At-risk prekindergarten students (i.e., low SES, speech-language impaired) typically lag behind their peers in phonological awareness and other emergent literacy skills such as letter knowledge and vocabulary (Duursma et al., 2008; Lundberg, 2009). However, there is a limited amount of research that has studied the efficacy of phonological interventions for at-risk children (Ziolkowski & Goldstein, 2008). Because of the long-lived debate concerning the role of rhyme versus the role of phoneme awareness, it is uncertain whether learning rhyming skills will provide the most facilitative context to learn other emergent literacy skills (e.g., letter knowledge, phonemic awareness). The current study investigated the effects of an 8-week intervention on learning the alphabetic principle (i.e., letter knowledge, phonemic awareness), phonemic awareness skills, and rhyming complexity skills. The existence of a continuum of rhyming complexity skills (e.g., expressive rhyming, rhyming couplets) was also explored. Twenty-nine at-risk prekindergarten students received an intervention focused on rhyme awareness (i.e., rhyme) or an intervention focused on phoneme awareness. The results of the study revealed both groups made statistically comparable progress on letter knowledge, phonemic awareness, word reading, and rhyming complexity skills. A visual inspection of gains scores and cut-off scores for weekly probes revealed differential progress by the type of intervention received. Participants with a suspected or diagnosed speech-language impairment were not significantly different from their peers at the conclusion of the study. The result of the study also indicated that rhyming skills exist on continuum of complexity with reciting nursery rhymes being the least complex and coordinating sound and rhyme being the most complex.

Linguistic complexity is frequently analyzed in studies of child language acquisition and impairment (Heilmann, Miller, & Nockerts, 2010; Price, Hendricks, & Cook, 2010) and the language of aging adults (Capilouto, Wright, & Wagovich, 2005; Kemper & Sumner, 2001; Kemper, Thompson, & Marquis, 2001; Kynette & Kemper, 1986; Shewan & Henderson, 1988) to document changes over time. There is little, if any, literature applying linguistic measures to analyze the language of individuals with aphasia as well as to analyze effects of different treatment measures. The current study analyzed semantic and syntactic components of linguistic complexity used by people with aphasia (PWA) during conversation probes to determine whether conversation therapy (Ctx) results in greater linguistic complexity than traditional stimulation therapy (Ttx). Two cases were taken from a prospective, single subject, A1B1A2B2A3 treatment study replicated across four individuals with aphasia (Savage et al., 2013). The language transcripts of two participants (P1 and P4), who received both Ctx and Ttx, were analyzed using Systematic Analysis of Language Transcripts (SALT; Miller & Iglesias, 2010) for six linguistic complexity measures: mean length of utterance (MLU), number of different words (NDW), type-token ratio (TTR), percent of utterances, percent of simple, and percent of complex utterances. These measures were compared between the treatments. Data analyses were conducted using effect size calculations and visual inspection. Results indicated that 4 of the 6 measures (MLU, TTR, % utterances, % complex utterances) showed greater gains in linguistic complexity following Ttx than Ctx. However, neither participant maintained gains once treatment was removed. This study provides preliminary evidence that linguistic complexity measures may provide useful treatment outcome measures for researchers and clinicians interested in treating PWA.

Purpose: The purpose of this study was to determine the treatment efficacy of the Attention Process Training (APT; Sohlberg & Mateer, 2005), a therapeutic protocol designed for individuals who have sustained a traumatic brain injury (TBI), on a person with Parkinsons disease to determine if improvement of various attention processes and memory recall could be improved. Methods: We designed a phase I, multiple baseline A1-B-A2-A3, single-subject study with one participant diagnosed with idiopathic PD and self-reported attention impairments. We used Attention Process Training (APT) protocol (Sohlberg & Mateer, 2005) to train attention process 120-minutes per session, one time per week for 6 sessions. Results: The participant demonstrated a large improvement in sustained attention for both percent accuracy (A1 to A2 d=5.196; A1 to A3 d = 13.279; A2 to A3 d=1.443) and timed performance (A1 to A2 d=2.952; A1 to A3 d = 3.153; A2 to A3 d=0.287). While treating sustained attention, we continued to probe selective, alternating and divided attention. Carryover improvement was noted with selective attention percent accuracy (A1 to A2 d=.091; A1 to A3 d=2.817; A2 to A3 d=1.299) and timed performance (A1 to A2 d=.690; A1 to A3 d=1.044; A2 to A3 d=1.598), and divided attention percent accuracy (A1 to A2 d=1.225; A1 to A3 d = 1.225; A2 to A3 d=2.860) and timed performance (A1 to A2 d=2.041; A1 to A3 d = 1.225; A2 to A3 d=1.155). The results of the TEA indicated an improvement or maintenance in the scaled scores of each subtest. Performance increased in the following scores: OSPAN absolute scores, accuracy errors, and math errors; RSPAN speed errors, math errors, and total correct. Discussion: Results demonstrated that training sustained attention using the APT tasks resulted in sizeable effects when delivered at high intensity (120 minutes per session) one time per week for six weeks. We saw improvement on the untrained selective and divided attention, but not alternating attention, which should have been easier, according the APT hierarchy. We cannot generalize these findings. However, the results give us evidence to continue treatment development.

Kindergarten is a critical year, providing a foundation for childrens success in school. With a common set of standards, the Common Core State Standards (CCSS), finalized and made available to states for adoption critical skills in numeracy and literacy will be uniformed from kindergarten through high school. Some children enter school with a sufficient foundation to support success in kindergarten and subsequent years. However, some children either because of lack of exposure during preschool years (e.g., Aikens & Barbarin, 2008; Hart & Risley, 1995; Schacter, 1979; Snow, Burns & Griffin, 1998) or because of language delays associated with developmental disabilities or delays (e.g., Catts, Adolf & Weismer, 2006; Gough & Tunmer, 1986; Kuhn & Stahl, 2003; Nation & Snowling, 1998; Yuill & Oakhill, 1991) are already far behind their peers upon entrance into kindergarten. The current study investigated the effects of presenting a multilevel approach to storybook reading on a broad range of language skills over 32 weeks of intervention for children at-risk for reading. Specifically, growth in overall language, semantics, syntax, letter awareness, and phonology was explored. Thirty-six at-risk kindergarten students comprised a group that either received intervention utilizing scaffolded talk across a continuum of increasingly more decentered meanings or represented a comparison group. The results of the study revealed that the intervention group made statistically significant gains in overall language, semantic, and syntax skills. A visual inspection of gain composite scores revealed that majority of the intervention groups increased near or at least one standard deviation of change from pre- to posttest; these gains were not evident in the comparison group. The result of the study indicated that utilizing scaffolded talk across a continuum of increasing more decentered meanings in kindergarten hold potential to address the language goals of the CCSS.

ABSTRACT The purpose of this study was to explore the relationship between Cajun status, as defined by location, and five grammatical structures of Cajun English (CE): zero marking of past tense, zero marking of third person singular, zero marking of copula is and are, and was-leveling. The data were from 35 kindergartners, 14 from a Cajun status school, 21 from a non-Cajun status school; 15 were male and 20 were female. The data compared rate-based differences between the Cajun status and non-Cajun status childrens productions of the five CE structures in transcribed language samples. Five independent samples t-tests revealed that the childrens Cajun status did not have an effect on their use of the five CE grammatical structures. Given this, a repeated measures ANOVA was performed using structure as the within-subject variable and the five CE structures as levels. These results indicated that when the percentages of the Cajun status and non-Cajun status productions were combined, CE structure use varied as a function of structure. Additionally, a correlation coefficient was used to explore other possible factors that may have shared a relationship with the childrens productions of the five grammar structures. There was a strong negative correlation between the syntax subtest of the DELV-NR and zero marking of past tense. There was a moderately negative correlation between the PTONI and zero marking of third person singular. These findings suggest that similarities exist between the childrens use of the five previously designated structures of CE despite their Cajun or non-Cajun status. Cajun status as defined solely by the location of a childs school did not render significant differences in the kindergartners CE structure use.

This study examined how speech rate reduction affects speech intelligibility in speakers with dysarthria associated with diverse neurological conditions. Three speakers with dysarthria were recorded reading a paragraph using conversational and reduced speech rates. The samples of both the conversational and slow rates were digitally edited to include silent pauses at the speakers natural breaks. The samples were then segmented into breath group utterances. Five samples with the greatest rate reductions from each speaker were used as stimuli, each presented in four rate conditions: conversational, slow, synthesized conversational, and synthesized slow. The listeners rated the intelligibility of 60 samples using direct magnitude estimation (DME), a simple scaling technique used to rate items in comparison to a standard. Though each of the speakers successfully reduced their rates, none of their intelligibility ratings improved using rate reduction. In fact, the intelligibility of two of the speakers significantly decreased when rate reduction was employed. Analysis of the acoustic vowel space showed some articulatory changes were made by the speakers. Possible reasons for the negative effects of rate reductions are explored along with clinical implications.

In this study, we analyzed the validity and reliability of the Infant-Toddler Meaningful Auditory Integration Scales (IT-MAIS; Zimmerman-Phillips, Osberger, & Robbins, 2001), an assessment designed to measure listening skills in children ages 0-3 years. The IT-MAIS is a caregiver report tool used by speech-language pathologists and audiologists to assess listening skills in children with sensorineural hearing loss (SNHL) pre- and post-cochlear implant (CI). The IT-MAIS is widely used; however, it has not undergone thorough psychometric analysis. Using longitudinal data collected by the University of Iowa Childrens Cochlear Implant Program, we analyzed the psychometric properties of the IT-MAIS via Rasch analysis, a 1-parameter (1-PL) model of Item Response Theory (IRT; Lord & Novick, 1968). Pre- and post- CI assessments from 23 CI users aged 10 to 36 months were evaluated. IRT is a form of psychometric analysis that is emerging in the behavioral sciences as a viable alternative to Classical Test Theory for test development and analysis. IRT results are similar, but not identical to classically derived concepts of validity and reliability. Specifically, we analyzed the content and construct validity of the IT-MAIS. We found that 2 out of 10 items exceeded misfit criteria, meaning participants did not respond predictably to these 2 items. We also found that the item-difficulty range did not capture the full range of participant ability, especially the higher range of participant ability. Therefore, the IT-MAIS may not be assessing higher-level listening skills, particularly in children post-CI. Rasch analysis also revealed that 1 of the 5 rating scale categories was not used predictably, indicating that the rating scale was not used as the test developers (Zimmerman-Phillips, Osberger, & Robbins) intended. To analyze item order relative to sequential development of listening skills, we established an a priori item rank order and compared it to item difficulty order established by Rasch analysis. Overall, our results indicated the IT-MAIS did not demonstrate ideal item-level psychometric properties according to Rasch analysis and item order did not reflect sequential development of listening skills. We concluded that the IT-MAIS should not be used to assess listening development from pre- to post-CI.

Previous studies exploring the use of superimposed pictures for sight word learning provide mixed results, with inconclusive benefits. One criticism is that even when sight word learning is enhanced, it does not improve the learners use of the alphabetic principle. A second criticism is that it is only feasible for easily depicted words. This study addressed these criticisms by using pictured sight words representing a hybrid between alphabet and sight word learning, MorphoPhonic Faces (MPF). MPF have the first letter drawn in the mouth of a face suggesting speech production cues. Thus, participants were provided alphabet cues first and then with the meaning superimposed into remaining letters. It was proposed that using MPF to teach sight words would result in gains in sight word learning and letter-sound knowledge and decoding. The second criticism was addressed by teaching words from six grammatical classes: nouns, main verbs, pronouns, auxiliary verbs, adverbs and adjectives that varied in the level of abstraction in meaning. Four first graders without known disabilities, identified as poor sight word learners, were taught 14 unknown words weekly, half with printed word cards and half with MPF cards. Results revealed no differences in number of words learned by card type; however, increased retention was noted with MPF. Gain scores for measures of phonemic awareness, letter-sounds, and decoding suggested increased alphabet skills. Qualitative analyses revealed that words from all grammatical classes were learned and that sight word learning is a complex process that involves orthographic form and meaning

The purpose of the present study was to determine whether amplifying beyond 3 kHz was beneficial to the user, whether the benefit was dependent on degree of loss, and whether subjective data reflected the benefit. Seventeen hearing impaired subjects were binaurally fitted with digital hearing instruments. Qualified subjects were divided into two groups, A and B. Group A had a pure tone average (3,4, and 6 kHz), of 55 dBHL or better. Group B had a pure tone average (3,4, and 6 kHz) greater than 55 dBHL but not exceeding 75 dBHL. Each subject was fit with two conditions (upward frequency response of 3 kHz and 6 kHz) throughout the study. Probe microphone measurements were obtained at the plane of the tympanic membrane using a swept pure tone of 60 dB SPL to verify appropriate fit of the hearing instruments. Listener performance in quiet was evaluated via the Connected Speech Test (CST), listener performance in noise was evaluated via the CST and the Hearing in Noise Test, and listener preference was evaluated via the Abbreviated Profile of Hearing Aid Benefit and an exit questionnaire. Results of the probe microphone measures indicated that the mean output levels for each condition were significantly different. Results indicated that increasing the bandwidth did not significantly improve benefit in quiet for either group but did significantly improve benefit in noise for each group. However, the amount of benefit was similar for each bandwidth suggesting that the amount of benefit is not dependent on degree of loss. Subjective data suggested that amplifying beyond 3 kHz did not increase subjective benefit according to the APHAB. However, results from the exit questionnaire suggest that the 6 kHz condition was preferred by the majority of the subjects overall, both in quiet and in noise.

Auditory processing disorders (APDs) have received considerable attention over the past few decades. Much of the attention has focused on the controversy surrounding the operational definition of APD, the heterogeneous nature of APD, and an appropriate test battery for APD assessment. Temporal processing deficits are one characteristic of APD and are the focus of the present investigation. This investigation reports behavioral and early electrophysiological measures in a group of children with specific temporal processing difficulties and an age-matched control group. In an effort to better describe the subjects, two language tests and the SCAN-C were administered. Significant differences were found in the language tests, SCAN-C, and behavioral tests of temporal processing. No significant differences in ABR waveform latency were found between the control and experimental group. Significant amplitude differences were found, albeit small. Binaural interaction was present in both groups. Based on the results of the present well-controlled investigation of children with temporal processing disorders, there is no indication that the auditory brainstem response recording to click stimuli is efficient in providing additional diagnosis of APD.