Thesis (B.Sc)--University of Hong Kong, 2001. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences). The University of Hong Kong, May 4, 2001." Also available in print.

Thesis (B.Sc)--University of Hong Kong, 1992. / A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), University of Hong Kong, April 30, 1992. Also available in print.

Thesis (B.Sc)--University of Hong Kong, 1992. / A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), University of Hong Kong, April 30, 1992. Also available in print.

Thesis (B.Sc)--University of Hong Kong, 1992. / A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), University of Hong Kong, April 30, 1992. Also available in print.

Thesis (Ed.D.)--Boston University

<p> Previous research indicates that auditory temporal processing is related to phonological processing abilities in individuals with reading difficulties; however, additional research is needed that comprehensively investigates the relationships between specific auditory temporal processing, language, and reading skills in children. The purpose of the current study was to examine these relationships in school-aged children, using a comprehensive battery of clinically-relevant assessments. Statistically significant positive relationships were found between performance on tasks of temporal ordering and phonological awareness. No significant relationships were found between temporal resolution and phonological awareness tasks, or between temporal processing and reading tasks. This information provides additional insight into the relationship between auditory temporal processing and the phonological awareness skills that are critical for success in reading, and may contribute to the development of interventions to improve the phonological awareness abilities of struggling readers.</p><p>

<p> Early detection of Alzheimer&rsquo;s disease (AD) is crucial. The risk of progressing to advanced stages is higher among those in the earliest stages of AD, and early diagnosis can lead to more effective treatment. Language assessments can be effective in diagnosing AD early. The current study evaluated the effectiveness of action fluency tasks in detecting early AD. An individual with early AD and a normal aging individual participated in three verbal fluency tasks: letter, category, and action. Results revealed that the individual with early AD performed more poorly than the normal aging individual on most verbal fluency tasks, including action fluency. Comparison of these results to performance on a discourse production task revealed a correlation between the category and action fluency tasks and the discourse production task but no correlation with the letter fluency task. The findings add support to the effectiveness of action fluency tasks in detecting early AD.</p><p>

The use of caregiver coaching in early intervention is growing with an increasing number of researchers examining the benefits and outcomes of caregiver-implemented interventions for young children with delays or disabilities. Most studies incorporate multiple coaching strategies within their approach; however, definitions and descriptions of coaching strategies and processes are limited and vague. This exploratory study was one of the first to systematically examine the use of problem-oriented and practice-based reflections during caregiver coaching sessions. Transcribed videos from 31 early intervention (EI) provider-caregiver dyads randomized to the Embedded Practice for Intervention with Caregivers (EPIC) intervention group or a business-as-usual (BAU) group were used for data collection, resulting in a total of 93 transcripts across three time points. Using methods of directed content analysis, a coding scheme describing various components of reflection was developed and used to code transcripts. Final data included the rate per minute and relative frequency of types, topics, and spontaneity of reflection. Mixed effects modeling analyses revealed significant group differences on topic of reflection and spontaneity of reflection. A difference on the frequency of reflective and non-reflective conversational turns was not identified. However, descriptive data suggested the EPIC group had a higher rate of critical comments and anticipatory questions as compared to BAU. Critical comments and anticipatory questions were most frequent when EI providers were using the problem-solving coaching strategy. When EI providers used the reflection strategy, the frequency of interpretive comments and evaluative questions was higher. Dyads in the EPIC group exhibited a higher frequency of reflective conversational turns related to intervention and caregivers in this group had a higher frequency of reflective conversational turns that were prompted by EI providers. The results of this study may help the field further define reflection as a coaching strategy and identify the potential utility of these comment and question types to increase caregiver capacity to embed intervention in routines. Further research in this area is needed to improve reflective conversation coding procedures and improve the definitions of reflection specifically for the field of early intervention. Clinical implications and limitations of the study are discussed. / A Dissertation submitted to the School of Communication Science and Disorders in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2018. / July 16, 2018. / caregiver coaching, early intervention, infants and toddlers, interventionists, parents, reflection / Includes bibliographical references. / Juliann Woods, Professor Directing Dissertation; Juliann Cortese, University Representative; Carla Wood, Committee Member; Amy Wetherby, Committee Member; Patricia Snyder, Committee Member.

Developmental dyslexia is a specific impairment of reading ability in the presence of normal intelligence and adequate reading instruction. Current research has linked dyslexia to genetic underpinnings, which are identifiable. Furthermore, there are cognitive processes that are influenced by unique genetically programmed neural networks that determine the manner in which a dyslexic child learns to read. As a result of these breakdowns in cognitive processing, specific breakdowns are noted using measurable assessments. The constellation of measurable symptoms or markers can differentiate the dyslexic child from other children who are typically developing readers or those who are poor readers for reasons not related to genetic pre-programming. Identification of children with dyslexia is critical in providing the appropriate services and remedial models as early intervention in the classroom is of the utmost importance. This study will investigate one aspect, motor function and motor processes that are purported to be one dimension associated with a breakdown in reading acquisition. According to the Cerebellar Deficit Hypothesis, motor function is one valid process and salient feature by which true dyslexia can be identified in children during the second grade year of their education. By the second grade, most typically developing children have acquired the fundamentals of reading. As such, early identification and appropriate intervention for children with dyslexia can be targeted as soon as possible to ensure long-term success and quality of life in these individuals.

Four comprehension experiments tested the development of negative barriers in complex embedded WH questions in 40 typically developing female and male 3–6 to 7–0 (year-month) year-old Standard American English speaking children. The purpose was to test acquisition assumptions derived from linguistic theory of barriers to long distance WH movement. Syntactic theories of Relativized Minimality and scope marking or partial WH movement helped to account for negative and WH barriers in child language. Further, evidence of Universal Grammar appeared when negation prevented both long distance WH movement (e.g., “Why did the girl not tell her mom she went to the zoo? =/=> Why-went”) and medial WH answers (e.g., “When did the girl not tell her mom how she broke her bike? =/=> How-[tell]-broke”). Negative barriers to children's non-English medial answers supported the use of underlying structures observed cross-linguistically. Such structures are part of universal defaults, or non-specific rules, in child grammar. Before the target grammar is fully set for the specific adult rules, a child uses multiple grammars, some of which are universal defaults which get eliminated in the target adult grammar throughout the course of language development. Measures of Theory of Mind and production of complex embedded clauses predicted the development of aspects of embedded WH questions and negative barriers. Results indicated the interrelatedness of the development of complex sentences.