Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 142-146).

Thesis (M. Log.)--Universiteit van Pretoria, 2000.

AN ABSTRACT OF THE THESIS OF SAMANTHA OKON for the MASTERS OF SCIENCE degree in Communication Disorders and Sciences, presented on April 5, 2010, at Southern Illinois University Carbondale. TITLE: GRADUATE STUDENT PREFERENCES OF SOCIAL POWER USE IN CLINICAL SUPERVISION MAJOR PROFESSOR: Dr. Linda McCabe Smith, C.C.C. SLP The purpose of this pilot study was to investigate the preferences and perceptions of graduate student supervisees when rating the five bases of social power use of their supervisors in clinical speech-language pathology. When used in supervision, the supervisee may perceive some bases to be positive in outcome and some to be negative. Social power refers to the ability of one individual to influence the beliefs, attitudes and behaviors of another individual. French and Raven created the five bases of social power in 1959 in order to describe how individuals or groups interact with one another (Raven, 2008). The five bases of social power include coercive, reward, expert, legitimate and referent. Results indicated that graduate supervisees preferred more referent power, reward power and expert power than was used by their current supervisor. Results also demonstrated graduate supervisees would prefer less coercive power and legitimate power to be used by their supervisors in clinical supervision.

A concepção de língua mais utilizada atualmente baseia-se nos pressupostos teóricos da sociolingüística, que a concebe como um instrumento social constituído a partir dos usos que os falantes fazem de suas modalidades oral e escrita e de convenções pré-estabelecidas que integram a sua norma padrão. Nesse sentido, tem-se a possibilidade de variações na língua, visto que cada comunidade fará uso de algumas formas lingüísticas de forma distinta. No entanto, é comum observar, de forma empírica, a desconsideração dessas variedades na escrita pelos fonoaudiólogos, cuja visão distorcida sobre a concepção de língua e a noção sobre o gênero textual, considera a escrita como uma modalidade sempre formal que não admite formas lingüísticas diferentes da norma padrão. Com base em observações dessa natureza na prática clínica fonoaudiológica, o presente estudo objetivou investigar o tratamento dado pelos fonoaudiólogos às variações lingüísticas numa produção escrita de uma criança. Para isso, investigou-se, através da análise de um texto escrito, a postura de 18 (dezoito) fonoaudiólogos em relação à produção de uma criança, enfocando suas observações e comparando-as com sua concepção de língua, de variação lingüística, de erros e de desvios, manifestada em resposta a um questionário previamente elaborado, destacando questões relativas a estes aspectos. Os dados evidenciaram que grande parte dos fonoaudiólogos não tem conhecimento sobre os aspectos teóricos das variações lingüísticas na escrita, tratando-as como erros que devem ser corrigidos, desconsiderando o conceito de língua abordado pela sociolingüística e a noção de gênero textual que determina o monitoramento estilístico do texto. Diante disso, questiona-se o acesso que estes profissionais têm a conteúdos relacionados à Sociolingüística em sua formação acadêmica. Por fim, este trabalho busca alertar os fonoaudiólogos para a importância de se trabalhar com uma concepção atual de língua, de forma a contribuir para o reconhecimento e o respeito às variedades que a língua apresenta, respeitando a linguagem, a cultura e a identidade das crianças, visto que as diferenças lingüísticas não representam erros, mas sim peculiaridades / The design of language most used today is based on theoretical assumptions of sociolinguistics, which conceives as a social instrument made from uses that the speakers make their arrangements and writing and pre-established conventions which comprise its standard pattern. In that sense, one has the possibility of changes in the language, since each community will make use of some different forms of language. However, it is common observed, empirical way, the lack of these varieties in writing by speech therapists, whose distorted vision about the development of language and the concept of the genus textual, believes the writing as a formal mode whenever that does not allow different forms of language standard pattern. Based on such observations in phonoaudiologys clinical practice, this study aimed to investigate the treatment given by speech therapists to changes in a production written language of a child. Therefore, it is investigated by means of analysis of a written text, the position of 18 (eighteen) speech therapists on the production of a child, focusing its observations and comparing them with his design of language, linguistic variation of errors and deviations, expressed in response to a questionnaire prepared in advance, highlighting issues relating to these aspects. The data showed that much of the speech therapists are not aware of the theoretical aspects of the variations in the written language, treating them as mistakes to be corrected, disregarding the concept of language of the sociolinguistics and the concept of gender textual which determines the style of tracking text. Faced applicable, the questioning is that these professionals have access to content related to sociolinguistics in their graduated and pos-graduated. Finally, this job search alert the speech therapists to the importance of working with a current design language, in order to contribute to the recognition and respect for varieties that the language presents, respecting the language, culture and identity of the children, because that the linguistic differences do not represent errors, but peculiarities

abstract: Purpose: The present study examined grammatical gender use in child Spanish heritage speakers (HSs) in order to determine whether the differences observed in their grammar, when compared to Spanish monolinguals, stem from an incompletely acquired grammar, in which development stops, or from a restructuring process, in which features from the dominant and the weaker language converge to form a new grammatical system. In addition, this study evaluated whether the differences usually found in comprehension are also present in production. Finally, this study evaluates if HSs differences are the result of the input available to them. Method: One-hundred and four typically developing children, 48 HSs and 58 monolingual, were selected based on two age groups (Preschool vs. 3rd Grade). Two comprehension and three production experimental tasks were designed for the three different grammatical structures where Spanish expresses gender (determiners, adjectives, and clitic pronouns). Linear mixed-models were used to examine main effects between groups and grammatical structures. Results: Results from this study showed that HSs scored significantly lower than monolingual speakers in all tasks and structures; however, 3rd-Grade HSs had higher accuracy than PK-HSs. Error patterns were similar between monolinguals and HSs. Moreover, the commonly reported overgeneralization of the masculine form seems to decrease as HSs get older. Conclusion: These results suggest that HSs’ do not face a case of Incomplete Acquisition or Restructured Grammatical gender system, but instead follow a protracted language development in which grammatical skills continue to develop after preschool years and follow the same developmental patterns as monolingual children / Dissertation/Thesis / Doctoral Dissertation Speech and Hearing Science 2018

Orientador: Satoshi Kitamura / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-22T11:47:36Z (GMT). No. of bitstreams: 1 Luchesi_KarenFontes_D.pdf: 2231982 bytes, checksum: 2f5ef1dbfa543808275311de510df643 (MD5) Previous issue date: 2013 / Resumo: A Doença de Parkinson (DP) é uma das doenças neurodegenerativas mundialmente mais prevalentes. Dentre as doenças do neurônio motor, a Esclerose Lateral Amiotrófica (ELA) é a mais frequente. A qualidade de vida e o prolongamento da expectativa de vida dos sujeitos com doenças neurodegenerativas, como ELA e DP, são foco da intervenção fonoaudiológica, visto que uma das maiores causas de morte são as pneumonias aspirativas. Esta pesquisa teve por objetivo analisar e descrever aspectos relacionados à disfagia e à sua progressão em sujeitos diagnosticados com ELA e DP. Ao todo, participaram 49 sujeitos com ELA e 24 sujeitos com DP. Todos foram avaliados e acompanhados no ambulatório de Otorrinolaringologia/Disfagia do Hospital de Clínicas da Universidade Estadual de Campinas. Foram incluídos no estudo, apenas os sujeitos que estavam em acompanhamento periódico no ambulatório de neurologia do referido hospital e em tratamento medicamentoso. Foram excluídos os sujeitos sem queixa de deglutição ou que apresentassem outras doenças que pudessem causar alteração na deglutição. Todos foram submetidos à entrevista estruturada, videoendoscopia da deglutição, avaliação clínica da deglutição e intervenção fonoaudiológica, além de terem a funcionalidade de ingestão oral classificada pela Functional Oral Intake Scale. Foi realizada uma análise descritiva dos dados com apresentação de frequência das variáveis categóricas e medidas de tendência central e dispersão das variáveis numéricas. Na análise exploratória foram utilizados: Regressão de Cox, teste Exato de Fisher, teste de Kruskal-Wallis, Qui-quadrado, teste de Mann-Whitney e análise de sobrevivência de Kaplan-Meier. As análises foram realizadas por meio do software SPSS versão 13.0 para Windows, tendo sido adotado o nível de significância para os testes estatísticos de 0,05. Na ELA, foi identificado como fator associado à disfagia moderada ou grave, a odinofagia (p=0,01). Foram identificados como fatores que influenciaram na progressão da disfagia na ELA a idade de início da doença (p=0,02) e o início bulbar (p=0,04). A idade de início avançada (p=0,03) e o menor tempo de doença até a primeira avaliação (p=0,004) foram identificados como fatores que levaram à necessidade de indicação de uma via alternativa de alimentação em menor tempo na ELA. Não foram identificados fatores que influenciassem a progressão da disfagia na DP. Observou-se melhora e estabilização da função de deglutição na maioria dos sujeitos com DP estudados. Conclui-se que a idade de início e o início bulbar da ELA são fatores associados à piora rápida da disfagia. Não houve fatores associados à progressão da disfagia na PD e a funcionalidade na deglutição destes pacientes foi caracterizada por melhora e manutenção / Abstract: Parkinson's disease (PD) is one of the most prevalent neurodegenerative diseases worldwide. Among the motor neuron diseases, the Amyotrophic Lateral Sclerosis (ALS) is the most common. The quality of life and longer life expectancy for these individuals with neurodegenerative diseases are the purpose of speech-language therapy, as the leading cause of death are aspirative pneumonias. The objective of this study was to analyze and describe aspects related to dysphagia and its progression in patients diagnosed with ALS and PD. Altogether, 49 patients with ALS and 24 patients with PD participated in the study. All patients were evaluated and followed by at the Otolaryngology/Dysphagia services of the Clinical Hospital of the University of Campinas. The study included only patients who have been regularly monitored at the neurology service and undergoing drug treatment. Patients who had other conditions that could cause changes in swallowing or with no complaints concerning swallowing were excluded. All patients underwent a structured interview, Fiberoptic Endoscopic Evaluation of Swallowing, clinical evaluation of swallowing and swallowing management. Furthermore, they had the swallowing functionality classified by the Functional Oral Intake Scale. We performed a descriptive analysis with presenting the frequency of categorical variables, central measures tendency and dispersion of numerical variables. In exploratory data analysis were applied Cox Regression, Kruskal-Wallis, Chi-square, Mann-Whitney and survival analysis of Kaplan-Meier. The analyses were performed using SPSS version 13.0 for Windows and the significance level for statistical tests was 5%. Odynophagia was identified as an associated factor with moderate or severe dysphagia in ALS. The onset age of ALS (p = 0.02) and the bulbar onset ALS (p = 0.04) were identified as factors that influence the progression of dysphagia in ALS. Advanced onset age (p = 0.03) and shorter disease duration (p = 0.004) were identified as factors that lead to sooner need for non-oral feeding. We did not identify any associated factors with the progression of dysphagia in PD. We noticed an improvement and stabilization of the swallowing function in most patients with PD. We conclude that the onset age and bulbar onset of ALS are factors associated with rapid worsened dysphagia / Doutorado / Epidemiologia / Doutora em Saúde Coletiva

No description available.

The purpose of this study was to discover if as an expert witness, an SLP can make a significant impact on the decision made by juries in the cases of defendants with a traumatic brain injury compared to no expert witness testimony. Participants were recruited from a pool of individuals who met the requirements to be a potential juror in the state of Illinois. Participants completed a survey regarding their opinions on defendants with TBI in court cases. The survey was created with the online survey generator software, “Google Forms” in order to determine if individuals would judge a defendant differently when informed of the expert witness testimony of an SLP. Results suggest a positive correlation between exposure to SLP testimony and greater leniency or rehabilitative tendencies in legal judgment. The implications of these results shine a very important light on the issue of individuals with TBI inside the criminal justice system. If cases continue to be held in a court of law without the input of specialized SLP expert knowledge, it would be difficult to say if true justice is served for each individual. With SLP expert testimony, the number of individuals with TBI who are behind bars as a result of ill-informed jury sentencing could be significantly reduced.

Purpose: The occurrence of similar speech and non-speech behaviors in some children with autism and Childhood Apraxia of Speech (CAS) calls for the consideration of CAS in some children with autism. The majority of research on CAS has been conducted with children who are otherwise typically developing. The purpose of this study was to determine whether and to what extent children with autism are being diagnosed with or suspected to have CAS as well as what assessment and treatment methods are currently being used with these children. Method: A nationwide survey of speech-language pathologists (SLPs) working with children ages 0-6 years was distributed through snowball sampling, e-mail distribution lists and Facebook discussion pages. The survey requested information on numbers of children served with autism and suspected CAS as well as the criteria used to identify CAS in children with autism and the treatment methods being used in intervention. Results: 132 surveys were received and analyzed. SLPs from across the United States participated in the study. The mean number of children with autism currently served per participant was 6 children and the mean number of children with autism and suspected CAS per participant was 1. Participants reported suspected CAS in 16% of children with autism. SLPs working in the field the longest and those serving more total children with autism were suspecting CAS in children with autism more often than other participants. Of the total participants, 80% indicated that they would begin assessment for CAS in a child with autism as soon as they notice specific signs of CAS. The most common markers used were difficulty combining and sequencing phonemes and inconsistent production of speech sounds. Participants reported using a wide range of assessment tools to assess for CAS in a child with autism. Participants tended to rely upon informal assessment measures for this population; the most common assessment tool was a connected speech sample. The most commonly used intervention technique with this population was AAC; participants also reported high familiarity with PROMPT as a treatment for CAS. The least commonly used intervention technique was integral stimulation; 62% of the participants indicated that they have no knowledge of the technique. Conclusion: Results revealed that on average, SLPs are suspecting CAS in approximately 1 in 5 children with autism but much fewer children with autism have a second diagnosis of CAS. The decision of when to assess a child with autism for CAS as well as the assessment tools used varied greatly across participants. Participants reported using up to 22 different diagnostic markers to identify CAS in a child with autism. It was also discovered that not all of the traditional diagnostic markers for CAS should necessarily be considered diagnostic markers of CAS in a child with autism (e.g. suprasegmental abnormalities). With no scientific research to date regarding treatment efficacy for the treatment of CAS in children with autism, SLPs are forced to rely on anecdotal data when selecting a treatment to target CAS in a child with autism; SLPs may not be using the most effective treatment methods for this population. Results of the study support continued investigation of CAS in children with autism. There is a strong need for the development of clear diagnostic guidelines for CAS in a child with autism as well as reliable assessment tools that should be used. Further studies are needed to identify the most effective treatment approach for children with CAS and autism and how an SLP should incorporate that treatment into an overall comprehensive treatment approach for autism.

No description available.