A thesis submitted in fulfilment of the requirement for the degree of Doctor of Philosophy, Faculty of Humanities; University of the Witwatersrand. June 2016 / This study explored the experiences of and interactions between speech-language therapists and interpreters in cross-linguistic mediated consultations with caregivers of children with severe disabilities within a health care setting. The objectives of the study included: to analyse the interactional characteristics and features of speech-language therapists and interpreters; and to identify speech therapists’ and interpreters’ perceptions of their competence and experiences in multicultural settings. Patients who do not speak the same language as the health care professionals receive limited health services when compared with people who speak the same language as the professionals who serve them, which may result in poor health outcomes. The research was conducted from an interpretive approach, which includes a respect for intra- personal values, beliefs and interests in the topic. The design included multiple data collection methods and analysis. The data was collected from consultation experience of thirteen caregivers of children with communication disabilities, five SLTs and one interpreter in two urban hospitals in Gauteng. The participants were recruited using purposive sampling procedures from two urban tertiary hospitals in Gauteng. And group Research instruments used were video recordings, individual interviews. The objectives were investigated through a qualitative study using ethnographic observations; video recordings of the interactions between speech therapists and an interpreter during interviews with caregivers of children with disabilities; audio recordings; and individual interviews with speech-language therapists and interpreters post-consultation. The data collected were analysed using thematic content analysis and conversational analysis. The findings highlighted the diversity challenges faced by SLTs working in multilingual and multicultural hospital settings. Language and translation issues had a marked impact on information received by caregivers. Despite the challenges that clinicians experienced in multilingual settings, they seemed to find that their working experience was an important leveller when they had an interpreter present during their consultations. The findings inform academic curricula and the clinical practice of speech-language and audiology students and professionals and will help improve application to transform the way in which they apply theoretical knowledge when treating speech and hearing disorders in a multilingual and multicultural context; thus enhancing the efficacy of management of communication disorders within this context. / MT 2018

Thesis (D. Phil.(Communication Pathology))--University of Pretoria, 2005. / Summary in English and Afrikaans. Includes bibliographical references.

Thesis (M.Communication Pathology) -- University pf Pretoria, 2000. / Summary in English and Afrikaans.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 147-162). Available also in a digital version from Dissertation Abstracts.

The purpose of this study was to determine the effects of a behavioral training package (delay, instruction, prompting, modeling, and social reinforcement) on the conversational competence of the trainable mentally handicapped. Three conversational skills were categorized and analyzed as discrete language behaviors that had functional value to a conversational partner. These language behaviors included initiating conversation, cueing the listener to speak, and responding appropriately. Language behavior that was nonfunctional with regard to the progression of the conversation was recorded. The three subjects in the study included one male and two female moderately mentally handicapped adolescents (ages 18, 17, and 12, respectively). The training and all conversational recording sessions took place in a public school within a laboratory setting resembling a small lounge. Training on a one-to-one basis occurred four times a week, in 20 minute sessions, for 9 weeks. A single subject reversal design (A-B-A-B) was used to demonstrate the effects of training on the targeted behaviors. Data were recorded during 5-minute conversational sessions between one adult and each subject for the four phases of the study (baseline, training, second baseline, and second training). Results indicated a general increase in all targeted behaviors (initiating, cueing, and appropriate responding), and a concomitant decrease in nonfunctional language behavior. The skill of responding appropriately was determined by the units of information provided per response, and not by frequency of response or duration. This behavior, as well as nonfunctional language behavior, did not show a reverse trend when treatment was suspended. A pre- and posttraining generalization measure was employed to test treatment effects on conversational competence with two unfamiliar adults of normal intelligence. One adult was instructed to facilitate the conversational skills of the mentally handicapped subject (allowing ample time for a response and asking open-ended questions). The other adult was instructed to act as a nonfacilitator (dominating the conversation). Findings were compared between pre- and posttraining conditions and between conversations with each adult. Posttraining conversations with unfamiliar adults of normal intelligence reflected treatment effects in only a few isolated instances. For the most part, training effects were not generalized.

No description available.

No description available.

Thesis (M.S.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 69-73).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Jeff Sigafoos. Vita. Includes bibliographical references.