Communication Sciences and Disorders Commons^™

Social Differences Of Adolescents With High-Functioning Autism And Asperger's Syndrome, Miranda J. Clark

Undergraduate Honors Theses

This study evaluated the social skills of adolescents with high-functioning autism (HFA), Asperger's syndrome (AS), and neurotypical development (NT). Currently, it is unknown whether there are significant differences in the social skills of individuals in these three groups, especially in the adolescent population. This study employed a group comparative design with 5-10 subjects in each respective group. The Social Language Development Test-Adolescent (SLDT-A) yielded standard scores for quantitative analysis that were analyzed using appropriate inferential statistics.

This study found that adolescents with AS performed somewhat better on a standardized measure of social skills than those with HFA. As predicted, neither …

Treatment Of Written Discourse After Traumatic Brain Injury, Cassie L. Fuller

Undergraduate Honors Theses

Traumatic brain injury often leads to cognitive communication disorders, commonly disorders of written discourse. Research in the field of written discourse after traumatic brain injury does not provide a strong protocol for improvement of functional written skills. The aim of this study was to create an effective treatment plan to address written discourse impairments in two college students from Eastern Illinois University with traumatic brain injury (TBI). Individualized treatment plans were developed for participants based on the need for improvement in productivity, efficiency, and coherence (both global and local) in written discourse. Treatment was developed based on individual needs and …

Signal-To-Noise Ratio Of Augmentative And Alternative Communication Devices Across Educational Settings, Hope Elizabeth Lorenz

Masters Theses

The use of augmentative and alternative communication (AAC) devices is important for individuals whose natural speech is inadequate for communication. Research conducted to make improvements to AAC devices has included exploring the effectiveness of color-coding symbols, linguistically based arrangement of symbols, and intelligibility of the devices. However, little attention has been given to the volume adequacy of AAC devices in a variety of educational settings. It is hypothesized that volume levels of AAC devices are often inappropriate for adequate communication when compared to noise levels in the classroom. The present study measured the volume output level of AAC devices compared …

The Lee Silverman Voice Treatment Delivered Via Distance Therapy, Kate Harrington

Masters Theses

The purpose of this study was to determine the efficacy of the Lee Silverman Voice Treatment (LSVT) on improving the vocal loudness in patients with Parkinson's disease when delivered via distance therapy. This study utilized a non-concurrent multiple baseline across subjects research design. Subjects were recruited through local Parkinson's Support Groups. A total of five subjects participated in the study and each subject received the standard LSVT techniques which included focus on using correct breath control to project voice, projecting a range of high to low notes, and speaking written sentences and words as loud as possible.

Three subjects received …

Effectiveness Of Bite Charts In Behavioral Feeding Intervention, Natalie Gray, Melissa Council

2011 Awards for Excellence in Student Research & Creative Activity - Documents

This study evaluated the effectiveness of a bite chart as a method of positive reinforcement in behavioral feeding intervention. The bite chart was used to increase bite acceptance. Using a BAB research design, the researchers found the bite chart effective for two subjects with differing diagnoses, ages, environments, and therapists.

Articulation Rate And Its Relationship To Disfluency Type, Duration, And Temperament In Preschool Children Who Stutter, Victoria Tumanova, Patricia M. Zebrowski, Rebecca Throneburg, Mavis E. Kulak Kayikci

Faculty Research and Creative Activity

The purpose of this study was to examine the relationship between articulation rate, frequency and duration of disfluencies of different types, and temperament in preschool children who stutter (CWS). In spontaneous speech samples from 19 children CWS (mean age = 3:9; years: months), we measured articulation rate, the frequency and duration of (a) sound prolongations; (b) soundsyllable repetitions; (c) single syllable whole word repetitions; and (d) clusters. Temperament was assessed with the Children’s Behavior Questionnaire (Rothbart et al., 2001). There was a significant negative correlation between articulation rate and average duration of sound prolongations (p<0.01), and between articulation rate and frequency of stuttering-like disfluencies (SLDs) (p<0.05). No other relationships proved statistically significant. Results do not support models of stuttering development that implicate particular characteristics of temperament as proximal contributors to stuttering; however, this is likely due to the fact that current methods, including the ones used in the present study, do not allow for the identification of a functional relationship between temperament and speech production. Findings do indicate that for some CWS, relatively longer sound prolongations co-occur with relatively slower speech rate, which suggests that sound prolongations, across a range of durations, may represent a distinct type of SLD, not just in their obvious perceptual characteristics, but in their potential influence on overall speech production at multiple levels.

Articulation Rate And Its Relationship To Disfluency Type, Duration, And Temperament In Preschool Children Who Stutter, Victoria Tumanova, Patricia Zebrowski, Rebecca Throneburg, Mavis Kulak Kayikci

Faculty Research and Creative Activity

The purpose of this study was to examine the relationship between articulation rate, frequency and duration of disfluencies of different types, and temperament in preschool children who stutter (CWS). In spontaneous speech samples from 19 children CWS (mean age = 3:9; years: months), we measured articulation rate, the frequency and duration of (a) sound prolongations; (b) soundsyllable repetitions; (c) single syllable whole word repetitions; and (d) clusters. Temperament was assessed with the Children’s Behavior Questionnaire (Rothbart et al., 2001). There was a significant negative correlation between articulation rate and average duration of sound prolongations (p<0.01), and between articulation rate and frequency of stuttering-like disfluencies (SLDs) (p<0.05). No other relationships proved statistically significant. Results do not support models of stuttering development that implicate particular characteristics of temperament as proximal contributors to stuttering; however, this is likely due to the fact that current methods, including the ones used in the present study, do not allow for the identification of a functional relationship between temperament and speech production. Findings do indicate that for some CWS, relatively longer sound prolongations co-occur with relatively slower speech rate, which suggests that sound prolongations, across a range of durations, may represent a distinct type of SLD, not just in their obvious perceptual characteristics, but in their potential influence on overall speech production at multiple levels.

Vocabulary Acquisition Through Fast Mapping In Children With Autism, Lynne Barcus

Masters Theses

Fast mapping is a cognitive process that facilitates acquisition of new vocabulary through brief exposures to words and their referents. Research has shown that typically developing children and those with Down syndrome, specific language impairment, or mental impairment acquire new vocabulary through fast mapping, although with different levels of success. This study explored the effectiveness of fast mapping to facilitate vocabulary acquisition in children with autism. A multiple baseline across subjects design was employed with four children with autism. After a pre-test to determine which food and animal objects were unfamiliar to each subject, a series of fast mapping trials …

Effect Of Siblings And Peers On Social Interaction Of Children With Autism, Laura E. Welsh

Masters Theses

The purpose of this research was to investigate the impact that siblings and peers have on the social skills of children with autism. Subjects included six children with autism between the ages of five and eight years of age. Subjects were observed playing with a typically-developing sibling for two one-hour sessions. Half of the subjects were observed playing with a typically-developing peer for two one-hour sessions. During each structured play session, toys from a preselected set were presented one at a time. The children were instructed to play together with no further adult interaction. Data were analyzed for joint attention, …

Nonliteral Language Used By Teachers In The Classroom, Jenna K. Szybowicz

Masters Theses

The purpose of this research project was to determine ifregular education and special education classroom teachers used a varying amount of idioms in the classroom. Two groups of subjects were involved in the study; 12 regular education classroom teachers (four first grade; four second grade; and four third grade) and 12 primary crosscategorical classroom teachers. The teachers were observed for one to two hours via naturalistic observation methods during math and language arts lessons. The sample was transcribed and analyzed using Systematic Analysis of Language Transcriptions (SALT). The transcriptions were coded for the following criteria: nonliteral idioms[n] (e.g.,just a minute); …

The Effectiveness Of Errorless Learning For Teaching Concepts And Comments To Children With Autism, Marissa L. Ulm

Masters Theses

Research has indicated that errorless learning has been an effective teaching strategy for teaching discrete skills to both typically developing children and children with a learning disability (Schimek, 1983; Storm & Robinson, 1973). Errorless learning differs from other common teaching strategies in that it only presents correct responses, eliminating the possibility of participants responding incorrectly. The purpose of this study was to examine the effectiveness of errorless learning for improving symbol acquisition in children with autism who used a high-tech augmentative and alternative communication (AAC) device. Four children previously diagnosed with autism participated in this study; subjects were required to …

The Application Of Visual Phonics And Phonological Awareness Interventions To Address Emergent Literacy Development In Speech-Language Impaired Preschoolers, Elizabeth K. Gergits

Masters Theses

This study investigated the effectiveness of phonological awareness intervention versus phonological awareness intervention supplemented by visual phonics han,d cues upon emergent literacy skill development in preschool children with speech and/or language impairment. A pretest - posttest control group design was used to compare the effectiveness of phonological awareness intervention and visual phonics in promoting the development of the following emergent literacy skills: alphabet knowledge, beginning sound awareness, print awareness, rhyme awareness, nursery rhyme awareness, phonological awareness at the syllable level, and name writing abilities. Three groups were formed from twenty-four subjects from at-risk early childhood programs in central Illinois. The …

The Effect Of Person Versus Aac Directed Apraxia Therapy On Elicited Imitation For Children With Autism Spectrum Disorder, Jeanna Rachelle Probst

Masters Theses

There is limited research in the area of Augmentative and Alternative Communication (AAC) and autism spectrum disorder with childhood apraxia of speech. The current research project was designed to evaluate the amount of elicited imitation produced when using a person-directed stimulus mode versus an AAC-directed stimulus mode. The dependent variable was elicited imitations. The independent variables were the AAC-directed condition and the person-directed condition.

The subjects were six school-aged children with the diagnosis of Autism Spectrum Disorder (ASD) and Childhood Apraxia of Speech (CAS). The subjects were pulled out of their regular 45 minute individual speech therapy and randomly presented …

Visual Phonics And Phonological Awareness Interventions: Stability Of Gains In Language And Literacy, Mara Hampton

Undergraduate Honors Theses

The current study was a follow-up to a pretest-posttest control group experiment that found speech and/or language impaired preschoolers significantly improved their receptive and expressive language skills after ten weeks of phonological awareness interventions. Following ten weeks of phonological awareness intervention, speech and/or language impaired preschoolers also made gains in early literacy skills, with greater gains in a phonological awareness group supplemented by See the Sound/Visual Phonics (visual phonics).

The present study was conducted as a follow-up six months later. The purpose was to determine the stability of gains from the two phonological awareness interventions on the development of auditory …

Increasing Written Language Skills Utilizing Writing Software And Traditional Methods, Caroline Larson

Undergraduate Honors Theses

A grid based computer program, Clicker5, appeared to have many features that logically may assist struggling writers. It utilizes pictures, sound, speech synthesis, word banks and a spelling checker. Karemaker et al. (2008) examined the use of Clicker5 and observed increased attention and focus during reading, and greater gains in word recognition and rhyme awareness. Scattered research exists on some of the multimedia features that Clicker5 utilizes (e.g. auditory and visual instruction, specific feedback, student specific examples, Wissick & Gardner, 2000; composition processes and revision facilitation, MacArthur 2000; spell checkers with strategy instruction, and speech synthesis to increase error …

Effect Of Prolonged Pacifier Use On Speech Articulation, Danielle Laprairie

Masters Theses

The hypothesis of the current research study was that children who frequently use pacifiers past the age of 2 years would display more articulation errors and patterns than children with limited or no pacifier use. The specific research question was whether there was a difference in articulation errors between children who used a pacifier and children who did not use a pacifier for a prolonged duration and frequency. Experimental subjects included seven children who had used a pacifier for at least 2 years and who were either currently using a pacifier or who had discontinued using a pacifier within 6 …

Believing In Both Genetic Determinism And Behavioral Action: A Materialist Framework And Implications, Celeste Condit, Marita Gronnvoll, Jamie Landau, Lijiang Shen, Lanelle Wright, Tina M. Harris

Faculty Research and Creative Activity

A disparity exists between studies reporting that genetics discourse produces deterministic or fatalistic responses and studies reporting that the majority of laypeople do not hold or adopt genetically deterministic views. This article reports data from an interview study (n = 50), and an interpretation of those data grounded in materialist understandings of discourse, that explains at least part of the disparity. The article employs a detailed reading of an illustrative transcript embedded in a quantitative content analysis to suggest that laypeople have incorporated two sets of public discourses—one that describes genetic causation and another that describes behavioral causation. These different …

Believing In Both Genetic Determinism And Behavioral Action: A Materialist Framework And Implications, Celeste Condit, Marita Gronnvoll, Jamie Landau, Lijiang Shen, Lanelle Wright, Tina Harris

Faculty Research and Creative Activity

A disparity exists between studies reporting that genetics discourse produces deterministic or fatalistic responses and studies reporting that the majority of laypeople do not hold or adopt genetically deterministic views. This article reports data from an interview study (n = 50), and an interpretation of those data grounded in materialist understandings of discourse, that explains at least part of the disparity. The article employs a detailed reading of an illustrative transcript embedded in a quantitative content analysis to suggest that laypeople have incorporated two sets of public discourses—one that describes genetic causation and another that describes behavioral causation. These different …

The Application Of Visual Phonics And Phonological Awareness Interventions To Address Language Impairment In Preschool Children, Jodi Dyke

Masters Theses

The purpose of this study was to determine the effectiveness of two phonological awareness interventions on the development of auditory comprehension, expressive language, semantics, and syntax. Specifically, the study examined the effect of phonological awareness intervention integrated with See the Sound/Visual Phonics hand cues versus only phonological awareness intervention. Twenty-seven children identified as speech and/or language delayed were assigned to one of three groups that received (a) phonological awareness instruction, (b) phonological awareness instruction coupled with visual phonics hand cues, or (c) no intervention. Seven children were designated as a control group and twenty were placed in one of two …

Perspective-Taking In Adolescents With Asperger Syndrome And Nonverbal Learning Disorder, Caitlin Scaliatine

Masters Theses

Theory of mind is the ability to attribute mental states to oneself and other individuals, allowing us to predict the thoughts and feelings of others based on their behaviors. Research has established that individuals with Asperger syndrome (AS) experience difficulty with advanced theory of mind tasks; however, theory of mind abilities have not been evaluated for individuals with nonverbal learning disability (NVLD). The following test battery was administered to four adolescents with AS, five adolescents with NVLD, and five adolescents with neurotypical development to examine their theory of mind abilities: the Pragmatic Judgment and lriferences subtests from the Comprehensive Assessment …

The Effect Of Joint Book Reading And The Language Experience Approach On Vocabulary Acquisition, Whitney Sturm

Masters Theses

Research indicates that reading books is beneficial for development of vocabulary and syntax (Robbins & Ehri, 1994). Joint book reading is defined as the interaction between an adult, child, and a book while reading. The language experience approach (LEA) is a reading method that "promotes reading and writing through the use of personal experiences and oral language"(Taylor, 1992). The purpose of this study was to systematically evaluate the effectiveness of joint book reading and the language experience approach on vocabulary acquisition in preschool and kindergarten children with hearing impairments, as well as, preschool and kindergarten children with normal hearing.

Within …

Word Retrieval Treatment Using Collaborative Referencing, Cassie (Shuemaker) Flack

Masters Theses

The use of collaborative referencing tasks as a supplement to traditional speech therapy for two individuals ( one male and one female) with non:fluent aphasia due to cerebrovascular accident (CVA) was investigated. The participants' spouses served as communication partners for the collaborative referencing task. Stimuli consisted of three sets of ten pictures of individuals performing actions. Participants and spouses alternated serving as director and matcher for six trials each session. Each picture set was targeted until participants reached 80% accuracy across two trials at identifying pictures. Analysis of transcripts showed that participants and communication partners followed the three phases of …

Assessing Effectiveness Of The Differential Assessment Of Autism And Other Developmental Disorders (Daadd) As A Diagnostic Screening Instrument, Caroline Dahlstrom

Masters Theses

Children with developmental disorders were thought to be more similar than different in the past (Greenspan & Wieder, 1998). Many developmental disorders are a result of neurological differences and/or delays in a child's acquisition of general skills and can present similarly at a young age (Richard & Calvert, 2003). Therefore, there has recently been an emphasis on the need for developmental disorders to be differentiated because of the differences being noted. Many assessment tools, including specialized checklists, interview formats, and standardized tests used to assist in the diagnosis of developmental disorders are available. The Differential Assessment of Autism and other …

Methodological Variables For Eliciting Maximum Phonational Frequency Range In Adults, K. Lenee Moseley

Masters Theses

The current study employed an experimental research design to compare the effect of elicitation tasks (glissando versus discrete-steps) and the integration of visual feedback (auditory-only model versus visual feedback with an auditory model) on obtaining an individual's maximum phonational frequency range (MFPR). Participants included forty normal speaking males and females. A one-way ANOVA indicated the glissando elicitation task yielded a significantly higher MPFR than the discrete-steps elicitation task. [F (1,159) = 34.39; p < .01]. A one-way ANOVA approached but did not reach statistical significance [F (1,159) = 3.104, p = .08] for the difference between the auditory-only model and the auditory model with visual feedback. However, the frequency means depicted a larger MPFR when visual feedback was included within each of the elicitation tasks.

The Effects Of Augmentative And Alternative Communication On The Communication Attempts And Disruptive Behavior Of A Child With Autism, Natalie Arp

Masters Theses

This study evaluated the use of augmentative and alternative communication as a means to decrease disruptive behavior for a child in the autism spectrum. A case study with a training and treatment period was implemented. The dependent variables were the disruptive behaviors and the increased communication that occurred during a speech therapy treatment session. The independent variable was the implementation of augmentative and alternative communication, specifically, a modified Picture Exchange Communication System, (PECS) (Bondy & Frost, 1998) in combination with a VOCA (Twin Talk). The participant was a 3 1/2 year old female diagnosed with an Autistic Spectrum Disorder at …

The Effect Of Objective Data In Narrative Observation Notes On Changing Supervisee Behavior, Rudyard C. Watson

Masters Theses

The purpose of this research study was to determine if two different types of narrative observation notes impacted supervisee clinical behaviors. Narrative observation notes alone and narrative observation notes coupled with objective data were used as the independent variables. Sixteen supervisees and 5 supervisors participated in the study. The supervisees were divided into two numerically even groups of eight and provided with one of the independent variables.

The study consisted of eleven total therapy sessions, with the first three sessions providing baseline data and the following eight involved administration of the independent variables. Group one received narrative observation notes alone …

A Comparison Of School-Aged Children Who Stutter And Do Not Stutter In Difficult Phonological Tasks, Christopher Lading

Masters Theses

The purpose of this study was to assess the phonology skills of school-aged children who stutter using tasks that task the speech system. Participants included 11 children who stuttered and 10 normally fluent children. The results suggested that no differences exist in the phonology of children who stutter and children who are normally fluent when presented with complex phonological tasks.

Language-Based Spelling Instruction For Children Who Are Hard-Of-Hearing, Brittney L. Yakey

Masters Theses

The purpose of the study was to evaluate the effectiveness of SPELL-Links to Reading and Writing, a language-based instructional spelling program, with two hard-of-hearing children. Spelling skills were evaluated using the Spelling Performance Evaluation for Language (SPELL), Wide Range Achievement Test (WRAT), and Featured Inventories. The participants included two hard-of-hearing children with mild hearing loss. Spelling intervention targeted four spelling patterns (short u, ck, ch/tch, and ng). The results showed that one child benefited from the SPELL-Links to Reading and Writing by the improvement across all four patterns, while the other child showed improvement in only two of the patterns.

The Validity Of The S/Z Ratio As A Voice Screening Tool, Larry L. Panozzo Jr.

Masters Theses

This study investigated the validity of the s/z ratio as a voice screening tool. Twenty female subjects, ten with vocal fold pathology and ten normal control subjects, participated in the current research project. Results indicated that although the s/z ratio was higher for the disordered group than the normal group, the difference was not significant (p=.18). Sensitivity equaled 90% while specificity equaled 50% when 1.1 was used as the cutoff value. When 1.4 was used as the cutoff value, sensitivity was 30% while specificity was 80%. In addition, there was a weak relationship between the clinician's perception of the size …

Comparing Discourse Performance According To Elicitation Procedure, Aimee Wheat

Masters Theses

Four adolescents with closed head injury (CHI) and four matched controls provided speaking and writing samples using the following four elicitation procedures: pictured activity description, story retelling, procedural narrative, and personal narrative. The purpose of the current study was to compare discourse performance according to various elicitation tasks for adolescent with CHI and matched controls using measures of productivity, efficiency, and coherence. Additionally, the relationship between cognitive skills and discourse performance was assessed.

Results indicated that there was a significant difference between the participants with CHI and controls for oral productivity during the story retelling task. During this task, the …