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The Phonological Analysis Of Bilingual Creole/English Children Living In South Florida, Carolyn F. Beaubrun

FIU Electronic Theses and Dissertations

The purpose of this study was to gather normative data regarding the phonological system of bilingual Creole-English children ages three and five and to compare performance to norms for English speaking children. The forty participants lived in Miami and represented low socio-economic groups.

Participants were assessed using the Goldman-Fristoe Test of Articulation-2 and a Haitian Creole Picture Naming Assessment. The results indicated that the percentage of correct phonemes in Creole (M=91.6) were not significantly different when compared to the correct production of the same phonemes in English (M=92.8). Further analysis revealed that the accuracy of all phonemes was higher for …

Autism In A 15-Month-Old Child, Ami Klin, Katarzyna Chawarska, Rhea Paul, Emily Rubin, L. Weisner, Fred Volkmar

Communication Disorders Faculty Publications

Autism is a developmental disorder marked by severe deficits in reciprocal social interaction, communication, and imagination as well as repetitive and restricted patterns of interests and behavior. Klin et al describe the findings of an interdisciplinary developmental disabilities evaluation of a 15-month-old girl with autism.

Orbital Cellulitis Masquerading As Cavernous Sinus Thrombosis: A Case Report, M. R. Shaikh, Syed Muhammad Baqir, N. Zakir

Department of Emergency Medicine

No abstract provided.

Adaptive Behavior In Autism And Pervasive Developmental Disorder-Not Otherwise Specified: Microanalysis Of Scores On The Vineland Adaptive Behavior Scales, Rhea Paul, Stephanie Miles, Domenic Cicchetti, Sara Sparrow, Ami Klin, Fred Volkmar, Megan Coflin, Shelley Booker

Communication Disorders Faculty Publications

The purpose of this study is to provide a microanalysis of differences in adaptive functioning seen between well-matched groups of school-aged children with autism and those diagnosed as having Pervasive Developmental Disorder-Not Otherwise Specified, all of whom functioned in the mild to moderate range of intellectual impairment. Findings indicate that the major area of difference between children with autism and those with Pervasive Developmental Disorder-Not Otherwise Specified, was expressive communication; specifically, the use of elaborations in syntax and morphology and in pragmatic use of language to convey and to seek information in discourse. Linear discriminant function analysis revealed that scores …

Hearing Loss And Retarded Cochlear Development In Mice Lacking Type 2 Iodothyronine Deiodinase, Lily Ng, Richard J. Goodyear, Chad A. Woods, Mark J. Schneider

Dartmouth Scholarship

The later stages of cochlear differentiation and the developmental onset of hearing require thyroid hormone. Although thyroid hormone receptors (TRs) are a prerequisite for this process, it is likely that other factors modify TR activity during cochlear development. The mouse cochlea expresses type 2 deiodinase (D2), an enzyme that converts thyroxine, the main form of thyroid hormone in the circulation, into 3,5,3'-triiodothyronine (T3) the major ligand for TRs. Here, we show that D2-deficient mice have circulating thyroid hormone levels that would normally be adequate to allow hearing to develop but they exhibit an auditory phenotype similar to that caused by …

Speech-Language Pathologists' Opinions On Communication Disorders And Violence, Dixie Sanger, Barbara J. Moore-Brown, Judith Montgomery, Susan Hellerich

Communication Sciences and Disorders Faculty Articles and Research

Purpose: This study investigated the opinions of speech-language pathologists (SLPs) regarding their role, education, and training in serving students with communication disorders who have been involved in violence.

Method: A survey consisting of 26 items was given to 598 SLPs from eight states representing geographic regions of the United States.

Results: Participants acknowledged that violence is an increasing concern. They also recognized the valuable role they have in planning prevention programs and serving on multidisciplinary teams. In contrast, SLPs' opinions suggested that they did not feel well trained to deal with violence, nor did they feel that …

Putting Humpty Dumpty Together Again: What's Right With Betsy, Elaine R. Silliman, Louise C. Wilkinson, Robin L. Danzak

Communication Disorders Faculty Publications

Betsy is a telling case of the struggles and victories of a youngster who has grappled with a language learning disability for most of her 17 years. Her story is a fitting way to conclude this volume because she represents how a child with motivation and resilience can confront the educational and interpersonal obstacles she has experienced. Her story, which predates the passage of the No Child Left Behind Act of 2001 and the 1997 Individuals with Disabilities Education Act, is a metaphor for the ongoing debates in theory and practice about the meanings of a learning disability versus a …

Perspectives On Attention Deficit Hyperactivity Disorder: Executive Functions, Working Memory, And Language Disabilities, Carol Westby, Silvana Watson

Communication Disorders & Special Education Faculty Publications

The conceptualization of the nature of attention deficit hyper-activity disorder (ADHD) has changed in the last decade. ADHD is now viewed as a neurologically based condition with primary deficits in executive functions and working memory (WM). Students with ADHD have deficits in discourse organization, inferring, and monitoring that are related to their executive function and WM deficits. A large number of students with ADHD also have comorbid reading and language disabilities that exist in addition to the deficits directly associated with the ADHD. Comprehensive evaluation of students with ADHD is essential to address their specific learning needs