Thesis (M.S.)--Brigham Young University. Dept. of Audiology and Speech-Language Pathology, 2006. / Includes bibliographical references (p. 42-49).

Thesis (B.Sc)--University of Hong Kong, 1993. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1993." Also available in print.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 90-101).

No description available.

No description available.

Call number: LD2668 .T4 1984 S323 / Master of Arts

Introduction: Differentiating between normal language variation and abnormal language development can be difficult for clinicians working with young children who present with slow language development, so-called “late talkers”. Although the language difficulties of many late talkers resolve spontaneously, there is clearly a group of children whose problems persist, either for a long period or possibly permanently (after the age of five, often referred to as children with specific language impairment: SLI). There is a lack of research examining potential markers of language difficulties in young children which may enable the early detection of children at risk of SLI. The aim of this thesis was to determine the most suitable measure, or combination of measures, that can predict which late talkers at age 3;0 to 4;0 will be likely to have SLI at age 4;0 to 5;0. Methods Forty seven late talkers and 47 children with typical language development (TLD) aged from 3;0 to 4;0 were assessed on a number of language, IQ and marker tasks (baseline assessment). The children were recruited from 13 nurseries and one family centre in Aberdeen city. The children were reassessed one year later on a number of language, IQ and marker tasks (follow-up assessment). Results: Characteristics of the child or family examined were not associated with membership of the expressive language delay group at follow-up. Within the late talker group only, the Preschool Language Scale-3 Expressive Communication (PLS-3 EC) and Recalling Sentences scores at baseline were the best predictors of persistent expressive language delay at follow-up. Late talkers performance on the PLS-3 EC and Recalling Sentences tasks at age 3;0 to 4;0 has potential as predictors of persistent expressive language delay (children likely to have SLI) at age 4;0 to 5;0. Conclusions: A sizeable proportion of children identified as late talkers at age 3;0 to 4;0 have persistent language problems a year later at follow-up. The language measure PLS-3 EC has the potential to differentiate between late talkers who are going to have more persistent problems from those who recover. The marker task Recalling Sentences also has the potential to differentiate between late talkers who are going to have more persistent problems from those who recover. Given the simplicity of Recalling Sentences, this task has the potential to be a useful screening test in clinical practice although this needs to be evaluated in further research.

The purposes of this investigation were to identify, via the Pragmatic Protocol, the incidence of pragmatic disorders within public school articulation and language caseloads and a control group of normal students and to specify the pragmatic areas, i.e., utterance propositional, and/or illocutionary/perlocutionary act categories in which deficits occur.

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999. / The rationale for this study was to match the remedial needs of children with appropriate programmes. The aims were (1) To test the usefulness of screening instruments modelled on subtestr of the Naglieri-Das Cognitive Assessment System in identifying South African children with specific learning disabilities. (2) To study the effects of the PASS Remedial Programme (PREP) in addressing the needs of children with deficits in successive processing. (3) To study the effects of a programme based on Whole Language (WL) principles when used with children with reading problems due to extrinsic factors. Screening instruments were used to identify seven children with a successive processing deficit for the PREP experimental treatment group. Seven children who showed a general delay in beginning reading skills were selected for the WL experimental group. A PREP control group and a WL control group were also identified. Both treatment groups received twenty-four intervention sessions. When the PREP and WL experimental groups were compared, there were significant differences in gains in successive processing for the PREP group but gains in word reading skills were statistically the same for the two groups. This was an indication that the remedial programmes were suited to the needs of the children in the groups. General implications for specialised education programmes in South Africa and future directions for research on remediation are also presented.

The questions posed in this study were: l) Is there a significant difference in the prevalence of behavioral problems between speech and/or language impaired children and normal children as reported by parents and teachers? and 2) Is there a significant difference in the types of behavioral problems between speech and/or language impaired children and normal children, as reported by parents and teachers?