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Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / STATEMENT OF THE PROBLEM: This study was designed to test the hypothesis that the expressed problems of adolescent stutterers are not significantly different from the expressed problems of adolescent non-stutterers. It was postulated also that published problem inventories developed for the general population may be inadequate for research with atypical groups. The individual with a stuttering handicap may have the usual kinds of problems tapped by various problem inventories. In addition, he may have unique kinds of problems associated with the stuttering handicap. RESEARCH PROCEDURES: A thorough research of the literature indicated that no problem inventory had been developed from research with stutterers. Hence, it was necessary to develop a problem inventory as part of this study. Thirty-six secondary-school stutterers and 164 secondary-school non-stutterers were asked to express their problems in ten areas: 1) My Personality; 2) My Speech; 3) My School Life; 4) My Personal Appearance; 5) My Home and Family; 6) My Abilities and Talents; 7) My Future; 8) My Friends; 9) Other People; and 10) Other Things I Want to Write About. Content analysis of the compositions in which they told of their problems resulted in the construction of a problem inventory containing 220 problem items [TRUNCATED] / 2999-01-01

Thesis (M.Sc.)--Flinders University, School of Medicine, Dept. of Speech Pathology and Audiology. / Typescript bound. Includes bibliographical references: (leaves 237-249) Also available electronically.

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<p> This dissertation, employing a social constructivist orientation, investigated the socialization behaviors employed by school age children with Autism Spectrum Disorders (ASD) in the context of meaning-based writing activities. A qualitative investigation, this study used ethnographic methods to describe and interpret the social behaviors of the individual participants throughout the writing events. Data in the form of audio and video recordings, participant observations, artifacts, and parent interviews for three participants with ASD were collected over the course of one academic semester during group social, literacy-based intervention. The manifestations of socialization evidenced during micro analysis of a primary data set were described in detail and triangulated via multiple secondary data sources. Findings demonstrate that all three participants oriented uniquely to socialization within the writing events.</p><p> Though the participants all evidenced unique manifestations of socialization, their behaviors could be conceptualized into broad patterns. Results of this study describe five patterns of the manifestations of socialization across all three participants; these included employment of social compensatory strategies, conceptualization of shared writing process as a social interaction, social monitoring behaviors, conceptualization of writing as something to be shared, and using writing as an opportunity to socialize/affiliate. Three additional patterns noted include participants being more successful with clinicians than peers, clinician mediation of peer-peer interactions, and breakdowns in coherence.</p><p> Clinical research implications drawn from the results include the importance of a strengths-based, contextualized approach to assessment and intervention and the value of the peer group, and the unique opportunities meaning-based writing intervention s can provide for addressing socialization. Research implications address the notion of social impairment as a distinct category of impairment as problematic.</p>

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