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Communication Sciences and Disorders Commons™

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2005

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Articles 31 - 38 of 38

Full-Text Articles in Communication Sciences and Disorders

Life On A Tricycle A Case Study Of Language Impairment From 4 To 19, Lee Robinson, Bonnie Brinton, Martin Fujiki Jan 2005

Life On A Tricycle A Case Study Of Language Impairment From 4 To 19, Lee Robinson, Bonnie Brinton, Martin Fujiki

Faculty Publications

This article presents a longitudinal case study of a child named Cody identified with specific language impairment. Cody was followed from 4 to 19 years of age, at which time he compared his social skills with those of peers: “It’s like they’re driving sports car and I’m on a tricycle.” His initial long- and short-term intervention goals are presented, along with the treatment methods employed and the resulting outcomes. Although long-term goals remained consistent, as the nature of Cody’s academic, social, and emotional challenges shifted, it was necessary to gear treatment to address his changing needs. Cody’s case illustrates the …

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Sensitivity To Verb Phrase Grammaticality By Children With Specific Language Impairment, Brenda L. Beverly, Lori A. Swanson Jan 2005

Sensitivity To Verb Phrase Grammaticality By Children With Specific Language Impairment, Brenda L. Beverly, Lori A. Swanson

Brenda L. Beverly Publications

Research suggests that typically developing (TD) children and children with specific language impairment (SLI) are sensitive to noun phrase grammaticality (Gerken & McIntosh, 1993; McNamara, Carter, McIntosh, & Gerken, 1998). A verb comprehension task was used to investigate sensitivity to auxiliary is in four contexts – grammatical (Who ispushing?), omitted (Who pushing?), ungrammatical (Who in pushing?), and nonsense (Who id pushing?). Eight preschoolers with SLI (age range = 44 – 58 months) and eight language-matched TD toddlers (22 – 29 months) participated. Data revealed a significant interaction: children with SLI had the …

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Does Storybook Intervention Provide A Meaningful Improvement In Language Impaired Children, Diana Patrice Burns Jan 2005

Does Storybook Intervention Provide A Meaningful Improvement In Language Impaired Children, Diana Patrice Burns

Dissertations and Theses @ UNI

The purpose of this study was to determine if storybook based intervention improved language skills in language impaired children. Eight children from a local Head Start Program participated in the study, four of whom caused the teacher language concerns and four of whom did not. On pretesting, six of the children demonstrated scores consistent with language impairment and two scored within normal limits. The four children who scored the lowest in the testing were chosen to participate in storybook intervention. Participants received individual instruction in 30-minute sessions twice weekly for 6 weeks. A teacher questionnaire report was completed by the …

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Does My Identity Speak English? A Pragmatic Approach To The Social World Of An English Language Learner With Language Impairment, Robin L. Danzak, Elaine R. Silliman Jan 2005

Does My Identity Speak English? A Pragmatic Approach To The Social World Of An English Language Learner With Language Impairment, Robin L. Danzak, Elaine R. Silliman

Communication Disorders Faculty Publications

The case description provides a comprehensive picture of the complex social and linguistic factors that shape the social identity of an English language learner with the additional challenge of language impairment (LI). These issues were explored over 6 months with Fernando, an 8-year-old, Spanish-speaking male with LI in grade 3. A pragmatic, or practical, approach to problem solving was developed for two purposes: first, to obtain a multifaceted understanding of Fernando’s world at school, and second, to arrive at possible educational/clinical solutions that met a standard of cultural appropriateness and practicality. The patterns found that, contrary to teacher interpretations of …

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Strategies And Beliefs About Conflict Resolution: Comparing Children With Language-Learning Disorders To Children With Typical Language Development, Karmen Louise Porter Jan 2005

Strategies And Beliefs About Conflict Resolution: Comparing Children With Language-Learning Disorders To Children With Typical Language Development, Karmen Louise Porter

LSU Master's Theses

The purpose of the current study was to compare the conflict resolution skills and beliefs of children with Language and Learning Disorders (LLD) to those with typically developing language (TDL). All of the participants were drawn from a rural middle school in southeastern Louisiana. The independent variable was linguistic ability and it included two groups of children, thirteen with LLD and a comparison group of eight controls with TDL. The children’s conflict resolution skills and beliefs were collected by giving the children a hypothetical scenario of conflict and then asking them about resolution through an interview format. Conflict resolution measures …

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Reliability Of The Concensus Auditory-Perceptual Evaluation Of Voice On Pediatric Voices With Trained And Untrained Listeners, Teresa Elizabeth Pitts Jan 2005

Reliability Of The Concensus Auditory-Perceptual Evaluation Of Voice On Pediatric Voices With Trained And Untrained Listeners, Teresa Elizabeth Pitts

Electronic Theses and Dissertations

Rating scales are commonly used to study voice quality. The purpose of this study was to examine inter-rater reliability/agreement of graduate student clinicians with differing levels of experience in rating voice perception. The Consensus Auditory Perception Evaluation of Voice (CAPE-V) was used to asses 1.) overall severity, 2.) roughness, 3.) breathiness, 4.) strain, 5.) pitch and 6.) loudness from a sample of pediatric voices. Twenty-four graduate clinicians who had completed a graduate level course in voice disorders participated in the study. Twelve of the participants were randomly selected to complete a perceptual training course prior to the evaluation session. Voice …

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The Effects Of Service Delivery On Teacher Behavior, Miranda R. Glover Duncan Jan 2005

The Effects Of Service Delivery On Teacher Behavior, Miranda R. Glover Duncan

Masters Theses

The current study investigated how teacher assistance with articulation goals was affected by participation in traditional nonintegrated service delivery, consultative service delivery, and collaborative service delivery. Two kindergarten teachers participated in the single subject design comparing service delivery models. One speech-language pathologist consulted and collaborated with the teachers. During the traditional pull-out condition, the SLP informally communicated with teachers about the children in their classrooms who had speech-language deficits. Students with speech-language goals were treated in the pull-out setting, with no treatment provided in the classroom during this phase. The consultative condition involved the SLP meeting with each teacher weekly …

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Speech Interactions With Linguistic, Cognitive, And Visuomotor Tasks, Christopher Dromey, Emily Bates Jan 2005

Speech Interactions With Linguistic, Cognitive, And Visuomotor Tasks, Christopher Dromey, Emily Bates

Faculty Publications

Lip movements were examined across several repetitive speaking conditions (speech alone and speaking concurrently with a linguistic, cognitive, or visuomotor challenge task) in 20 young adults. Performance in these nonspeech activities was also compared between isolated tasks and concurrent speech conditions. Linguistic challenges resulted in increased spatiotemporal variability of lip displacement across repetitions. Motor challenges led to more rapid speech with smaller lip displacement. These qualitatively different changes suggest that different aspects of attention are required for linguistic versus manual visuomotor activity. Vocal intensity increased for all concurrent task conditions compared with speech alone, suggesting increased effort compared to the …

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