Browsing by Subject "Speech-language pathology"
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Item Addressing social communication in autism spectrum disorder : a guide to video modeling for speech-language pathologists(2013-05) Hall, Genevieve Marie; Davis, Barbara L. (Barbara Lockett)Social communication deficits have been identified as one of the core features of autism spectrum disorder (ASD). Previous studies have shown that video modeling is an effective intervention for improving social communication in children with ASD. The purpose of this project is to provide an accessible resource for speech-language pathologists (SLPs) seeking to implement video modeling interventions for children with ASD, drawing upon empirical research to inform recommended procedures for SLPs. This guidebook provides step-by-step procedures for implementing video modeling intervention, including selection of target behaviors and video models, video production, techniques for implementing interventions, and methods of measuring progress. Associated intervention strategies are also discussed. Additional resources are provided to support SLPs in implementing video modeling interventions, including data collection forms, sample scripts, and sample lesson plans. This project also includes examples of videos created using children and adults as models. As video modeling appears to be an effective approach for ameliorating social communication deficits in children with ASD, SLPs may benefit from a practical guide for implementing video modeling interventions in a variety of settings.Item Bilingual language literacy intervention : vocabulary naming and definitions(2011-05) Baca, Jessica Anna; Pen̋a, Elizabeth D.; Bedore, LisaThe current study investigated the effectiveness of a Literacy Based Intervention (LBI) on English Language Learners (ELLs) with Specific Language Impairment (SLI). Specifically this report focuses on the effects of LBI on vocabulary skills (e.g. naming and defining). Nineteen ELLs (ages 74 to 104 months) participated in the intervention study, which lasted eight weeks and consisted of 50-minute sessions, three times a week. The LBI focused on rich vocabulary instruction of words that were from storybook readings. Vocabulary naming and definition probes were used to assess vocabulary progress. Results revealed that vocabulary increases did not occur until the second half of the intervention (e.g. week six or seven). LBI shows promise to be successful for increasing vocabulary skills in ELLs with SLI.Item A comparison of frequencies and patterns of codeswitching in Spanish-English bilingual children at high and low risk for specific language impairment(2011-05) Silva, Bertha Alicia; Bedore, Lisa M.; Elizabeth, Peña D.Theories of bilingual language production suggest that codeswitching is either a characteristic of limited language or a productive characteristic suggesting enhanced executive control and language proficiency. Since codeswitching patterns of typically developing and language impaired bilingual children are not thoroughly understood, utterances with codeswitches may be disregarded during language evaluations. Codeswitching frequency and types of codeswitches were analyzed in language samples of 12 bilingual children at high and 12 at low risk for specific language impairment (SLI). Results indicated that the frequency of codeswitching was similar for both risk groups in Spanish, but not in English. In English, the high risk group codeswitched significantly more than the typically developing group (18.76% vs 7.20%, p<.05). The types of codeswitches most often produced also differed by language and risk group. In Spanish, single-word lexical codeswitches were preferred significantly more than syntactical or lexical-syntactical, but no differences were found between risk groups. In English, syntactical codeswitches were preferred significantly more than lexical or lexical- syntactical. That the children at high risk for SLI codeswitched more in their second language and that their patterns were similar to the typically developing group might suggest that codeswitching in bilingual children with SLI might be used as a productive strategy to fill in linguistic ‘gaps’ and that codeswitching should be recognized and given credit for in language evaluations.Item Convergence of two language assessment measures with ability in school-age Spanish-English bilingual children(2011-05) Johnston, Lia Marie; Bedore, Lisa M.; Bedore, Lisa M.; Pena, Elizabeth D.There is a documented need for appropriate language assessment measures for Spanish-English bilingual school-age children in the United States. The Bilingual English Spanish Assessment- Middle Extension (BESA-ME), the Test of Narrative Language (TNL), and the Test of Narrative Language- Spanish experimental version (Spanish TNL) were administered to 129 children ranging in age from 7;0 to 8;11. Convergence between the measures was examined. The results indicated a strong correlation between measures, as well as significant correlation between each measure and children’s ability level (i.e. classification as typically developing or with language impairment). These results present the BESA-ME and the TNL in Spanish and English as promising tools to assess language impairment in a population that traditionally has been a challenge to evaluate.Item The effect of language emotionality on recall : a preliminary study(2011-05) Czimskey, Natalie Marie; Marquardt, Thomas P.; Byrd, Courtney T.Ten male and 10 female participants were presented with six narrative paragraphs and six 10 word lists. Three of the paragraphs were emotional and three were neutral. Each of the paragraphs contained 20 information units and each word list included five neutral and five emotional words. Immediately following paragraph or word list presentation, the participants were asked to recall the stimuli. The mean percent of emotional units (i.e. units of information recalled from emotional paragraphs) recalled was significantly greater than the mean percent of neutral units recalled. Similarly, the mean percent emotional words recalled from word lists was significantly greater than the mean percent neutral words recalled from word lists. Percent recall was significantly greater for words than for paragraphs for both emotional and neutral stimuli. Results supported the hypothesis that emotional saliency increases verbal recall.Item The effect of phonological, semantic, and hybrid associates on accurate recall and false memories of adults who stutter : a preliminary study(2011-05) Delahoussaye, Amy Leigh; Byrd, Courtney T.; Sheng, LiThere are data to suggest that the phonological representations of young children who stutter are less specified than their typically fluent peers. The purpose of the present study is to determine if this apparent difference in phonological encoding persists in adults who stutter. Utilizing a false memory paradigm, nine adults who stutter (AWS) were asked to listen to and then recall/produce 12 lists of 12 words each. Each word list was comprised of either semantic, phonological or an equal number of semantic and phonological associates of a single, unpresented, critical ‘lure’ word. Three parameters of recall performance were measured across these three conditions: 1) number of accurately recalled productions, 2) number of lure intrusions and 3) number of other intrusions. AWS produced significantly more accurate recalls in the semantic condition than either the hybrid or phonological conditions, and significantly more lure intrusions in the phonological and hybrid conditions than the semantic condition, but there was no significant difference on measures of other intrusions. These results extend the findings with young children who stutter, and indicate that the phonological representations are less robust than the semantic representations in the lexicon of AWS.Item Lexical influence on phonological processing in adults with and without stuttering(2011-05) Moriarty, Kirsten Elizabeth; Byrd, Courtney T.; Hampton, ElizabethPurpose: The purpose of this study was to investigate how phonetic complexity influences the accuracy and rate of speech production in adults who do (AWS, N=15) and do not stutter (AWNS, N=15). Target words were characterized according to high phonetic complexity (HIPC) and low phonetic complexity (LIPC), and were controlled for lexical influences such as word frequency and neighborhood density. It was hypothesized that if phonetic complexity influenced speech production, there would be a difference in reaction time and accuracy for AWS during the HIPC condition. Method: Participants produced two rounds of 40 target words corresponding to specific line drawings, during a confrontational naming task. Speech reaction time (SRT) was recorded from initial presentation of picture, and fluency and accuracy of production were coded for each target. Results: There was no significant difference in SRT according to HIPC and LIPC for either AWS or AWNS. AWS participants had slower SRT recorded compared to AWNS for all conditions tested. There was no relationship found between HIPC and increased moments of disfluency. Accuracy of target word production decreased during LIPC words. Conclusion: Phonetic complexity does not affect rate or fluency of speech production for either AWS or AWNS. While there is no difference in phonetic complexity measures, AWS are consistently slower than AWNS across both groups of target productions. Increased errors for both groups on LIPC target words may indicate a motor component to accuracy of speech production.Item Morphosyntactic priming in bilingual children(2011-05) Fitzpatrick, Kerry Elisabeth; Bedore, Lisa M.; Peña, Elizabeth D.Limited information exists regarding the acquisition of syntax and morphology in young Spanish-English bilingual language learners. A method to measure short-term language learning is through structural priming; an auditory model of the target structure is presented, which influences a subject’s subsequent production. The purpose of this thesis was to develop and pilot priming tasks in both English and Spanish to analyze the language production of typically developing bilingual elementary school students. The morphosyntactic structures targeted in the structural priming task included the third person singular and past tense in English, as well as direct object clitics and imperfect tense in Spanish. The study included three participants, aged 4;7, 6;7, and 10;11. Results revealed that bilingual elementary students with varied language exposure are influenced and learn from morphosyntactic priming.Item Phonological and semantic list learning with individuals with TBI(2011-05) Lindsey, Andre Michele; Harris, Joyce L.; Marquardt, ThomasThe purpose of this study was to examine the extent to which learning and recall are facilitated by semantic and phonological targets. A list-learning paradigm was administered to 10 individuals with a history of traumatic brain injury. Participants were asked to recall and identify words that were present on the list. The lists consisted of semantically related associate words and phonologically related associate words. Participants recalled significantly more semantically related associates than phonological associates. Demographic factors such as age, time-post injury, and educational attainment did not have a significant effect on the recall ability for either word target type. Word recognition ability also was not influenced by target type. The results of this study found adults with TBI use a semantic network following brain injury and that semantic targets are more beneficial for recall than phonological targets.Item Phonological working memory in adults who do and do not stutter(2011-05) Vallely, Megann Nicole; Byrd, Courtney T.; Sussman, HarveyThe purpose of the present study was to explore whether the phonological encoding difficulties that have been demonstrated in children who stutter persist in adults whose stuttering persists. This hypothesis was investigated by comparing the phonological working memory of adults who stutter (AWS) and adults who do not stutter (AWNS) using non-word repetition and phoneme elision tasks. Twenty-four adults (age range = 17;9 to 46;11 mean age = 28;2): 12 AWS and 12 AWNS matched on gender and age participated in this study. A total of 48 non-words consisting of an equal number (N = 12 per syllable length category) of two-syllable, three-syllable, four-syllable and seven-syllable non-words were selected for use in the non-word repetition and phoneme elision tasks. In the non-word repetition task, results showed a significant interaction between fluency group and syllable length for the 7-syllable length category only, indicating that AWS require a significantly higher mean number of attempts than AWNS. Results of the phoneme elision task revealed a significant main effect for syllable length with both groups demonstrating a significant reduction in accuracy as the non-words increased in length, but there was no significant interaction between fluency group and syllable class length. Potential implications of these findings are presented along with recommendations for future research.Item School-based dysphagia management : necessary considerations for the speech-language pathologist(2010-08) Jones, Latrichielle Altravienia; Peña, Elizabeth D.; Granof, Dena Hirsch, 1949-Many articles have addressed effective school-based dysphagia management practices. There is not a defined best practice plan available for speech-language pathologists, as the information is spread among various published articles. Four optimal outcomes and the most relevant management suggestions to help guarantee achievement of these outcomes are described. Sufficient information found from published articles describes the areas of referral, team responsibilities, assessment, Individualized Education Plan formulation, and treatment in school-based dysphagia management. This information, along with additional suggestions not frequently mentioned in the articles was added to a proposed school-based dysphagia management model. This model is intended for use as a guide for speech-language pathologists in the schools who do not have a management plan available for use.Item School-based speech-language pathologists and concussion : training, knowledge, and experience(2013-05) Edrington, Sarah Katherine; Marquardt, Thomas P.Concussion affects the adolescent population in large numbers, primarily because of the popularity of team sports that are played in middle and high school. This adolescent age group is more susceptible to the adverse effects of concussion due to physiological immaturity, and recovery for this population takes longer than in adults. Speech-language pathologists, who are trained to treat cognitive-communication deficits, are present in the majority of school systems throughout the United States, and could be a useful resource to manage and treat students who incur concussion. However, speech-language pathologists historically have not treated students with concussion, and may not be receiving adequate education regarding concussion in graduate programs. This study sought to ascertain the education, training, and experience regarding concussion of speech-language pathologists in Texas secondary schools. Anonymous survey responses were collected via an Internet survey platform, yielding 49 respondents for the final data pool. The answers provided by these respondents indicate Texas speech-language pathologists are not yet receiving adequate concussion education and training. Respondents reported low confidence levels in several key areas of concussion knowledge, and doubt regarding the speech-language pathologist's role in managing concussion. Recommendations include concussion-targeted graduate school curriculum as an extension of traumatic brain injury curriculum, increased continuing education efforts by ASHA regarding concussion and the speech-language pathologist's role in treating concussion, and further advocacy by ASHA for speech-language pathologists to be part of concussion management teams based in schools.Item Sentence repetition as a tool to measure grammatical progress in English-dominant bilingual children with language and/or reading impairment(2011-05) Longo, Beata Korytkowski; Bedore, Lisa M.; Pena, Elizabeth D.In this thesis four children, between the ages of 6 and 7, identified as at risk for language or reading impairment, participated in a bilingual intervention. The bilingual literacy intervention included a grammatical component that incorporated past tense verb, noun phrase, and prepositional phrase instruction. The children completed a sentence repetition test (SRT), which allowed examiners to measure grammatical progress over the coarse of the intervention. Overall SRT results showed that moderate grammatical gains were made during the intervention. The study also provided data on the sensitivity of SRT in targeted grammatical areas. The results showed that the past tense verb and noun phrase portions of the SRT had low sensitivity to progress. These findings suggest that clinicians can use SRT to measure overall progress; however, supplemental tasks should be used to evaluate past tense verb and noun phrase abilities in English-dominant bilingual children with language or reading impairment.Item Speech rate and perceived language ability in bilingual school-age children(2011-05) Webb, Sarah Lyn; Bedore, Lisa M.; Byrd, CourtneyClinicians and teachers may associate slow speech rate with low language ability during assessment in bilingual children. The goals of this thesis are a) to understand the relationship between speech rate and perceived language ability, and b) to understand the causes of within-utterance pauses and between-utterance pauses. English narratives for 116 Spanish–English bilingual 4–6-year-olds were analyzed for speech rate and pause time. Modifiability scores for each child were obtained. There was a low but significant correlation between speech rate and child responsivity. The distribution of between-utterance pauses was significantly different for children with high speech rates and children with low speech rates. An average of 56.5 wpm was found, confirming speech rates averages found in similar studies. These findings suggest that speech rate is one feature that SLPs attend to when considering the responsiveness of a child. Also, long between-utterance pauses can be used as an indicator of low speech rate.