Communication Sciences and Disorders Commons^™

Lingual Function And Articulatory Competence, Donna E. Swenson

Loma Linda University Electronic Theses, Dissertations & Projects

Dworkin (1979) states that, of the 2.5 million children and young adults in the United States with a communication problem, 60% have a functional articulation disorder for which no psychologic or physical problem can be found. The oral mechanism examination is an established part of a speech and language examination for testing these children, and the tongue is the most important organ for speech (Johnson, Darley, and Spriestersbach, 1963). However, no conclusive rationale for the procedure or objective lingual measurements have been established. This research, therefore, was designed as a pilot study to investigate whether lingual structure and function are …

Easily Administered Recognition Of Linguistically-Handicapped Youngsters, Robin J. Webb

Loma Linda University Electronic Theses, Dissertations & Projects

This study investigates the feasibility of involving parents as evaluators using an objective screening test for their children who are 36 to 42 months of age. A more available and nonthreatening assessor is needed as physicians, dentists and other allied health professionals who are typically used to screen children for speech, language and hearing have not been effective with this age group. This is partially due to the limited contacts they have with these children and the environmental limitations for eliciting an adequate speech and language sample (Behrens, 1978; Webb, 197B; Hirsch, 1981).

An objective-type screening instrument has been designed …

Evaluating The Aural/Oral Skills Of Children Identified By The Slingerland Pre-Reading Screening Procedures, Sandra L. Singleton

Loma Linda University Electronic Theses, Dissertations & Projects

Research tends to confirm the concept that it is imperative to diagnose learning disorders early and start remediation immediately. Slingerland (1977) developed an assessment tool, which reportedly aids in the identification of remediational needs before a child has experienced failure. This screening device was designed to "show modality weaknesses that call for specific instruction to prevent early failare" (Slingerland, 1977). All of the subtests from the Pre-Reading Screening Procedures are cross-modality tasks because the testing of a modality, "Auditory" or "Visual", requires the use of one or two other modalities (motor or speech) to generate a response. In order to …