Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (B.Sc)--University of Hong Kong, 1999. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of California, San Diego, 2007. / Title from first page of PDF file (viewed June 1, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

Early detection of autism spectrum disorders (ASD) is crucial to optimizing child and family outcomes. Most research on the early diagnostic features of ASD has been done in the clinic environment; therefore there is a need for research on diagnostic features displayed in a natural environment. Observation of behaviors of young children in their home environment is a possible way to assist in earlier diagnosis in a less time consuming, less stressful, and more cost-effective manner for families. The primary purpose of this study was to explore and quantify red flags for ASD in the behaviors of young children between 17 and 36 months of age (N = 60) demonstrated in the home environment. Measures on the Systematic Observation of Red Flags for Autism Spectrum Disorders in Young Children at Home (SORF-Home; Wetherby & Woods, 2009) were coded from video recorded home observation samples of the child interacting with a parent or caregiver during everyday activities. Overall, the results of this study demonstrated that early red flags of ASD were evident in the home environment. Seven of the red flags identified by previous researchers to be evident in the clinic environment (lack of warm, joyful expression with directed gaze, lack of coordination of gaze, facial expression, gestures and sounds, lack of response to name, lack of communicative vocalizations with consonants, inappropriate eye gaze, lack of response to contextual cues, and lack of sharing interest or enjoyment) were also found to be demonstrated by a majority of children during the home observations. Examination of the relationship between the early red flags and developmental level revealed no significant correlations between the red flags and nonverbal cognitive developmental level and medium to large negative significant correlations between some red flags and verbal developmental level. Significant correlations were observed between many of the early red flags and ASD symptom severity on the Autism Diagnostic Observation Schedule (ADOS; Lord, Rutter, DiLavore, & Risi, 2002). No significant correlations were observed between measures of parent report of red flags and the early red flags measured in the home environment. The results of this exploratory study extend knowledge on the nature of red flags for ASD in young children to the home environment which adds valuable information for both practicing clinicians and families. The findings also provide promising information on the utility of the SORF-Home as an interactive screening measure for ASD and offer important implications for early identification of ASD. / A Dissertation submitted to the School of Communication Science and Disorders in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2009. / August 17, 2009. / Autism, Early Red Flags, Communication Disorders / Includes bibliographical references. / Amy M. Wetherby, Professor Directing Dissertation; Ann Mullis, Outside Committee Member; Juliann Woods, Committee Member; Carla Wood Jackson, Committee Member.

No description available.

Thesis (D. Phil.)--Universiteit van Pretoria, 2000. / Summary in English and Afrikaans. Includes bibliographical references.

There are few, yet contradictory, reports in the literature regarding whether persons with Alzheimer's disease demonstrate a disturbance of nonverbal communication or pantomime. While some researchers ascribe all disturbances of gestural behavior to apraxic phenomena, others have viewed a disturbance of pantomime as the consequence of language disorder or general intellectual deterioration. This investigation was conducted (1) to determine whether persons with Alzheimer's disease demonstrate a disturbance of pantomime recognition, pantomime expression, or both, compared to healthy, aged controls; (2) to determine the relation of performance on measures of pantomime recognition and pantomime expression to performance on measures of cognition/intelligence, language, and praxis in Alzheimer subjects; (3) to determine whether Alzheimer subjects improve pantomimic expressive performance on imitation of the examiner; and (4) to determine whether a statistically significant difference in pantomimic expressive performance between Alzheimer and control subjects is also a clinically obvious difference. Forty-five subjects (30 subjects with Alzheimer's disease and 15 healthy, aged controls) were administered measures of pantomime recognition, pantomime expression, cognition/intelligence, language, and praxis. In addition, 13 graduate students in speech-language pathology viewed and judged as being "normal" or "abnormal" 15 expressive pantomimes performed by 10 Alzheimer and 5 control subjects. Results indicated that there was a significant difference between groups in performance on both pantomime measures; the Alzheimer subjects performed less well than controls. The performance of Alzheimer subjects on both pantomime measures was also more closely related to performance on measures of language and cognition/intelligence than to praxis. Alzheimer subjects improved pantomimic expressive performance on imitation of the examiner, to the extent that between groups performance no longer differed significantly. Finally, graduate student judges rated the pantomimic expressive performance of Alzheimer subjects as being "abnormal" significantly more often than the pantomimic expressive performance of controls. Because the pantomime variables were related to both the language and cognition/intelligence variables, and the language and cognition/intelligence variables were related to one another, it was concluded that these variables were functionally interdependent, and therefore, these results for this sample conformed with central mechanism explanations for a disturbance of pantomime.

One of the most debilitating impairments of autistic and other behaviorally disordered children is an inability to communicate. Increasing documentation of the successful acquisition of sign language by these children has intensified the need for experimental analyses of teaching procedures and their effects on behavior. This study investigated the relationship between sign language acquisition and speech acquisition as well as the role of language acquisition in reducing the stereotypic and inappropriate behaviors common to this population. Speech training was compared with two sign language training procedures in an alternating treatments time series design. A modeled sign treatment based on visual imitation was compared with a prompted sign treatment based on physical manipulation of children's hands to determine which of the two stimuli, the visual model or the physical manipulation, promoted most rapid sign acquisition. Four preschool autistic children with minimal linguistic skills were the subjects of this study. Data on speech and sign acquisition as well as the occurrence of interfering behavior under all treatment conditions were recorded and visually analyzed. Minimal changes in speech and sign behavior occurred under the speech and modeled sign treatments. The prompted sign treatment resulted in the most rapid sign acquisition. The procedures of the prompted sign treatment allowed the teacher to physically prompt sign responses and to follow these responses with reinforcement. The effectiveness of the prompted sign procedure was attributed to the frequent reinforcement schedule of this treatment. The lowest levels of interfering behavior were also recorded under the prompted sign treatment. It was hypothesized that differential reinforcement of an alternative behavior, signing, accounted for this observation. The impact of language competency on the rate of interfering behavior is also discussed. One child began to speak when a repetitive speech model was introduced after sign acquisition. Words that had been previously signed were uttered first and most intelligibly. The acquisition of imitative sign skills and subsequent environmental control through language are explored as factors which facilitate speech development.

The purpose of this study was to examine the prevalence of the comorbidity of emotional/behavioral disorders (EBD) and speech/language disorders among those students identified as under The Individuals With Disabilities Education Act criteria as emotionally disturbed and speech impaired. The literature reviewed included clinical and school settings that examined a cooccurrence of language disorders in the EBD population. Other research reported a lack of routine involvement of speech/language therapists in the assessment of the EBD population. Implications from clinical studies suggested a need for greater attention to language disorders in a multi- and interdisciplinary assessment. This study investigated the prevalence of the dual occurrence of EBD and speech/language disorders in Grades 2 through 6 in Texas schools in light of the known research. Relationships in ethnicity and socioeconomic status were examined using chi-square test of independence. Aggregate data were obtained from the database of the Texas Pupil Information Management System and from survey questionnaire responses provided by speech therapists in selected districts. The literature review focused on the impact of language in the development of appropriate personal interactions and communication skills, especially those relevant to pragmatic language factors and the implications of language competency in successful personal living and career roles and supported the importance of language as an important contributor to a person's life success and the correlation of EBD disabilities and speech/language disorders. Social skills instruction, the relationship of language, especially pragmatics, and social competencies for this population are included. The results revealed a relationship between ethnicity and speech/language disorders among the students identified with EBD. In considering the population of students identified as EBD and language disordered, a significant relationship was found between ethnicity and socioeconomic status. Recommendations include suggestions for future research, assessment procedures, classroom interventions, and data collection methods.