In South Africa access to mental healthcare resources is restricted for a number of reasons including language barriers that prevent suitable communication between mental healthcare professionals and African language speaking South Africans. The translation of psychometric tools into African languages has been identified as one method in improving access to psychological services for African language speakers. The Clinical Outcomes in Routine Evaluation - Outcome Measure (CORE-OM) has demonstrated its clinical utility within the United Kingdom (UK) National Healthcare Service (NHS) as a standardised psychotherapy outcome measure that evaluates the degree of psychological distress individuals present with at the start of psychotherapy treatment, and the degree of change that has been effected at the termination of therapy. A measure like the CORE-OM holds valuable clinical utility for the South African context. This thesis argues that the availability of a valid Xhosa version of the CORE-OM would allow for improved access to psychotherapy resources for Xhosa speaking individuals, and allow for the evaluation of the effectiveness of psychotherapy interventions conducted in Xhosa. The CORE-OM developers have provided a translation design and set of guidelines to standardise the translation of the CORE-OM into different languages. However this thesis argues that these guidelines are incomplete. Instead International Test Commission (ITC) guidelines are recommended as a culturally sensitive method to supplement current CORE-OM translation guidelines, in order to generate a valid Xhosa measure of distress. A mixed methods approach is applied which first investigates the construct equivalence and bias of the CORE-OM English version within a South African student population sample, both qualitatively and quantitatively, in order to establish the degree of adaptation required to generate a valid Xhosa version of distress. Next the CORE-OM English version is translated into Xhosa using the five-stage translation design prescribed by the CORE System Trust, supplemented by ITC guidelines. All changes made to the CORE-OM during translation into Xhosa are documented. The CORE-OM Xhosa version is then investigated for reliability and validity. This investigation reveals low internal reliability within the subjective wellbeing domain indicating that these items are less meaningful as depictions of distress within the Xhosa language. A reduced version of the CORE-OM demonstrates strong psychometric properties as a valid Xhosa measure of distress.

Made available in DSpace on 2017-06-01T18:24:39Z (GMT). No. of bitstreams: 1 dissertacao_chirlene.pdf: 1604978 bytes, checksum: d238dc58dd5a4e4d4b01825d6886f7d2 (MD5) Previous issue date: 2012-02-10 / The theme for research has been observed for the intonation in the organization of the speech in patients with aphasia, understood as a change in the linguistic system from brain damage, among other commitments, which makes the aphasic feel it very difficult to convey emotion and meaning by speech, causing social withdrawal. In order to identify prosodic features in the process of (re)organization of language by identifying intonation clues of speech in the oral production by the aphasic subject and the organization of intonation strategies through clues presented in the writing of that subject from the Interactional Theory of Intonation of Brazil (1985), the study focuses on promoting the speech of the aphasic subject by exploring intonation clues through the use of different text genres related to the daily practice of aphasic. For this reason, a study was conducted with an aphasic subject, male, with significant difficulties in writing and speaking skills. We selected ten species with predominant features of speech and ten with predominant features of writing. All the proposed activities on the mode of oral genres were performed by the subject, while only seven activities of the written form were accepted and performed satisfactorily. The results indicated the need of working together both the aspects of verbal and nonverbal multimodal and discursive construction. The intonation clues, both in the oral and in the writing, served as facilitators of the process of organizing language by the aphasic subject. The emphasis of the prominence, especially the emphasis on pretonic syllable, played strong constitutive meaning in interaction. Even the hesitation, which is common in the speech of the aphasic, is considered a strategy for organization of thought, and it is marked by intonation clue related to syntactic organization. Thus, we conclude that in the process of (re)organization of language, intonation plays an important role in the construction of meaning in the interaction and facilitates understanding the statement / O tema para pesquisa volta-se para a entoação observada na organização do discurso do portador de afasia, entendida como uma alteração no sistema linguístico proveniente de lesão cerebral que, dentre outros comprometimentos, faz com que o afásico sinta bastante dificuldade em transmitir emoção e significado pela fala, causando afastamento social. Com o objetivo de identificar recursos prosódicos no processo de (re)organização da linguagem por meio da identificação de pistas entoacionais na produção oral do sujeito afásico e de estratégias de organização entoacional através de pistas presentes na escrita deste sujeito a partir da Teoria Interacional da Entoação, de Brazil (1985), o estudo tem como foco favorecer a oralidade do sujeito afásico pela exploração de pistas entoacionais através do uso de diferentes gêneros textuais relacionados à prática diária do afásico. Para isso, foi realizado um estudo com um sujeito afásico, do sexo masculino, com dificuldades expressivas na escrita e na oralidade. Foram selecionados dez gêneros com características predominantes da oralidade e dez com características predominantes da escrita. Todas as atividades propostas com os gêneros da modalidade oral foram realizadas pelo sujeito, enquanto apenas sete atividades da modalidade escrita foram aceitas e executadas satisfatoriamente. Os resultados apontaram a necessidade de trabalho conjunto entre aspectos verbais, não verbais e multimodais na construção discursiva. As pistas entoacionais, tanto na oralidade quanto na escrita, serviram como facilitadoras do processo de organização da linguagem do sujeito afásico. A ênfase dada pela proeminência, sobretudo, pelo destaque à sílaba pré-tonica desempenhou forte componente constitutivo de sentido para a interação. Mesmo a hesitação, comum ao discurso do afásico, considerada uma estratégia para organização do pensamento, é marcada por pista entoacional relacionada à organização sintática. Logo, conclui-se que no processo de (re)organização da linguagem, a entoação desempenha um papel muito importante na construção de sentido na interação e facilita a compreensão do enunciado

Summaries in Afrikaans and English / Die doel van hierdie studie was om te bepaat of 'n hulpverleningsprogram die laerskoolleerder wat taalhindemisse ervaar kan help om sy probleme op 'n kreatiewe wyse te benader. 'n Algemene oorsig van leerhindemisse wat laerskoolleerders ervaar, is gegee. lndien 'n leerder taalhindernisse ervaar, sal dit 'n direkte invloed op sy ander skoolvakke ook he omdat taal vir die leeraksie benodig word. Die kreatiwiteitsbegrip is ook van naderby beskou. Kreatiwiteit kan as die skep van iets wat oorspronklik, maar ook bruikbaar is, gedefinieer word. Dit sluit egter ook die Ie van ongewone verbande tussen twee of meer sake of voorwerpe in. Die program wat ontwikkel is, het as onderbou die teorie oor taalintelligensie van Howard Gardner, 'n opvoedkundige sielkundige aan Harvard Universiteit. Gardner meen dit is deur 'n kreatiewe ingesteldheid, multisensoriese tegnieke en gepaste leerstyle rnoontlik om taalintelligensie teverbeter. Hy is van mening dat taalintelligensie nie iets is wat op 'n bepaalde tydstip gemeet kan word en onveranderd bly nie. Soos met alle intellektuele vermoens, kan taalvaardighede ook uitgebrei en ontwikkel word. Beproefde remedierende tegnieke, wat reeds deur die navorser in die praktyk met welslae uitgetoets is, is op 'n vars, nuwe manier .in die hulpverleningsprogram gebruik. Die hulpverleningsprogram het op die verbetering van perseptuele, mondelinge stelwerk-,lees- en spellingvaardighede gefokus. Dit het gedurende die empiriese studie duidelik geword dat leerders wat op 'n bepaalde leergebied nie na wense presteer nie, dikwels 'n "sielkundige blokkasie" ten opsigte van daardie leerareas ontwikkel. Hulle assosieer Jaasgenoemde in die meeste gevalle met leeronvermoe en leermislukking. Die enigste manier om hierdie gevoel van leermagteloosheid aan te spreek, is om die problematiese leerareas met 'n minder ernstige akademiese aanslag, waarin die pret-element sterk aanwesig is, te benader. Wanneer die leeraksie as 'n aangename ondervindingervaar word, kan leerders hulle leervrese aanspreek en meer waagmoedig begin optree. / The purpose of this study was to investigate the success of an innovative support programme aimed at assisting primary school learners with language barriers to overcome these. An overview was given of learning barriers primary school learners may experience. A learner with a language barrier will find that the other learning areas are negatively influenced because language is essential for learning. The concept of creativity, defined as the creation of something original, yet useful, was adhered to. It included the idea that creativity allows for the connecting of unrelated issues or objects. The theories of Howard Gardner, an educational psychologist at Harvard University, concerning language intelligence, supported this study. According to Gardner it is possible to improve language intelligence through creative awareness, multi-sensory techniques and appropriate learning styles. Gardner postulates that language, as in the case of other intellectual abilities, can be developed and expanded. Remedial techniques successfully used by the researcher in practice, have been presented in this support programme in a novel and innovative form. The creative support programme compiled for this thesis focused on the 1 improvement of perceptual, oral, reading and spelling skills. The need for a more informal support approach was evident in the empirical research of this study. Learners sometimes develop a "psychological block" when experiencing repeated difficulties in a specific learning area. Such learners associate these difficulties with failures and the inability to learn. In order to overcome the experience of learning dispair, the feelings of anxiety associated with the problem learning area, have to be replaced with a less rigid approach in which play encourages feelings of enjoyment and ease. When learning becomes a pleasant experience, learners start overcoming their fears and become risk takers. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

INTRODUÇÃO: A audição é fundamental para aquisição e desenvolvimento da fala. Atualmente, mesmo com o avanço no atendimento ao surdo utilizando a língua de sinais, muitos procuram pelo trabalho oral. OBJETIVO: Avaliar as mudanças na voz e na fala de surdos após a aplicação de um procedimento terapêutico que utiliza como apoio o feedback visual. MÉTODOS: participaram deste estudo 18 indivíduos surdos, com idades entre 12 e 17 anos que realizaram 16 sessões de terapia fonoaudiológica com apoio visual. RESULTADOS E CONCLUSÕES: Encontraram-se valores de freqüência fundamental e tempos de fonação próximos ao esperado para sujeitos com audição normal e melhora da inteligibilidade da fala e do controle do pitch. Esses achados mostraram que o trabalho com surdos deve abranger a parte vocal, pois esta proporciona melhora na voz e na fala. / Hearing is fundamental for the acquisition and development of speech. Nowadays, even with improved assistance to deaf people using sign language, many of them seek oral language. OBJECTIVE: Evaluate the changes in the voice and speech of deaf people after application of a therapy procedure with the support of visual feedback. METHODS: 18 deaf individuals, aged between 12 and 17, took part in this study consisting of 16 speech therapy sessions using visual support. RESULTS AND CONCLUSIONS: The values of fundamental frequency and phonation times were found to be close to expected values for individuals with normal hearing as well as improved speech intelligibility and pitch control. These findings showed that the work with deaf people should encompass the vocal element as it provides an improvement in voice and speech.

This study examined K-12 school administrators' attitudes toward speech language pathology services in public schools. Elementary, middle, and secondary school based administrators, employed in 63 school districts throughout Florida, were solicited to participate in the study in a letter of invitation generated by a web-based design program, Enterprise Feedback Management (EFM) Community. Administrators volunteering in the study were given an assurance of confidentiality and fair treatment concerning their participation. A survey instrument, the Scale of Educators 'Attitudes toward Speech Pathology (SEASP) consisting of 10 demographic items and 34 positive and negative statements about speech and language programs in schools was used to gather data. Participants were asked to provide their reactions along a favorable/unfavorable continuum to the survey. The results obtained from this study duplicated measurements used by previous researchers and examined the mean scores and standard deviations of item responses. Analyses of"between group" and "within group" differences examined attitudes among variables relative to professional levels, building size, and additional certification areas and were conducted using one-way and two-way ANOV As. Descriptive statistics were included to provide a profile of the participant population - means, frequencies and consensus of responses. Overall, among administrative participants, there existed minimal differences in attitudes toward speech-language pathology programs in public schools. This was true at elementary, middle and secondary levels, and included (as a secondary group) those "other personnel" who might, at times, supervise speech-language pathology professionals. Thus, school administrators generally agreed in their attitudes toward speech language pathology programs. The means of responses measuring attitudes in predetermined categories yielded results that demonstrated a consensus of agreement in the areas of(a) the impact services on student success, (b) program quality, and (c) the role of the speech-language pathologist, respectively. Results yielded no statistically significant differences in respondents' attitudes toward speech-language pathologists among school administrators employed at building sites having small and non-small populations, and among school administrators having, or not having, additional certification in exceptional student education. Because speech-language pathologists are evaluated by school administrators and other non-field personnel, suggestions are provided concerning the use of performance appraisals, ways to enhance the quality and delivery of school services, and enhancing university programs in communication sciences and disorders, to include components in supervision.

Summaries in Afrikaans and English / Die doel van hierdie studie was om te bepaat of 'n hulpverleningsprogram die laerskoolleerder wat taalhindemisse ervaar kan help om sy probleme op 'n kreatiewe wyse te benader. 'n Algemene oorsig van leerhindemisse wat laerskoolleerders ervaar, is gegee. lndien 'n leerder taalhindernisse ervaar, sal dit 'n direkte invloed op sy ander skoolvakke ook he omdat taal vir die leeraksie benodig word. Die kreatiwiteitsbegrip is ook van naderby beskou. Kreatiwiteit kan as die skep van iets wat oorspronklik, maar ook bruikbaar is, gedefinieer word. Dit sluit egter ook die Ie van ongewone verbande tussen twee of meer sake of voorwerpe in. Die program wat ontwikkel is, het as onderbou die teorie oor taalintelligensie van Howard Gardner, 'n opvoedkundige sielkundige aan Harvard Universiteit. Gardner meen dit is deur 'n kreatiewe ingesteldheid, multisensoriese tegnieke en gepaste leerstyle rnoontlik om taalintelligensie teverbeter. Hy is van mening dat taalintelligensie nie iets is wat op 'n bepaalde tydstip gemeet kan word en onveranderd bly nie. Soos met alle intellektuele vermoens, kan taalvaardighede ook uitgebrei en ontwikkel word. Beproefde remedierende tegnieke, wat reeds deur die navorser in die praktyk met welslae uitgetoets is, is op 'n vars, nuwe manier .in die hulpverleningsprogram gebruik. Die hulpverleningsprogram het op die verbetering van perseptuele, mondelinge stelwerk-,lees- en spellingvaardighede gefokus. Dit het gedurende die empiriese studie duidelik geword dat leerders wat op 'n bepaalde leergebied nie na wense presteer nie, dikwels 'n "sielkundige blokkasie" ten opsigte van daardie leerareas ontwikkel. Hulle assosieer Jaasgenoemde in die meeste gevalle met leeronvermoe en leermislukking. Die enigste manier om hierdie gevoel van leermagteloosheid aan te spreek, is om die problematiese leerareas met 'n minder ernstige akademiese aanslag, waarin die pret-element sterk aanwesig is, te benader. Wanneer die leeraksie as 'n aangename ondervindingervaar word, kan leerders hulle leervrese aanspreek en meer waagmoedig begin optree. / The purpose of this study was to investigate the success of an innovative support programme aimed at assisting primary school learners with language barriers to overcome these. An overview was given of learning barriers primary school learners may experience. A learner with a language barrier will find that the other learning areas are negatively influenced because language is essential for learning. The concept of creativity, defined as the creation of something original, yet useful, was adhered to. It included the idea that creativity allows for the connecting of unrelated issues or objects. The theories of Howard Gardner, an educational psychologist at Harvard University, concerning language intelligence, supported this study. According to Gardner it is possible to improve language intelligence through creative awareness, multi-sensory techniques and appropriate learning styles. Gardner postulates that language, as in the case of other intellectual abilities, can be developed and expanded. Remedial techniques successfully used by the researcher in practice, have been presented in this support programme in a novel and innovative form. The creative support programme compiled for this thesis focused on the 1 improvement of perceptual, oral, reading and spelling skills. The need for a more informal support approach was evident in the empirical research of this study. Learners sometimes develop a "psychological block" when experiencing repeated difficulties in a specific learning area. Such learners associate these difficulties with failures and the inability to learn. In order to overcome the experience of learning dispair, the feelings of anxiety associated with the problem learning area, have to be replaced with a less rigid approach in which play encourages feelings of enjoyment and ease. When learning becomes a pleasant experience, learners start overcoming their fears and become risk takers. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

INTRODUÇÃO: A audição é fundamental para aquisição e desenvolvimento da fala. Atualmente, mesmo com o avanço no atendimento ao surdo utilizando a língua de sinais, muitos procuram pelo trabalho oral. OBJETIVO: Avaliar as mudanças na voz e na fala de surdos após a aplicação de um procedimento terapêutico que utiliza como apoio o feedback visual. MÉTODOS: participaram deste estudo 18 indivíduos surdos, com idades entre 12 e 17 anos que realizaram 16 sessões de terapia fonoaudiológica com apoio visual. RESULTADOS E CONCLUSÕES: Encontraram-se valores de freqüência fundamental e tempos de fonação próximos ao esperado para sujeitos com audição normal e melhora da inteligibilidade da fala e do controle do pitch. Esses achados mostraram que o trabalho com surdos deve abranger a parte vocal, pois esta proporciona melhora na voz e na fala. / Hearing is fundamental for the acquisition and development of speech. Nowadays, even with improved assistance to deaf people using sign language, many of them seek oral language. OBJECTIVE: Evaluate the changes in the voice and speech of deaf people after application of a therapy procedure with the support of visual feedback. METHODS: 18 deaf individuals, aged between 12 and 17, took part in this study consisting of 16 speech therapy sessions using visual support. RESULTS AND CONCLUSIONS: The values of fundamental frequency and phonation times were found to be close to expected values for individuals with normal hearing as well as improved speech intelligibility and pitch control. These findings showed that the work with deaf people should encompass the vocal element as it provides an improvement in voice and speech.

<p>Говор представља врло сложену људску делатност. За његову успешну реализацију потребно је ускладити правилну артикулацију, исправан акустички сигнал, несметану перцепцију и одговарајућу когнитивну спознају. Као најзначајнији модалитет реализације језика у процесу комуникације у великој мери зависи од квалитетагласа који је његов неодвојиви део. Патолошке карактеристике гласа и говора особа са бенигним и малигним израштајима на гласницама перципирају се као различите варијације висине, интензитета и квалитета говорног гласа. Циљеви истраживања: Утврдити говорни капацитет особа са малигним, бенигним и псеудотуморима, на гласницама пре и после оперативног лечења, разлику између њиховог говорног капацитета и утврдити како оперативно лечење утиче на разумљивост и временске одреднице говора. Истраживање је спроведено током 2016. и 2017. годинена Клиници за болести ува, грла и носа Клиничког центра Војводине. Узорак је чинило 67 испитаника подељених у 2 групе према врсти израштаја на оне који су имали бенигне и псеудотуморе и испитанике са малигним туморима на гласницама старости од 23 до 74 године (AS 55,43 године; SD 11,95 година). Методе примењене у истраживању: Општи упитник, Тестови за искључивање из узорка (Мини-Ментал тест - Mini mental State Examination, Упитник о анксиозности-GAD-7 Anxiety, Тријажни артикулациони тест), Индекс говорног хендикепа -Speech Handicap Index,Акустичка анализа гласа, Максимално фонацијско време вокала /а/, Анализа временске организације говора, Разумљивост говора, Анализа мелодије реченице. Према нашим резултатима, пре операције у обе групе испитаника говорни капацитет је био готово уједначен са малом разликом јер су ипак нешто бољи говорни капацитет имале особе са малигним израштајима на гласницама али без статистичке значајности у поређеним групама. После оперативног лечења бенигних и псеудотумора на гласницама дошло је до статистички значајног побољшања говорног капацитета (p=0,005). После операције постојалаје статистички значајна разлика између говорног капацитета испитиваних група, при чему су бољи говорни капацитет имали испитаници групе I &ndash; са бенигним и псеудотуморима (t=-3,807, p&lt;0,001). Разумљивост говора је код испитаника са малигним туморима гласнице била статистички значајно повезана са вредностима говорног капацитета пре операције (p=0,008). У погледу временске организације говора, код испитаника са малигним туморима на гласницама после операције дошло је до статистички значајног погоршања (p=0,025). У истраживању није добијен изоловани ефекат времена или врсте израштаја на говорни капацитет, али постоји њихов удружени ефекат (f = 10,079, p = 0,002). Препорука је да се сви пацијенти после оперативног лечења израштаја на гласницама укључе у поступак рехабилитације гласа и говора.</p> / <p>Govor predstavlja vrlo složenu ljudsku delatnost. Za njegovu uspešnu realizaciju potrebno je uskladiti pravilnu artikulaciju, ispravan akustički signal, nesmetanu percepciju i odgovarajuću kognitivnu spoznaju. Kao najznačajniji modalitet realizacije jezika u procesu komunikacije u velikoj meri zavisi od kvalitetaglasa koji je njegov neodvojivi deo. Patološke karakteristike glasa i govora osoba sa benignim i malignim izraštajima na glasnicama percipiraju se kao različite varijacije visine, intenziteta i kvaliteta govornog glasa. Ciljevi istraživanja: Utvrditi govorni kapacitet osoba sa malignim, benignim i pseudotumorima, na glasnicama pre i posle operativnog lečenja, razliku između njihovog govornog kapaciteta i utvrditi kako operativno lečenje utiče na razumljivost i vremenske odrednice govora. Istraživanje je sprovedeno tokom 2016. i 2017. godinena Klinici za bolesti uva, grla i nosa Kliničkog centra Vojvodine. Uzorak je činilo 67 ispitanika podeljenih u 2 grupe prema vrsti izraštaja na one koji su imali benigne i pseudotumore i ispitanike sa malignim tumorima na glasnicama starosti od 23 do 74 godine (AS 55,43 godine; SD 11,95 godina). Metode primenjene u istraživanju: Opšti upitnik, Testovi za isključivanje iz uzorka (Mini-Mental test - Mini mental State Examination, Upitnik o anksioznosti-GAD-7 Anxiety, Trijažni artikulacioni test), Indeks govornog hendikepa -Speech Handicap Index,Akustička analiza glasa, Maksimalno fonacijsko vreme vokala /a/, Analiza vremenske organizacije govora, Razumljivost govora, Analiza melodije rečenice. Prema našim rezultatima, pre operacije u obe grupe ispitanika govorni kapacitet je bio gotovo ujednačen sa malom razlikom jer su ipak nešto bolji govorni kapacitet imale osobe sa malignim izraštajima na glasnicama ali bez statističke značajnosti u poređenim grupama. Posle operativnog lečenja benignih i pseudotumora na glasnicama došlo je do statistički značajnog poboljšanja govornog kapaciteta (p=0,005). Posle operacije postojalaje statistički značajna razlika između govornog kapaciteta ispitivanih grupa, pri čemu su bolji govorni kapacitet imali ispitanici grupe I &ndash; sa benignim i pseudotumorima (t=-3,807, p&lt;0,001). Razumljivost govora je kod ispitanika sa malignim tumorima glasnice bila statistički značajno povezana sa vrednostima govornog kapaciteta pre operacije (p=0,008). U pogledu vremenske organizacije govora, kod ispitanika sa malignim tumorima na glasnicama posle operacije došlo je do statistički značajnog pogoršanja (p=0,025). U istraživanju nije dobijen izolovani efekat vremena ili vrste izraštaja na govorni kapacitet, ali postoji njihov udruženi efekat (f = 10,079, p = 0,002). Preporuka je da se svi pacijenti posle operativnog lečenja izraštaja na glasnicama uključe u postupak rehabilitacije glasa i govora.</p> / <p>Speech represents a very complicated human ability. For its successful realization, it&rsquo;s necessary to coordinate proper articulation, correct acoustical signal, unobstructed perception and adequate cognitive recognition. The most significant modality of language realization in the process of communication greatly depends on vocal quality, which is its inseparable element. Pathological vocal and speech characteristics in people with benign and malign growths on the vocal cords are perceived as different variations of pitch, intensity and quality of the speaking voice. Aims of the research: Determining the vocal capacity of people with malign, benign tumors and pseudo-tumors on the vocal cords, before and after surgical treatment, determining the difference between their vocal capacity and how surgical treatment affects comprehensibility and time determinants of speech. The research was conducted during 2016 and 2017 on the Otorhinolaryngology clinic of Vojvodina Clinical Centre. The sample consisted of 67 participants divided into 2 groups based on the type of growth present, into participants with benign and pseudo tumors and participants with malign tumors of the vocal chords, aged 23 &ndash; 74 (M=55,43; SD=11,95). Methods used in the research: General Questionnaire, Tests for exclusion from the sample (Mini mental State Examination), Anxiety Questionnaire &ndash; GAD-7 Anxiety, Triage Articulatory Test, Speech Handicap Index, Acoustic Vocal Analysis, Maximum phonation time vowel /a/, Time organization of speech analysis, Speech comprehensibility, Sentence melody analysis. According to the results of the research, before surgical treatment, the vocal capacity of both participant groups was nearly equable with a small difference of a somewhat higher vocal capacity in participants with malign growths on the vocal cords, but with no statistical significance between the compared groups. After surgical treatment of benign and pseudo tumors on the vocal cords, a statistically significant improvement of vocal capacity was observed (p=0,005). Post surgically, a statistically significant difference between the vocal capacity of tested groups was observed, with a higher vocal capacity present in the first group of participants with benign and pseudo tumors (t=-3,807, p&lt;0,001). Speech comprehensibility in participants with malign tumors of the vocal cords was significantly correlated with the values of speech capacity prior to the surgical treatment (p=0,008). In regards to time organization of speech, there was a statistically significant deterioration in patients with malign vocal cord tumors (p=0,025). The research showed no isolated effect of time or type of growth on speech capacity, but a combined effect was observed (f=10,079, p=0,002). The recommendation is that all patients are included in the procedure of speech and vocal rehabilitation after surgical treatment.</p>

PhD (Psychology) / Department of Psychology / The aim of the study was to develop a conceptualized model that will enhance language acquisition of children between 0 and 3 years. Language is a use of words and symbol to convey message, or communication. Generally, from birth to the age of four months children express their needs through crying and are soothed by the sound of voices or by low rhythmic sounds. When adults talk to children, children later imitate adult’s tongue movements and start to make sounds, coos and gurgles. Providing children with developmental stimulation and exposing them to learning opportunities increases their cognitive and social-emotional skills/abilities. Strategies to enhance language development are fundamental in children and can reduce many literacy related problems in later childhood. The objectives of the study are: to describe activities done by caregivers to influence language development; to identify factors that influence language development; to describe the importance of language development and to explain the disorders that are associated with language development. This study was qualitative in nature and it utilised an explorative design. This research design enabled the researcher to investigate the nature of acquisition comprehensively as well as the development of language and other factors that are related to it. The study was conducted at Vhembe District Municipality. Three villages were selected, namely Tshikuwi, Tshirolwe and HaMatsa villages, which are found in Makhado Municipality under Limpopo Province, South Africa. Purposive sampling was used to sample participants for the study. The individuals selected were those judged to have certain special characteristics as well as the ability to provide in-depth information for the purpose of the study. Thirty participants were selected to participate in the study. The semi-structured face to face interview and the interview guide with open-ended questions were used for data collection. Pre-testing of the interview guide was done to check if the guide would produce the expected results, three women from three different villages were selected for pretesting. All questions in the interview guide were addressed during data collection. Collected data were transcribed and analysed using thematic content analysis. The study adhered to the following research ethics: informed consent, anonymity, confidentiality, voluntary participation, no harm to the participants and dissemination of results. The study revealed that language is an important tool which is used to convey information from one person to the other. The findings indicate that language helps children to communicate and relate with other people. Language was also explained as a tool which is used to educate children, either at school or at home. The study shows that when children are learning language, they will also be stimulating their reasoning, thinking and problem-solving skills. In addition, it was also indicated that cognitive development reduces problems such as poor language development, a low self-esteem and isolation. The findings of this study show that there are a number of activities that can be used by caregivers and parents to foster the development of language in children. Those activities include, communicating with a child, reading of books, watching TV, naming of objects and explaining meaning of words. The study also identified several environmental factors that can be used to foster the development of language in children. The following environmental factors were identified in the study: communication, parental level of education, home socioeconomic status, caregiver’s personality and the availability of other children in the family. Lastly, the findings show that there are many disorders that may affect the development of language in children. The language disorders that the study identified include expressive language disorder, dyslexia, and inability to understand spoken. However, the study also reveals that these disorders may be treated. The findings of this study lead to the development of a conceptualized model to facilitate language acquisition in children between 0 and 3 years was developed. The meaning of one concept, namely reinforcement was explained in detail, in order for users of the model to understand its operational definition in the model. Reinforcement was explained because it has a diversity of meanings. The model enabled the researcher to create a link between research and what is happening in a society. Model validation was done to verify if the developed model relates to practical life, research and language development. The model for this study was validated for its applicability and usability. The drafted model was given to psychologists, speech therapists and parent to determine its usability and applicability. Keywords: language, language acquisition, language development model, language disorders. / NRF

Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior kleuters. Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en konkreet-gebonde as analities en abstrak. Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en te globaliseer. Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in environmentally deprived communities. The research group is an Afrikaans speaking Colouredand Griqua community. It is evident that parents in this community reveal certain deficiencies pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in their senior toddlers. Language development and -enrichment is in essence a socially mediated process and exposure to stimulating language experiences enhances comprehension of colloquial usage within the social context. The inadequate linguistic example set by both the family and the community results in inadequate language development and -enrichment and the senior toddlers reveal their impoverished, undifferentiated world of language in deficiencies pertaining to mastery of language, style of language and code of language. The senior toddlers' conceptualization is deficient and in their language usage they are rather descriptive and concrete-bound than analytic and abstract. It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities, and a code of language is not adequately facilitated, because the parents do not know how to derive profit from incidental learning situations and are ignorant pertaining to the creation and utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and fixation.. of certain concepts, while broadening of a code of language refers to the. ability to describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened and expanded code of language is thus the result of regular exposure to a wide range of stimulating experiences. This experiential framework later becomes the toddler's referential framework which he uses to repeat information, to formulate requests, to name objects and to accurately describe events. A broadened and expanded code of language is thus essential for later successful learning, because it enables the learner to analyze, to synthesize and to globalize new information. The implication for the draft of a parental programme is that parents should not .only be accompanied pertaining to the enrichment of their senior toddlers' language development, but that parents in this deprived environment also explicitly be educated to create potential stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)