Dissertations / Theses: 'Speech therapy/pathology'

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McAllister, Sue. "Competency based assessment of speech pathology students' performance in the workplace." Connect to full text, 2005. http://hdl.handle.net/2123/1130.

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Thesis (Ph. D.)--University of Sydney, 2006.
Title from title screen (viewed May 1, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Communication Sciences and Disorders. Includes bibliographical references. Also issued in print.

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Davenport, M. J., and Faith W. Akin. "A Multidisciplinary Approach to Vestibular Rehabilitation Therapy." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/2468.

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Klop, Daleen. "Quality management in a private speech-language therapy practice." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/26577.

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This study investigated the principles of quality management and their application to a private speech-language therapy practice. The history of quality management and the development of quality management in industry and health care services were reviewed. Quality was defined in terms of the context of the author's private speech-language therapy practice and a working definition of quality was developed. The principles in the development of a quality management programme were described. These principles were used to develop and implement a quality management programme in the author's private speech-language therapy practice. Financial management and client satisfaction were selected as strategic quality factors in the initial stages of the quality management programme. Practice policies were revised to establish success criteria and to measure the practice's conformance to these criteria. The quality management programme enabled the author to improve the quality and effectiveness of her practice's financial management system and to demonstrate the client-centered orientation of the practice by implementing client satisfaction as a quality indicator.

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Guntupalli, Vijaya K., (Guntupalli) Chaya D. Nanjundeswaran, Joseph Kalinowski, and Vikram N. Dayalu. "Past Speech Therapy Experiences of Individuals Exploring a New Stuttering Treatment." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1766.

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Perceptions of benefits of speech therapy, success of therapy across clinical settings, reasons for returning to therapy, client-clinician relationships, and clinicians' competency were assessed in 57 participants (47 men, 10 women; M age = 34 yr.) trying a new therapy. A majority of respondents had cumulatively five or more years in therapy and at least two stuttering therapies. Respondents rated university or hospital settings as more successful than services in public schools. 70% of the respondents noted difficulty communicating basic needs; they blamed themselves for inability to maintain posttherapeutic gains while perceiving their clinicians to be competent and attentive ? although 47% of the respondents had minimal to no contact with their therapist after therapy.

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Rhéaume, Agathe. "Bilingual aphasia : efficacy and generalization of bilingual therapy." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61335.

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The present study was conducted in order to investigate the effects of bilingual therapy on the naming skills of a bilingual aphasic patient. The nature of the word-finding difficulties of a French-English bilingual aphasic subject was assessed. Theory-based anomia therapy was administered to the patient first in English and then in French to explore within- and across-language treatment effects. General language skills were also assessed before and after therapy. Results revealed significant improvement in naming of treated words, but very limited generalization to untreated items in only one of the languages. Transfer of therapy effects from treated to untreated language was not observed. Findings are discussed in relation to the efficacy of bilingual therapy; implications for models of bilingual lexical organization are considered.

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Lyrenmann, Rebecca. "Examiner and child contributions to therapy." Thesis, University of Iowa, 2016. https://ir.uiowa.edu/etd/3134.

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The purpose of this research was to analyze child and clinician factors affecting language therapy outcomes and to analyze the potential bi-directional relationship between child and clinician factors. Transcripts of intervention sessions with one child and one trained examiner were coded for factors relating to children's language ability, examiners' strategies for reaching session targets, and differences in examiners' interactional styles. It was found that differences in children's language ability and examiners' interactional styles did not have a strong relationship with therapy outcomes. Differences were observed in the overall frequency of examiners' strategy use across children; however, examiners were not sensitive to individual children's responsiveness to particular strategies. This is a secondary data analysis on an intervention study, which affects interpretation of the results: variability in examiner and child behaviors was decreased due to adherence to intervention protocol. However, the mismatch between examiner strategies and child responses is of interest. Making clinicians explicitly aware of the many types of elicitation and response strategies available may increase examiners' effectiveness, efficiency, or responsiveness.

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Birtler, Erika R. "Group therapy and knowledge of neuroplastic principles| The impact of health literacy on client locus of control in a therapy setting." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527888.

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The sequelae of brain injury often result in the need for life-long rehabilitation. Yet, patients in the United States often have limited opportunity to participate in a professional rehabilitation environment following their initial injury. This research investigates whether provision of a health literacy presentation on neuroplasticity and translational rehabilitation principles can contribute to increased internal Locus of Control (LoC) in rehabilitation participants. The researcher provided a 15 minute presentation to participants in two community brain injury groups. Results indicate an increase in the understanding of neuroplastic principles in two of three probes and in internal LoC in four of six probes. Clinical implications are discussed.

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Andrews, Courtney M. "Speech Therapy via Telepractice: A New Direction for Rural Health." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1500.

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Perez, Rachel. "Perspectives of Bilingual Speech-Language Pathology Assistants (SLPAs)| Are They Prepared to Assist with Non-Biased Assessments?" Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750207.

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A central challenge in California is how best to provide speech and language services to linguistically and culturally diverse (CLD) populations, given that only a small percentage of speech-language pathologists (SLPs) identify as bilingual. The present thesis investigated whether bilingual speech-language pathology assistants (SLPAs) can serve as suitable collaborators with SLPs in the process of carrying out screenings and assessments of CLD students/clients. A survey was administered to 6 bilingual SLPAs who reported that they currently assist with bilingual assessment. The results revealed that these participants expressed confidence in their ability to assist in assessments of CLD students/clients. This confidence seems to stem from their linguistic fluency, as well as from their cultural competency. Moreover, these SLPAs reported making use of materials and procedures identified as best practices. However, training for assisting in CLD assessments was largely obtained during work experience, not from formal coursework. Future research will be needed to identify how SLPA training programs can best train bilingual SLPAs to competently assist in CLD assessments in California schools and clinics.

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Fagelson, Marc A. "Tinnitus Retraining Therapy (TRT) in Practice." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1652.

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Abrahams, Kristen. "A case study of emerging practice in speech-language therapy in a community practice context." Doctoral thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31047.

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Background: The profession of speech-language therapy (SLT) continues to struggle with challenges around equity and service delivery. The dominant medical model, characterised by one-on-one, individualised health care, is struggling to serve the large population in need of services. As such, there is a need to reconceptualise SLT practices toward a social justice focus. The study used clinical education as the entry point of exploration into how emerging professional practices (EPPs) may be developed. Aims/Objectives: The study aimed to describe and analyse a case study of an emerging professional practice in SLT as part of a university-school partnership in a peri-urban settlement in South Africa. The objectives were: 1. To describe and analyse the practice methods of the EPP, 2. To describe and analyse the educational and knowledge bases which support the EPP, and 3. To describe and analyse the underlying epistemology, ontology and methodology underpinnings shaping the EPP. Method: A qualitative case study methodology, guided by critical theory and decoloniality, was used. Final year SLT students were the primary participants for the study. Data were collected in the form of document analyses, participant observations, interviews, photovoice, and experiential drawings from a number of stakeholders (including SLT students, a school principal, a project coordinator, a library assistant and a clinical educator) from January to December 2017. The data were analysed using reflexive interpretation (Alvesson & Sköldberg, 2009) as a guiding frame. Findings: The three-level analysis process was used to generate the thesis offering. The first level of analysis was the construction of the overall case narrative - documenting the practice methods of the EPP through the experiences of the SLT students. The second level of analysis used thematic analysis approach to identify key themes emerging from the case narrative. Four key themes were explored in the form of narratives, collages and paintings. The third level of analysis used decoloniality (i.e. coloniality of power, knowledge and being) and the Relationship of Labouring Affinities (RoLA) as critical lenses to deepen my understanding of the case. Through using both RoLA and decoloniality, dialogue emerged as a critical form of engagement toward developing EPPs. The study specifically puts forward the concept of critical dialoguing as a necessary process for conscientisation and change. Conclusion: The findings of the study illuminated how SLT students navigated through their experiences of disruption of their traditional practice. The findings weave together participant narratives, drawings and collages to engage the reader in the EPP. The findings showed how critical engagement with political, historical, social and linguistic influences underlying their work in communication, facilitated new learning and insight into SLT practice. The thesis offering discusses the role of critical dialoguing in opening up space for critical discussions about the profession. In conclusion, supported disruption provided students with a platform to interrogate current SLT practices, re-examine the viability of practices to serve populations, and reflect on how the SLT profession can adapt and change with the changing needs of the population.

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Warner, Katrina S. "The narrative structure of children's books used in language therapy| An analysis." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1568905.

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Children with language impairments frequently benefit from language intervention which utilizes children's books. However, careful selection of the children's books by interventionists must be done, as these children are frequently delayed in narrative abilities. This research investigates the narrative level of children's books used in language intervention with three methodologies of narrative analysis. Results indicate that children's books have narratives that span across developmental levels; revealing that not all books are appropriate for all children in narrative terms. Clinical implications are discussed.

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Overett, Wendy. "A profile of the speech therapy and audiology clientele at a tertiary hospital in the Western Cape." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/26333.

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It became evident in the light of proposed changes in the healthcare system in South Africa that there was little descriptive client data with regard to Speech Therapy and Audiology Services in South Africa to support proactive service planning. This study therefore aimed to describe trends in the demographic, diagnostic, and attendance variables of first-time clients who had attended the Speech Therapy and Audiology out-patient department (OPD) at a tertiary hospital in the Western Cape over a five-year period (1999-2003). A longitudinal, retrolective, descriptive survey was conducted. Records were reviewed for a sample of the population of all new clients who had attended the Speech Therapy and Audiology OPD in the five-year time frame. Data was collected using a form designed for this purpose. The data was coded and then analysed descriptively. It was found that the highest percentages of subjects attended for a hearing loss or voice disorder. The ENT department at the study hospital made the highest percentage of referrals to the Speech Therapy and Audiology Department. This was followed by referrals from the education sector. The age profile showed the highest percentage of subjects to be in the age category of 7-12 years. Similar percentages of male and female subjects were found. English was the language that a client was most likely to speak. Geographically the highest percentage of subjects attending were from the Klipfontein region, followed by the Central area. Attendance data showed that just over 70 % of subjects attended within a three-month period or attended no more than two appointments. Percentage of appointments attended decreased with increasing numbers of booked appointments. Implications of this research include issues around record keeping and service delivery. The results of this study cannot be generalized to all Speech Therapy and Audiology services in South Africa. However, the data may serve as a guide for planning services. Further research addressing service delivery issues is needed with the field of Speech Therapy and Audiology.

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Yarzebinski, Charity Sue. "The Effect of Disclosure on Perceptions of Retail Employers Toward Stuttering." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522789102994694.

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Higgs, Salma. "An exploration of the facilitators and barriers experienced by Rehabilitation Care Workers in the provision of Speech-Language Therapy related services." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29645.

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Background: South Africa experiences a severe shortage of speech-language therapists (SLTs) which results in individuals requiring Speech-Language Therapy (SLT) services having to travel long distances or being placed on long waiting lists to access services. Rehabilitation Care Workers can assist with bringing this service closer to the communities they serve. It is important to explore the experiences of these individuals to ensure that they are adequately supported and skilled. The University of Cape Town (UCT) has been training Rehabilitation Care Workers (RCWs) since 2012, however to there is currently no empirical data documenting the facilitators and barriers experienced by RCWs in their work. Aim: To explore RCWs (in the Mitchells Plain/Klipfontein sub-structure) perceptions of the facilitators and barriers in providing SLT related activities in their work context. Methods: A descriptive exploratory study was conducted. Eighteen RCWs were approached and 13 participated in 2 focus groups. Data was transcribed and analysed using thematic analysis. An inductive approach was used to develop meaningful themes and sub-themes. Results: The plot of “vital role players” best synthesized the 3 main themes namely scope of practice, RCW position and value as an intrinsic motivator and challenges. : The scope of practice theme included 4 sub-themes namely, RCW activities; awareness of broad scope; understanding family needs; including family as stakeholders in patient management. RCW position and value as an intrinsic motivator - included 4 sub-themes namely, integral members of the team; agents for change; community servants; go between formal structures and the community. Finally the theme challenges –included 4 sub-themes namely, training gaps; safety; lack of resources; feeling undervalued. The facilitators and barriers identified by the RCW’s aligned with perceptions of other mid-level health care workers as reported in the literature. Implications: RCWs work within a family centred care approach and see themselves as community servants who bring vital rehabilitation services into homes by transferring their skills to families and communities through education, support and advocacy. Despite their value and passion, RCWs feel undervalued by those around them, including management structures and the Department of Health (DOH). Conclusion: RCWs can bring much needed rehabilitation services into the homes of communities in Cape Town. For this reason, it is imperative to consider the facilitators and barriers experienced by these individuals in order to harness their natural skills and strengthen the current RCW service and solidify their roles within the Multidisciplinary Team (MDT).

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Janse, van Vuren Marinet. "Speech and language therapy service delivery for children with cerebral palsy in the Republic of Ireland : comparative perceptions of parents and speech-language therapists." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/2920.

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Cherry, Shannon Marie. "Speech Pathologists and Knowledge Regarding Communication Disorders with Genetic Inheritance." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212085523.

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Williamson, Lauren. "Exploring speech-language pathologist knowledge and confidence around working with children with health conditions." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556742797784681.

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Griffith, Julie. "Post-Stroke Language Remediation Through Constraint-Induced Aphasia Therapy." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1415615475.

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Reece, Benjamin K. "Facilitating collaborative supervision in a university speech-language pathology clinic." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3667.

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Clinical education is a key element of graduate school training in the field of speech-language pathology. Graduate students are required to obtain 375 supervised clinical practice hours in order to earn their provisional license and begin their career. Supervision of clinical hours is most often provided by experienced speech-language pathologists with minimal, if any, training in effective supervision practices. Within the field of speech-language pathology, Anderson’s Continuum of Supervision (Anderson, 1988) is the most widely accepted model and provides a structure and sequence for supervisors to follow in order to facilitate the clinical development of their student clinician. Anderson’s model suggests that the collaborative supervision style should be used to transition student clinicians from directive supervision (where they are reliant on the supervisor for direction) to self-supervision, which represents independence. Despite this, and because of a lack of evidenced-based methods and a lack of training opportunities, many supervisors have difficulty implementing the collaborative supervision style. This study examines the effectiveness of an external tool, the Clinician’s Hierarchy for Advancing Treatment (CHAT) (Duthie, 2008), in helping supervisors to implement the collaborative supervision style. This is an exploratory quantitative, quasi-experimental non-equivalent groups study. Students and supervisors were surveyed about their perceptions of the supervisory process following their participation in a semester-long clinical practicum in a university speech-language pathology clinic. Prior to working with a second cohort of students, the supervisor group was trained on the CHAT. This method features a chart which objectively defines levels of client performance and corresponding levels of clinical supports needed for the client to advance in treatment. Supervisors were trained to use this tool to guide student clinicians in the clinical decision-making processes. Implementation of the CHAT occurred across the following semester in the same university clinic with a new group of student clinicians. Supervisors and students were again surveyed at the end of the semester on their experience of the supervisory process to determine if the perception of collaborative supervision had increased with the implementation of the CHAT. The Supervisory Relationship Measure (Pearce et al., 2013) and the Supervisory Relationship Questionnaire (Palomo et al., 2010) were used to survey the student clinicians and supervisors, respectively. Independent-samples, one-tailed t-tests were conducted to determine if there was a significant increase in the perception of collaborative supervision. These analyses were conducted using the Safe Base Subscale score from the surveys, of which items focus on the interactions and relationship between the supervisor and the student clinician as they relate to collaboration. Analysis resulted in insufficient evidence to suggest an increase in the perception of collaborative supervision from the first semester (without CHAT) to the second semester when CHAT was implemented. Additional analyses were also conducted on items that were considered particularly salient to collaborative supervision. Results of item-level analyses were marginally significant for two items from the supervisor surveys, both of which queried the supervisor’s perception of the student’s level of openness and honesty in supervisory conferences. These findings suggest that using an external tool such as the CHAT, may result in student clinicians being more open and honest about their experience of the clinical process in the supervisory conference. It is argued that the objectivity of the external tool prompts more objective conversation between the supervisor and student clinician. The increase in objective conversation, in turn, decreases the judgment and evaluation that students often associate with supervision, thereby creating a safer environment in which to voice their honest reflections.

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Williams, Leslie Rachele. "EFFICACY OF A COGNITIVE BEHAVIORAL THERAPY-BASED INTENSIVE SUMMER CAMP FOR AN ADOLESCENT WHO STUTTERS: SINGLE-SUBJECT DATA." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/390932.

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Communication Sciences
M.A.
Clinicians are increasingly incorporating cognitive behavioral therapy (CBT)-based approaches into fluency treatment for children and adolescents who stutter. However, minimal research examines the efficacy of such programs. The present study assesses the efficacy of a CBT-based, intensive, five-day summer camp that promotes self-acceptance and aims to improve the quality of life of adolescents who stutter. Specifically, this study examines whether the camp is effective in reducing state and trait anxiety, decreasing the negative impact of stuttering on daily life, and increasing fluency. A single-subject design on a 14-year old, male adolescent who stutters, LM, and personal interview data with LM’s mother, MM, are utilized. Post-treatment, LM’s scores reflect improvements in self-efficacy surrounding communication situations, as measured by the Self-Efficacy for Adolescents Scale (SEA-Scale), and improvements in overall speaking-related quality of life, as measured by the Overall Assessment of the Speaker’s Experience of Stuttering – Teen (OASES-T). These improvements were maintained at one and three months follow-up. Nonetheless, a large degree of variation in percent syllables stuttered (%SS) and LM’s consistently low rates of state and trait anxiety, as measured by the State-Trait Anxiety Inventory for Children (STAIC), suggest that additional study is warranted before conclusions can be drawn about the efficacy of the summer camp program on reducing stuttering severity and anxiety.
Temple University--Theses

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Graham, E., Marc A. Fagelson, and J. S. Auerbach. "Tinnitus Counseling and Sound Therapy for Veterans with PTSD." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1641.

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Turner, Chloe Marie. "Documenting Consonant and Vowel Variations in a Sample of Native Born Anguillian Teenagers." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588158082997725.

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Sibby, Katelyn E. "Group therapy and knowledge of neuroplastic principles| The impact of education on motivation." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1528047.

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Lowered motivation can influence the involvement of adults with brain injury in the rehabilitation process, ultimately affecting the extent of their progress. This within-subject, pretest/posttest design examined the effects of an education program focusing on concepts of neuroplasticity on 34 adults with brain injury. Quantitative data was taken from pre-presentation and post-presentation surveys and was analyzed for significant change. Results indicated that the presentation was successful in increasing (a) the knowledge of neuroplasticity as evidenced by significant change in two out of three items, and (b) level of motivation as evidenced by significant change in six out of nine items. Effects of age, education level, and time post-injury were discussed. Study conclusions validate the use of education to increase motivation in people with brain injury, and provides new information about the use of neuroplasticity in education.

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Rae, Kirsty Margaret. "Measuring Stakeholder Perceptions: A Review of Social Validity Measures in Speech Pathology Research." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587771051079892.

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Johnston, Sharon J. "Respitatory mechanics in stutterers' speech." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40369.

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This thesis contains four manuscripts examining the respiratory mechanics of normal and stuttering speech. The first study (J.Appl.Physiol. 75 (2):696-703, 1993) examined lung volume (V scL) during stutterers' relatively fluent speech. We showed that stutterers used the V scL extremes. This suggested that stutterers recruited their respiratory muscles in a different manner than normals to maintain subglottic pressure (Psg). We therefore investigated respiratory muscle recruitment patterns in normals and stutterers. In the second study, (submitted to J.A.P.), we modified the Campbell pressure volume diagram by the addition of abdominal pressure (Pab) and by the use of a surrogate relaxation curve. The addition of Pab allowed us to differentiate between diaphragmatic and non diaphragmatic inspiratory muscles and to quantify expiratory muscle recruitment. The surrogate curve provided a good approximation of the true relaxation curve (non significant difference between surrogate and true relaxation curves: P $>$.10). The third study (submitted to J.A.P.) used the modified diagram to examine respiratory muscle recruitment patterns, instantaneous Psg, voluntary hyperinflation and intrinsic positive end-expiratory pressures (PEEPi) during normal and stuttering speech. Stutterers used consistent muscle recruitment patterns and consistent V scL but Psg was not as well controlled as in normals. Because a lack of control of Psg could have an immediate effect on the glottis, particularly at high or low V scL, we measured instantaneous Psg and flow in the final study (to be submitted to J.A.P.) to give us instantaneous glottal resistance. In this study we were able to plot a 'family' of glottal resistances that covered normal speech. This provided a normal envelope of resistances. When stutterers were fluent they remained within both the flow and Psg limits set by the normals' envelope. When they were fluent both Psg and flow extended beyond the normals' envelope. We conclude

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Boggs, Theresa, Lindsay P. Greer, and Marie A. Johnson. "Making Mealtime More than a Mess." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1691.

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Heffner, Melissa E. "The Development and Implementation of a Music Therapy and Speech-Language Therapy Collaborative Model." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1482461323045229.

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Basham, P., and Lindsay P. Greer. "Executive Function and Schools." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1693.

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Trottier, Haley C. "THE EFFECT OF SPEECH THERAPIST PRESENTATION STYLE ON RATINGS OF SATISFACTION WITH THERAPIST AND LIKELY ADHERENCE TO TREATMENT." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1461332893.

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Acker, Twanette. "The patterns of development in generated narratives of a group of typically developing South African children aged 5 to 9 years." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20048.

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Thesis (M Speech Path)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Narrative skills have found to be a predictor of academic success with clear correlations to later reading and writing abilities in children. The quality of narratives and the language disorders displayed in specific clinical populations has also been correlated, making narratives a useful diagnostic tool. To be able to know what is atypical, one has to know what is normal. Normative based assessment materials are very limited in South Africa. Commercially available assessments are often inappropriate because of the complex nature of narratives and the influence of socio-economic, linguistic and cultural factors. There is therefore a need not only to develop appropriate assessment materials but also to obtain normative data for use in the South African context. The main research question this study attempted to answer is: What are the patterns of narrative development in normally developing children? A total of 62 typically developing children from schools in a middle class residential area was selected. Three different age groups were identified: Grade R (5 to 6 years), Grade 1 (6 to 7 years) and Grade 3 (8 years 6 months to 9 years 6 months) based on their different exposure to literate language. It was assumed that they would display distinct patterns of narrative development, with an increase in the complexity of narrative features with age. A wordless picture book, regarded as appropriate for the South African context, was developed and used to elicit a narrative from each participant. Narratives were analysed using a comprehensive narrative assessment protocol. Assessment areas included macrostructure, microstructure, use of literate language and the use of abstraction. Results were compared in terms of group differences and developmental trajectories. The assessment protocol showed similar story lengths in all age groups, suggesting that when the developed wordless picture book was used as elicitation stimulus, any significant differences between groups could be of diagnostic value. Results showed clear developmental trajectories in terms of macrostructural measures. The group differences between Grade R and Grade 1 in terms of microstructural measures were not significant. There was, however, a significant increase in terms of syntactic complexity and lexical diversity from Grade R to Grade 3. No significant development was observed in terms of the use of literate language features across the year groups and a group effect was offered as a possible explanation. In contrast to concrete statements, children as young as 5 years old used mainly abstractions in their generated narratives.
AFRIKAANSE OPSOMMING: Narratiefvaardighede is nie net ‘n voorvereiste vir akademiese sukses nie, maar korreleer ook met lees- en skryfvaardighede in kinders. Weens die korrelasie tussen die kwaliteit van narratiewe en die taal van kinders met spesifieke taalgestremdhede, het narratiewe ook diagnostiese waarde. Om te weet wat atipies is, moet ‘n mens weet wat normaal is. Normatiewe evaluasiemateriaal is baie beperk in Suid-Afrika. Die evaluasies wat kommersieël beskikbaar is, is dikwels ontoepaslik weens die kompleksiteit van narratiewe en die invloed van sosioekonomiese, linguistiese en kulturele faktore. Dit is daarom belangrik om geskikte evaluasie materiaal te ontwikkel en normatiewe data te bepaal vir gebruik in die Suid-Afrikaanse konteks. Met hierdie studie is daar gepoog om die volgende navorsingsvraag te beantwoord: Hoe ontwikkel narratiewe in normaal ontwikkelende kinders? ‘n Totaal van 62 tipies-ontwikkelende kinders is geselekteer uit hoofstroomskole in ‘n middelklas residensiële omgewing. Drie verskillende ouderdomsgroepe is geteiken op grond van hulle blootstelling aan geletterdheidstaal: Graad R (5 – 6 jaar), Graad 1 (6 – 7 jaar) en Graad 3 (8 jaar 6 maande – 9 jaar 6 maande). Daar is aangeneem dat die groepe baie spesifieke patrone in narratiefontwikkeling sou toon, met ‘n toename in die kompleksiteit van narratiewe met toename in ouderdom. ‘n Woordlose prenteboek, wat beskou is as toepaslik binne die Suid-Afrikaanse konteks, is ontwikkel en gebruik om ‘n narratief van elke deelnemer te ontlok. Narratiewe is ontleed met behulp van ‘n omvattende evaluasieprotokol. Areas vir ontleding het makrostruktuur, mikrostruktuur, gebruik van geletterdheidstaal en die gebruik van abstraksie ingesluit. Resultate is vergelyk ten opsigte van groepsverskille en ontwikkelingspatrone. Die storielengte van die verkillende ouderdomsgroepe het ooreengestem en suggereer dat wanneer die woordlose prenteboek as ontlokkingstimulus gebruik word, enige beduidende verskille tussen groepe van diagnostiese waarde is. Die resultate het duidelike ontwikkelingspatrone getoon ten opsigte van makrostrukturele meetings. Groepsverskille tussen Graad R en Graad 1 was onbeduidend ten opsigte van mikrostrukturele metings. Daar was egter ‘n beduidende toename ten opsigte van sintaktiese kompleksiteit en leksikale diversiteit van Graad R tot Graad 3. Geen beduidende ontwikkeling is waargeneem ten opsigte van die gebruik van geletterdheidstaal oor die jaargroepe nie en ‘n groepseffek is as moontlike verduideliking gegee. Kinders so jonk as 5 jaar oud het hoofsaaklik abstrakte taal teenoor konkrete taal in hul narratiewe gebruik. Kliniese implikasies vir spraak- en taalterapeute is bespreek.

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Tomblinson, Shauna. "Speech-Language Pathologists as Expert Witnesses in Court Cases." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/theses/2823.

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The purpose of this study was to discover if as an expert witness, an SLP can make a significant impact on the decision made by juries in the cases of defendants with a traumatic brain injury compared to no expert witness testimony. Participants were recruited from a pool of individuals who met the requirements to be a potential juror in the state of Illinois. Participants completed a survey regarding their opinions on defendants with TBI in court cases. The survey was created with the online survey generator software, “Google Forms” in order to determine if individuals would judge a defendant differently when informed of the expert witness testimony of an SLP. Results suggest a positive correlation between exposure to SLP testimony and greater leniency or rehabilitative tendencies in legal judgment. The implications of these results shine a very important light on the issue of individuals with TBI inside the criminal justice system. If cases continue to be held in a court of law without the input of specialized SLP expert knowledge, it would be difficult to say if true justice is served for each individual. With SLP expert testimony, the number of individuals with TBI who are behind bars as a result of ill-informed jury sentencing could be significantly reduced.

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Williams, A. Lynn. "Making Phonology Functional: Assessment and Intervention in Clinical Settings." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2024.

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Williams, A. Lynn. "Phonology in Clinical Settings: It’s about Time." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2023.

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Williams, A. Lynn. "A Phonological Approach to Assessment and Intervention." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2027.

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Brick, Nickole A. "The use of ultrasound in treating children with persisting speech errors." Thesis, Southern Connecticut State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522901.

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Individuals with residual speech sound disorders (SSD) demonstrate speech errors beyond approximately eight years of age, often despite several years of traditional speech therapy. A few studies have shown that various forms of biofeedback may be a viable treatment alternative for this population. Therefore, the purpose of this study was to provide experimental evidence of the efficacy of ultrasound biofeedback therapy for children with persisting SSD. A secondary aim was to explore the connection between improvements in speech production and phonological awareness (PA). The methodology consisted of a single-subject, multiple baseline across behaviors experiment involving seven participants (ages 9-17), who received 18 treatment sessions, during which therapy focused on production of lingual sound sequences. Participants were prompted to alter tongue movements using visual feedback from real-time ultrasound images. Probe data were collected at sessions before, during, and after treatment to assess word-level accuracy for treated and untreated sound sequences. The results of the study show that all participants met criteria (80% accuracy for two consecutive sessions) on at least two treated sound sequences. Across the six primary participants, 23 of 31 treated sequences met criteria over an average of five sessions. Some participants demonstrated generalized improvement to untreated targets that were phonetically similar to the treated targets. One participant with a lateral lisp, who received a less intense treatment program, also showed improvement at the word level. Most treatment effects were maintained at a two-month follow-up. In conclusion, this study provides new evidence that ultrasound biofeedback is a feasible treatment option for improving accuracy of lingual speech sounds for children with persisting SSD.

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Ross, Mary Christine. "Promoting Joint Attention in Children with Visual Impairment: Proposing an Intervention Using Modified Strategies from Joint Attention Symbolic Play Engagement Regulation (JASPER)." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500289755492111.

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Fagelson, Marc A. "Sound Therapy Approaches: Post-traumatic Tinnitus." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1603.

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Ensslen, Anysia J. "EXPERIENCES OF SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENTS: AN EXPLORATORY PHENOMENOLOGICAL STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/5.

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Within the past decade little research has been conducted in the United States to examine the preparedness of beginning speech-language pathologists; the seminal article used for this research study comes from the United Kingdom (Horton, Byng, Bunning, & Pring, 2004). Literature from the past few decades indicates that there may be deficiencies in the way that beginning speech-language pathologists are being trained clinically. The review of the literature suggests that the field may lack a clear and broadly supported learning theory or framework for the clinical supervision and training of speech-language pathology graduate students. The literature further supports the importance of work-embedded learning and problem-based learning, as well as suggests a theoretical framework that may be utilized for supervision and clinical training in the future. The purpose of this exploratory phenomenological study is to understand and describe how speech-language pathology graduate students perceive their clinical training and supervision obtained during graduate school prepared them for their first externship placements. The literature suggests that a framework for the transfer of theoretical knowledge into the clinical setting is often not present in graduate academic programs (Horton & Byng, 2000b). Models of highly effective practices that are grounded in adult learning theory and empirical research regarding clinical training and supervision should be taken into account. In this way, department-level leaders may be able to design more effective models for clinical training and supervision. The data from participant interviews conducted for this study were organized into two over-arching themes: supervision and clinical experiences. The data in each theme were further organized into more specific categories. The theme of supervision includes five categories: a) most helpful supervisor characteristics, b) least helpful supervisor characteristics, c) differences in supervision, d) feedback from supervisors, and e) working with different supervisors. In addition, the theme of clinical experiences includes four categories: a) differences between in-house experiences and externship experiences, b) significant aspects of clinical training, c) limitations of clinical training, and d) limitations of clinical coursework.

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Tetnowski, Jennifer T. "An Investigation of the Manifestations of and Changes to Social Cohesiveness as a Result of Conversational Group Therapy in Aphasia." Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687709.

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This dissertation focused on how the affiliation and engagement practices that contribute to social cohesiveness result in changes to conversation for three individuals with aphasia that were part of group therapy that targeted improved communication through conversation. It revealed how those changes were made manifest by employing a qualitative research design which allowed the researcher to discover how social cohesiveness is demonstrated in conversation. This design included the administration of aphasia batteries that are widely used in the area of aphasiology and were administered prior to and subsequent to the period of conversation treatment. The design further included medical and clinic records that informed the researcher of the participant's physical and communicative abilities. The primary research tool was Conversation Analysis which by virtue of its dual characteristics of being context-sensitive yet context-free allowed the researcher to examine behaviors in an authentic context and observe patterns within and across participants. Additionally, post-semester interviews served as a lamination tool that, along with the primary and other secondary data sources, would verify or refute the patterns of conversation changes.

The resulting data were then analyzed for patterns of conversation change and formed three areas of interest; patterns of conversation changes that revealed the member's growing orientation toward group cohesiveness, patterns of changing compensatory strategy use, and changing patterns of turn-taking. The results of this study demonstrate the importance of social cohesiveness as an integral part of group conversation treatment and its effect, as a catalyst, upon improving conversation ability. Additionally, it illustrates group cohesiveness as a multi-dimensional construct that involves an orientation to task and interpersonal cohesiveness. Further, it explicates the relationship between an individual's functioning, personal factors, and context as influencers of the aphasic's demonstration of social cohesiveness. This study proffers important implications concerning the value of a qualitative research design for studying communication changes in aphasia and the essential employment of constructivist approaches to communication therapy for individuals with aphasia. These clinical implications shape the assessment and intervention practices of clinicians who recognize the transformative power of a constructivist approach that requires the situation of treatment in an authentic context.

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Mashima, Pauline A. "The Use of Video-Teleconferencing to Deliver Voice Therapy At-A-Distance." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1299182897.

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Akin, Faith W., Courtney D. Hall, and S. Polensek. "A Multidisciplinary Approach to Managing the Dizzy Patient." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2432.

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Akin, Faith W., and Courtney D. Hall. "A Multidisciplinary Approach to Managing the Dizzy Patient." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2433.

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Garver, Jenaye Celeste. "EXPLORING THE DIFFERENCES OF PROTOCOLS FOR PEDIATRIC DYSPHAGIA SERVICES IN EARLY INTERVENTION PROGRAMS ACROSS THE UNITED STATES." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430396691.

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Akin, Faith W., Owen D. Audiology Murnane, Courtney D. Hall, Jennifer R. Audiology and Speech Lang Pathology Sears, Kristal M. Audiology and Speech Lang Pathology Riska, and Richard B. Atlee. "Vestibular Consequences of mTBI and Blast Exposure." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/578.

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Akin, Faith W., Owen D. Murnane, Courtney D. Hall, Jennifer R. Sears, Kristal M. Riska, and Richard B. Atlee. "Vestibular Consequences of mTBI and Blast Exposure." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/579.

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Symptoms of dizziness and imbalance are common sequelae following concussion and blast exposures that result in mild traumatic brain injury (mTBI), and these symptoms often last six months or longer. Most studies examining the effect of vestibular dysfunction on postural stability have used symptom scales or tests of vestibulo-ocular reflex (VOR) that measure horizontal semicircular canal (hSCC) function only. Vestibular loss, however, can occur in one or both labyrinths, in one or both branches of the vestibular nerve, and in one or more vestibular sensory end-organs. A prospective case-controlled design was used to determine the effect of mTBI and blast exposure on peripheral vestibular system function, postural stability, and gait. MANOVAs revealed significant differences between the control and mTBI and blast groups for cervical vestibular evoked myogenic potentials, sensory organization test, and dynamic gait index. These findings suggest that mTBI and blast affect the otolith organs, postural stability, and gait. The frequency of test abnormalities ranged from 22 to 71% with the most frequent abnormalities occurring on tests of balance and gait function. Vestibular test abnormalities occurred in 48% of individuals with mTBI and/or blast exposure. Specifically, abnormalities occurred more often in tests of otolith organ function than hSCC function.

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Bennett, Kristen. "The Effects of Bilingualism in Post-Stroke Aphasia Patients: Clinical Implications Within the United States." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/518.

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The consistent increase of cultural diversity and immigration within the United States over the last fifty years has contributed to a societal shift towards a growing bilingual population. The growth of this population has generated a need to evaluate current assessment and treatment plans for bilingual post-stroke aphasia patients within the United States to ensure that these individuals are receiving effective healthcare. This study aims to investigate the current knowledge gap surrounding appropriate methods of assessing and treating bilingual post-stroke aphasia patients within the United States and suggest potential approaches based on existing research. In order to synthesize information regarding current methods of assessing and treating bilingual post-stroke aphasia patients and to suggest areas for future research, a review of previously published literature was conducted. To illustrate the association between bilingualism and approaches to healthcare, potential and previously studied assessment and treatment plans for bilingual post-stroke aphasia patients within the United States were evaluated based on the likelihood of their success in a physical clinical setting. Because minimal research currently exists concerning intervention in bilingual aphasic adults, SLPs in the United States are forced to provide services without the knowledge necessary to provide efficacious healthcare to this population. As a result, there is currently a critical need for the development of consistent, culturally relevant assessments and treatment approaches for bilingual post-stroke aphasia patients and for large-scale empirical studies to be conducted in the United States that examine the validity of these assessment and treatment protocols.

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Swan, Alicia, Jeremy T. Nelson, Terri K. Pogoda, Faith W. Akin, Kristal Riska, Courtney D. Hall, Megan E. Amuan, Kristine Yaffe, and Mary Jo Pugh. "Association of Traumatic Brain Injury with Vestibular Dysfunction and Dizziness in Post-9/11 Veterans." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7777.

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Objective:To describe the prevalence and impact of vestibular dysfunction and nonspecific dizziness diagnoses and explore their associations with traumatic brain injury (TBI) severity, mechanism, and postconcussive comorbidities among post-9/11 veterans. Setting:Administrative medical record data from the US Departments of Defense and Veterans Affairs (VA). Participants:Post-9/11 veterans with at least 3 years of VA care. Design:Cross-sectional, retrospective, observational study. Main measures:International Classification of Diseases, Ninth Revision, Clinical Modification diagnosis codes for TBI, vestibular dysfunction, dizziness, and other commonly associated postconcussive conditions; Neurobehavioral Symptom Inventory. Results:Of the 570 248 post-9/11 veterans in this sample, 0.45% had a diagnosis of vestibular dysfunction and 2.57% had nonspecific dizziness. Those with either condition were more likely to have evidence of TBI (57.11% vs 28.51%) and reported more disruption from neurobehavioral symptoms. Blast and nonblast injuries were associated with greater symptom disruption, particularly in combination. Conclusions:There was a consistent, significant association between TBI and vestibular dysfunction or nonspecific dizziness, after controlling for sociodemographic factors, injury mechanism, and comorbid conditions. Given that most deployed post-9/11 veterans report blast and/or nonblast injuries, the need for prompt identification and management of these conditions and symptoms is clear.

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Akin, Faith Audiology and Speech Lang Pathology, and Courtney D. Hall. "An Interdisciplinary Approach to Management of the Dizzy Patient." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/558.

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This session is developed by, and presenters invited by SIG 8: Public Health Issues Related to Hearing and Balance. This session will focus on a multidisciplinary approach to the management of the dizzy patient. Speciﬁcally, best practices and clinical usefulness will be described for vestibular laboratory testing, ocular motor assessment, and gait and balance assessment. The theoretical bases and current approaches for vestibular rehabilitation will be discussed.

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Akin, Faith W., Courtney D. Hall, and Owen D. Murnane. "Noise and Blast-related Effects on Vestibular and Balance Function." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2707.

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Dissertations / Theses on the topic 'Speech therapy/pathology'

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