetenskap och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-234232.

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Automobiles have evolved from meeting transportation needs of their owners a century ago, to addressing transportation desires of their owners today. They now meet the owner’s desire for status though sign values such as speed, safety, environmental consciousness, sexual desire, freedom, masculinity etc., and are anthropomorphised by creatively invented names. It comes as little surprise that the transport sector alone accounts for nearly a quarter of the global greenhouse gas (GHG) emissions – levels that are further expected to double by 2050. Germany, which is the highest emitter of GHGs in

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