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Articles 31 - 58 of 58
Full-Text Articles in Communication Sciences and Disorders
Intelligence And Social Behaviors Of Children With Language Impairment, Melanie Cobabe, Dr. Martin Fujiki
Intelligence And Social Behaviors Of Children With Language Impairment, Melanie Cobabe, Dr. Martin Fujiki
Journal of Undergraduate Research
Teachers and speech pathologists have noted that children with Language Impairment (LI) frequently struggle in social interactions when compared with their typical peers. They have difficulty making friends, entering on-going interactions, and are often viewed negatively by others in their own age group. The purpose of this study was to co-vary intelligence in order to eliminate it as a variable that might impact the differences in social behavior between typical and language impaired children.
Social Networks Of Children With Language Impairment, Serena Marita Louisa Mickelson
Social Networks Of Children With Language Impairment, Serena Marita Louisa Mickelson
Theses and Dissertations
Children with language impairment (LI) often exhibit social difficulties along with language issues that can affect their friendships with peers. This study sought to identify the self-reported social networks of children with LI and compare them to the self-reported social networks of children with typical language development. Sixteen children with LI (9 girls and 7 boys) between the ages of 5-11 years, and sixteen children with typical language development matched for age and gender were studied. Children were asked to name interactants in four social circles (Blackstone & Hunt Berg, 2003): family, friends, acquaintances, and paid interactants. A parent also …
Can Emotion Understanding Be Taught?: Evaluating An Intervention Protocol To Increase Emotion Understanding In Children With Language Impairment, Lucy Brimhall, Dr. Martin Fujiki
Can Emotion Understanding Be Taught?: Evaluating An Intervention Protocol To Increase Emotion Understanding In Children With Language Impairment, Lucy Brimhall, Dr. Martin Fujiki
Journal of Undergraduate Research
Specific language impairment is traditionally defined as a diagnosis referring to “children who have difficulty learning language in the absence of intellectual disability, sensory and physical deficits, severe emotional disturbances, environmental factors, and brain damage” (Kamhi, AG 1998). Recent study of the behavior of children with SLI has revealed that there is a discrepancy between the social communication skills of typically developing children and those with SLI (Brinton & Fujiki, 2004).
Brain Imaging Of Event Related Potentials In Children With Language Impairment, Hillary Ann Benton
Brain Imaging Of Event Related Potentials In Children With Language Impairment, Hillary Ann Benton
Theses and Dissertations
Event related potentials (ERPs) may provide specific information about how particular aspects of language are processed by the brain over time. This study investigated the electrophysiology of language processing in two children with language impairment (LI) when compared to five typically developing children. The N400, P600, and the early left anterior negativity (ELAN) were analyzed after participants listened to linguistically correct, syntactically incorrect, and semantically incorrect sentences. Participants were instructed to indicate whether the sentences were correct or incorrect. Latency and amplitude of the ERP components were compared between the two groups of participants and sentence types. Results from the …
Automated Identification Of Adverbial Clauses In Child Language Samples, Brittany Cheree Brown
Automated Identification Of Adverbial Clauses In Child Language Samples, Brittany Cheree Brown
Theses and Dissertations
Adverbial clauses are grammatical constructions that are of relevance in both typical language development and impaired language development. In recent years, computer software has been used to assist in the automated analysis of clinical language samples. This software has attempted to accurately identify adverbial clauses with limited success. The present study investigated the accuracy of software for the automated identification of adverbial clauses. Two separate collections of language samples were used. One collection included 10 children with language impairment, with ages ranging from 7;6 to 11;1 (years;months), 10 age-matched peers,and 10 language-matched peers. A second collection contained 30 children ranging …
Outcomes Of A Social Communication Intervention On The Use Of Emotion Words, Amy Tucker Cornett
Outcomes Of A Social Communication Intervention On The Use Of Emotion Words, Amy Tucker Cornett
Theses and Dissertations
Children with language impairment (LI) have often been identified as having social communication breakdowns. A number of these problems are likely the result of deficits in emotional competence. This thesis examines a social communication intervention designed to target the emotional competence of children with LI. Three elementary school-aged children with LI were recruited to receive twenty, 20-minute intervention sessions over the course of four months. Each intervention session involved a combination of activities targeting emotion recognition and emotion inferencing using story retell, story exploration, story enactment, perspectives charts, journal entries, emotion labeling, and personalization. These activities revolved around Mercer Mayer's …
Social Circles Of Children With Language Impairment, Erin Whitworth
Social Circles Of Children With Language Impairment, Erin Whitworth
Theses and Dissertations
Children with language impairment (LI) often demonstrate difficulties in social communication. The purpose of this pilot study was to examine the quantity and quality of the social interactions of children with LI and their typical peers through an analysis of the social networks or circles of each child. Eight children with LI as well as eight children with typically developing language and their parents were interviewed. Children's social networks were organized by social circles to effectively paint a picture of each child's social communication (Blackstone & Hunt Berg, 2003). Children with LI were found to have overall fewer contacts in …
The Effects Of A Literature-Based Emotion Recognition Program On Teacher Report Of Sociability Withdrawal For Six Children With Social Communication Difficulties, Jennifer Lynn Harris
The Effects Of A Literature-Based Emotion Recognition Program On Teacher Report Of Sociability Withdrawal For Six Children With Social Communication Difficulties, Jennifer Lynn Harris
Theses and Dissertations
Children with language impairment (LI) often demonstrate difficulties in social communication. Although a number of general social communication interventions have been suggested, there is relatively little work done to examine the efficacy of these interventions for school-age children with LI, and none reported to target general emotional competence. The purpose of this study was to examine the effects on teacher perception of an intervention designed to improve emotion understanding. The intervention was centered on the presentation and use of children's stories to introduce and practice aspects of emotion understanding. The withdrawn and sociable subscales of the Teacher Behavior Rating Scale …
The Influence Of Language Production, Comprehension, And Pragmatic Judgment On Prosocial Behavior In Children With Language Impairment, Nicole Yvette Weber
The Influence Of Language Production, Comprehension, And Pragmatic Judgment On Prosocial Behavior In Children With Language Impairment, Nicole Yvette Weber
Theses and Dissertations
The purpose of this study was to examine the relationship between language skills and prosocial behavior in 37 children with language impairment (LI) and 37 typically developing peers matched for age (ranging from 6;11 to 11;1 years). The influence of gender on this relationship was also considered. Three different subtests of the Comprehensive Assessment of Spoken Language (Carrow-Woolfolk, 1999) were used to evaluate language ability in the areas of language comprehension, language production and pragmatic judgment skills. The Teacher Behavior Rating Scale (C. H. Hart & Robinson, 1996) was used to evaluate prosocial behavior. The current study replicated previous research …
Language As A Predictor Of Reticence In Children With Language Impairment, Patricia Anne Moses
Language As A Predictor Of Reticence In Children With Language Impairment, Patricia Anne Moses
Theses and Dissertations
This study examined the relationship between language skills and reticence in 37 children with language impairment (LI) and 37 typically developing peers matched for age (ranging from 6;11 to 10;1 years) and gender. Subtests of the Comprehensive Assessment of Spoken Language (E. Carrow-Woolfolk, 1999) were used to evaluate language ability. The Teacher Behavior Rating Scale (C. H. Hart & C. C. Robinson, 1996) was used to evaluate reticence. The current study replicated previous research by documenting significantly higher levels of reticence in children with LI when compared to typical peers. Significant group differences were also found in paragraph comprehension, syntax …
The Influence Of Language Production, Comprehension, And Pragmatic Judgment On Solitary-Passive Withdrawal In Children, Rachel Johnston
The Influence Of Language Production, Comprehension, And Pragmatic Judgment On Solitary-Passive Withdrawal In Children, Rachel Johnston
Theses and Dissertations
Previous studies examining withdrawal in children with language impairment (LI) have found that these children are more socially withdrawn than their typically developing peers. It seems reasonable to assume that a causal relationship exists between language deficits and withdrawal. However, there is growing evidence that different subtypes of withdrawal have varying social consequences and language may not be closely linked to each subtype. In the present study, subtests from the Comprehensive Assessment of Spoken Language (CASL; Carrow-Woolfolk, 1999) were used to evaluate specific language skills and the Teacher Behavior Rating Scale (TBRS; Hart & Robinson, 1996) was used to evaluate …
The Relationship Of Language And Emotion Understanding To Sociable Behavior Of Children With Language Impairment, Jami L. Potter
The Relationship Of Language And Emotion Understanding To Sociable Behavior Of Children With Language Impairment, Jami L. Potter
Theses and Dissertations
The purpose of this study was to examine the relationship between emotion understanding and language ability to the sociable behavior in children with language impairment (LI) and their typically developing peers. Twenty-nine children with LI and 29 age- and gender-matched peers with typical language were used in this study. Sociability was rated by his/her classroom teacher using the Teacher Behavior Rating Scale (Hart & Robinson, 1996). Language ability was assessed using the Comprehensive Assessment of Spoken Language (Carrow-Woolfolk, 1999). To assess emotion understanding, each participant was asked to perform several structural dissemblance tasks. Children with LI received scores significantly lower …
The Social Strategies And Goals Of Children With Language Impairment And Typically Developing Children, Veronica Gardner
The Social Strategies And Goals Of Children With Language Impairment And Typically Developing Children, Veronica Gardner
Theses and Dissertations
Past research has indicated that children with language impairment (LI) struggle more than children with typical language in their social interactions (Fujiki, Brinton, & Todd, 1999). The purpose of this study was to determine if the social strategies and goals of children with LI varied from those of children with typically developing language. A social goals questionnaire was used to determine the strategies the children verbally indicated that they would use. The children were then asked why they would use the selected strategy. The responses were then separated into goal categories. A chi-square analysis indicated that children with LI varied …
Automated Identification Of Adverbial Clauses In Child Language Samples, Jessica Celeste Clark
Automated Identification Of Adverbial Clauses In Child Language Samples, Jessica Celeste Clark
Theses and Dissertations
In recent years, computer software has been used to assist in the analysis of clinical language samples. However, this software has been unable to accurately identify complex syntactic structures such as adverbial clauses. Complex structures, including the adverbial clause, are of interest in child language due to differences in the development of this structure between children with and without language impairment. The present study investigated the accuracy of new software, called Cx, in identifying adverbial clauses. Two separate collections of language samples were used. One collection included 10 children with language impairment, 10 age-matched peers, and 10 language-matched peers. A …
The Relationship Between Nonword Repetition Performance And Social Behaviors In 7- To 11-Year-Old Children With Language Impairment, Bethany Lynne Hillary
The Relationship Between Nonword Repetition Performance And Social Behaviors In 7- To 11-Year-Old Children With Language Impairment, Bethany Lynne Hillary
Theses and Dissertations
Recent literature has suggested a link between verbal working memory and language impairment (LI) in children. There is limited research, however, about the link between verbal working memory and social behaviors in children with LI. This study was designed to explore the relationship between social behaviors (measured by the Teacher Behavior Rating Scale; Hart & Robinson, 1996) and verbal working memory abilities (measured by a 3-, 4-, and 5-syllable nonword repetition task) in children with LI. Thirty-six children (18 with LI and 18 typically developing) aged 7 to 11 years participated in the study. Children with LI were rated by …
The Ability Of Children With Language Impairment To Understand Emotion Conveyed By Prosody In A Narrative Passage, Chelsea Celeste Voorhees
The Ability Of Children With Language Impairment To Understand Emotion Conveyed By Prosody In A Narrative Passage, Chelsea Celeste Voorhees
Theses and Dissertations
Several recent studies indicate that children with Language Impairment (LI) have difficulty recognizing and inferring meaning from emotional prosody. The present study is a replication investigating the ability of children with LI to recognize emotion conveyed by prosody in an orally presented narrative passage. Twenty-two children with LI and twenty-two age matched peers ranging from age 7;0 to 10;11 (M= 9.11, SD= 2.54) were selected to participate. Participants listened to recordings of a seven sentence passage read by actors to express happiness, anger, sadness, and fear. The children's task was to identify which emotion the speaker portrayed. Scores obtained from …
Recognition Of Emotion In Facial Expressions By Children With Language Impairment, Dorthy A. Stott
Recognition Of Emotion In Facial Expressions By Children With Language Impairment, Dorthy A. Stott
Theses and Dissertations
Recent research has shown that children with language impairment (LI) have increased social difficulties. This study examined the relationship between language skills and emotion understanding through recognition of facial expressions of emotion in children with LI and their typically developing peers. It is a replication of the research of Spackman, Fujiki, Brinton, Nelson, and Allen (2005) and Atwood (2006). Participants consisted of 22 children with LI and 22 age- and gender-matched peers with typically developing language, from the age range of 7:0 to 10:11 years. They were shown photographs of faces conveying one of the following emotions: happiness, sadness …
Recognizing The Need To Dissemble Emotions In Hypothetical Social Scenarios: Differences In Children With Language Impairment, Emily Rowberry Jones
Recognizing The Need To Dissemble Emotions In Hypothetical Social Scenarios: Differences In Children With Language Impairment, Emily Rowberry Jones
Theses and Dissertations
This study investigated the ability of children with LI to recognize the need to dissemble emotions. Participants included 22 children with LI and 22 typically developing peers, ages 7;1 to 11;0 years. Children were presented with 10 hypothetical social scenarios in which the main character experienced an emotion which should be dissembled for social purposes. The participant's responses were categorized as dissemblance or display. Children with LI reported that they would hide the experienced emotion significantly less often than their typical peers. Children in both groups reported higher levels of dissemblance when asked what their parents would want them to …
Performance On Natural Dissemblance Tasks In 7-11 Year-Old, Language-Impaired And Typically Developing Children, Noel Quist
Theses and Dissertations
Studies over the past several years have shown that children with language impairment (LI) have greater difficulty in social situations than typically developing children. More specifically, studies have shown that children with LI have more difficulty with dissemblance. This study was conducted to assess whether these children are less likely to dissemble in real-life situations. Forty-four children aged 7 to 11 years (22 LI and 22 typically developing) were presented with four situations designed to elicit dissemblance. Their reactions were scored and compared. The results of this study showed subtle differences between children with LI and typically developing children. Children …
Social Outcomes Of Students With Language Impairment: An Eight-Year Follow-Up Study, Meghan A. Baldridge
Social Outcomes Of Students With Language Impairment: An Eight-Year Follow-Up Study, Meghan A. Baldridge
Theses and Dissertations
This study re-examined the language and social skills of four females with language impairment who were initially studied eight years ago (Brinton, Fujiki, Montague, & Hanton, 2000; Fujiki, Brinton, Isaacson, & Summers, 2001). Language measures included the Clinical Evaluation of Language Fundamentals-Fourth Edition (Semel, Wiig, & Secord, 2003) and a thirty minute language sample. Social measures included the UCLA Loneliness Scale-Version 3 (Russell, 1996), parent, teacher and student forms of the Social Skills Rating System (Gresham & Elliott, 1990), and an interview with each participant's teacher or speech-language pathologist. Results of the current assessment were compared to results from the …
The Effect Of Language Ability Of Internalizing Students On Improvement In Strong Kids: A Social And Emotional Learning Curriculum For Students In Grades 4-8, Shelby Carrera Hansen
The Effect Of Language Ability Of Internalizing Students On Improvement In Strong Kids: A Social And Emotional Learning Curriculum For Students In Grades 4-8, Shelby Carrera Hansen
Theses and Dissertations
This study assessed the influence of language on the ability of children identified as being at risk for internalizing behavior disorders to successfully participate in a social skills intervention program. Fourth and fifth grade students participated in Strong Kids: A Social and Emotional Learning Curriculum in Grades 4-8, a program which promotes emotional resiliency. The Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) and Children's Communication Checklist-Second Edition (CCC-2) were both completed to obtain a global language score and pragmatic language score. The Teacher's Report Form (TRF), a shortened 10-item version of the Internalizing Student Symptom Scale (ISSC), and a 20-item …
Recognition Of Facial Expressions Of Six Emotions By Children With Specific Language Impairment, Kristen Diane Atwood
Recognition Of Facial Expressions Of Six Emotions By Children With Specific Language Impairment, Kristen Diane Atwood
Theses and Dissertations
Over the past several years, research has shown that children with language impairment often have increased social difficulties. The purpose of this study was to take a closer look at the relationship between language ability and emotion understanding by examining the recognition of facial expressions in children with specific language impairment (SLI) and their typically developing peers. As such, this study is a follow-up investigation of the work done by Spackman, Fujiki, Brinton, Nelson, & Allen (2006). Children with SLI and their age- and gender-matched peers were asked to identify the following six facial expressions of emotion in a language-minimal …
Assessing Effects Of Iq On Sociable And Withdrawn Behaviors In Children With Language Impairment, Amanda Lyn Bradshaw
Assessing Effects Of Iq On Sociable And Withdrawn Behaviors In Children With Language Impairment, Amanda Lyn Bradshaw
Theses and Dissertations
The purpose of this study was to determine the influence of IQ on subtypes of sociable and withdrawn behaviors in children with language impairment (LI). Research has suggested that children with LI are more likely to experience difficulty with social interaction than their typically developing peers (Brinton & Fujiki, 1999; Rice, 1991). The Teacher Behavior Rating Scale (Hart & Robinson, 1996) was used to compare sociable and withdrawn behaviors in 19 children with LI and 19 children with typically developing language. IQ scores for each participant were obtained by administering the Universal Nonverbal Intelligence Test (Bracken & McCallum, 2003). These …
The Relationship Between Social Behaviors And Working Memory In School-Age Children With Language Impairment, Melanie Diane Javid
The Relationship Between Social Behaviors And Working Memory In School-Age Children With Language Impairment, Melanie Diane Javid
Theses and Dissertations
Children with language impairment (LI) have notable social problems (Brinton & Fujiki, 2004). Research has shown that children with LI often have deficits in working memory (Kirchner & Klatsky, 1985; Stark, Poppen, & May, 1987). The relationship between working memory and social behaviors has not been clearly defined. This study examined this relationship in children with LI and typical age-matched peers by asking participants to repeat nine nonwords and correlating these results with social behaviors as rated by teachers. The Teacher Behavior Rating Scale (TBRS; Hart and Robinson, 1996) was used to compare social behaviors of 19 school-age children with …
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
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 …
Automated Grammatical Tagging Of Language Samples From Children With And Without Language Impairment, Deborah Millet
Automated Grammatical Tagging Of Language Samples From Children With And Without Language Impairment, Deborah Millet
Theses and Dissertations
Grammatical classification ("tagging") of words in language samples is a component of syntactic analysis for both clinical and research purposes. Previous studies have shown that probability-based software can be used to tag samples from adults and typically-developing children with high (about 95%) accuracy. The present study found that similar accuracy can be obtained in tagging samples from school-aged children with and without language impairment if the software uses tri-gram rather than bi-gram probabilities and large corpora are used to obtain probability information to train the tagging software.
Children With Specific Language Impairment, Lynne Elizabeth Hewitt
Children With Specific Language Impairment, Lynne Elizabeth Hewitt
Communication Sciences and Disorders Faculty Publications
Laurence Leonard is one of the most prolific and well-respected researchers in the area of specific language impairment (SLI) in children, and he is well qualified to write a book surveying the topic. SLI is a disorder of unknown origin, which appears to have a genetic component, causing delays and disorders of language development in children of normal nonverbal intelligence with no significant medical, emotional, or sensory deficits. The primary purpose of this book is to provide a comprehensive review of research in the field of SLI, and Leonard has the minute knowledge necessary to succeed at the task. The …
The Ability Of Children With Specific Language Impairment To Access And Participate In An Ongoing Interaction, Lee Robinson, Martin Fujiki, Julie Campbell Spencer
The Ability Of Children With Specific Language Impairment To Access And Participate In An Ongoing Interaction, Lee Robinson, Martin Fujiki, Julie Campbell Spencer
Faculty Publications
This study investigated the ability of 6 children with specific language impairment (SLI), ages 8;10 to 12;5 (years;months), to enter and participate in an ongoing dyadic interaction. Performance was compared to that of 6 chronological age-matched (CA) peers and 6 language-similar (LS) peers. All children in the LS and CA groups successfully accessed the interaction, and most did so quickly. Two children from the SLI group did not access, and the 4 remaining subjects required varying amounts of time to access. Following successful access, the triadic interactions of subjects were examined. The accessing children with SU talked significantly less, were …