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Toys As Language Stimuli For Individuals With Alzheimer’S Disease, Cassandra M. Baer

Masters Theses

The study of the use of toys with institutionalized adults began in the field of gerontological nursing (Bailey, Gilbert, & Herweyer, 1992; Francis & Baly, 1986; Mayers & Griffin, 1990; Milton & MacPhail, 1985). Hopper, Bayles, and Tomoeda (1998) described the comforting qualities of plush animals for people with dementia and began to explore the effects of these toys on the language production of women with Alzheimer's Disease. Women were found to produce more information in fewer words when the toys were present.

This study builds on the work of Hopper et al. (1998), comparing language productions of two men …

Collaboration Versus Pull-Out Intervention: Effects On Vocabulary Acquisition And Classroom Communication, Jennifer J. Sturm

Masters Theses

This study investigated improvement in curricular vocabulary in school-aged children grades kindergarten through third at two different elementary schools. One school received collaborative classroom-based language lessons from the teacher and speech-language pathologist (Collaborative School). The other school received regular instruction from the classroom teacher without the input of the speech-language pathologist (Traditional School). The speech-language pathologist provided services to the children with speech or language IEP goals at the Collaborative School primarily in the classroom through these language lessons. The students who received speech or language therapy at the Traditional School received services solely through the pull-out model of intervention. …

The Impact Of Fast Forword On Phonological Awareness And Literacy Skills, Melissa Nulty

Masters Theses

This study investigated the impact of Fast ForWord on individual children's phonological awareness and reading skills as well as general language and auditory processing skills. Five children, ages six through eight years, served as experimental subjects. The duration of participation in the Fast ForWord (FFW) training program was approximately 2 hours per day, 5 days a week, for 6 to 8 weeks. Fast ForWord training was completed when the subject reached at least 90 percent completion on five of the seven training exercises or when it was determined by the Fast ForWord professional that the child had received maximum benefit …

Perceptions Of The Effects Of Vocal Hygiene Training On College Professors, Kimberly D. Wait

Masters Theses

This study investigated the efficacy of vocal hygiene training by studying changes in the self- and listener-rated vocal characteristics of college professors before and after vocal hygiene training. Eight college professors served as experimental subjects and received three half-hour sessions of vocal hygiene training. Nine college professors served as control subjects and received no vocal hygiene training. Subgroups of professors with self-reported vocal difficulties were further identified within each group. An original vocal characteristic scale based on the literature was used to measure self-rated vocal characteristics. Results indicated no significant difference in self-rated voice characteristics between subjects who received vocal …