<p> This study uses conversational analysis to identify how adolescents with pragmatic difficulties use text messaging to establish friendship networks. Individuals diagnosed with Social Communication Disorders (SCD) have normal intelligence, however reportedly exhibit difficulties interacting in face-to-face social situations due to differences in their interpretation of both social and linguistic cues. These miscues often lead to problems in deciphering subtle linguistic meaning indicators or in decoding physical concomitants of communication signaling nuances of conversations in friendship networks. Text messaging eliminates meaning-making social cues and subtle linguistic markers present in face-to-face interactions. With text messaging becoming a ubiquitous form of interaction for adolescents, it remains to be seen how individuals diagnosed with SCD use texting to establish and maintain social practices. This dissertation study examined text messaging use in a group of adolescents diagnosed with SCD. Six adolescents collected and saved text messages for a period of 1-4 months. Using a conversational analysis framework, texts were parsed into conversational units and coded for specific communicative indices that marked communicative competencies. In addition, individual interviews with adolescent participants and their parents served to contextualize the analysis of the collected text conversations. Results indicated that the participants showed communicative competencies that belie their language use in face-to-face interactions. These adolescents, though they all report that they prefer face-to-face interactions, effectively used text messaging as a medium for maintaining social relationships, and all participants related that friendships are enhanced when they have access to friends via phone. The adolescents in this study used diverse language styles to communicate with different people. Instances of creative language found throughout their texting bodes well for these adolescents diagnosed with SDC, as success in this context may further encourage other forms of both written and verbal language use. If the creative nature of the texting sphere is exploited, and individuals show communicative competence in this medium, we need to redefine competence and recognize more instances of appropriate communication with peers, thus expanding the social networking of these individuals in meaningful ways. Additionally, culturally established categories framing this particular disorder should be reconstructed to constitute these individuals as capable communicators.</p>

It has been shown in previous studies that persons with aphasia (PWA) exhibit deficits in cognitive skills, despite the traditional definition of aphasia as an impairment specifically in language processing. This project provides an in-depth look into one of these cognitive processes: attention. This project views attention from a domain-general perspective and is particularly focused on looking at intra-individual variability (IIV) in attention over time. We begin by presenting a schema of attention and language in aphasia, followed by the results of two experiments that examine the effect of task demands on attention processing, including IIV in performance. The first experiment focuses on the effect of task demands on between-session IIV (BS-IIV) in attention, as well as on group differences between PWA and controls, using purely non-linguistic tasks. Results suggest that PWA exhibit overall higher degrees of BS-IIV in domain-general, attention than do controls. Results also suggest that increased task demands elicit increased BS-IIV in attention in PWA, but not in controls. The second experiment examines the effects of task demands on BS-IIV as well as on within-session IIV (WS-IIV) in attention, as well as group differences between PWA and controls, using both linguistic and non linguistic tasks. Results of this experiment suggest that PWA and controls exhibit similar levels of BS-IIV, but that PWA exhibit higher levels of WS-IIV than do controls. Additionally, both groups show an effect of task demands on both BS-IIV and WS-IIV, such that higher task demands elicit higher levels of both types of IIV. Results also suggest that levels of BS-IIV and WS-IIV may rise even further for PWA when language demands are added to a task. Together, the results of these experiments suggest that PWA experience higher degrees of IIV than controls, and that higher task demands, including the addition of language tasks, increase PWA levels of IIV even more. These findings may have important implications for understanding attention during language therapy, as therapy sessions involve complex demands and require consistent attention over time. Future research should directly examine the relationship between IIV in attention and treatment outcomes in PWA.

abstract: Often termed the "gold standard" in the differential diagnosis of dysarthria, the etiology-based Mayo Clinic classification approach has been used nearly exclusively by clinicians since the early 1970s. However, the current descriptive method results in a distinct overlap of perceptual features across various etiologies, thus limiting the clinical utility of such a system for differential diagnosis. Acoustic analysis may provide a more objective measure for improvement in overall reliability (Guerra & Lovely, 2003) of classification. The following paper investigates the potential use of a taxonomical approach to dysarthria. The purpose of this study was to identify a set of acoustic correlates of perceptual dimensions used to group similarly sounding speakers with dysarthria, irrespective of disease etiology. The present study utilized a free classification auditory perceptual task in order to identify a set of salient speech characteristics displayed by speakers with varying dysarthria types and perceived by listeners, which was then analyzed using multidimensional scaling (MDS), correlation analysis, and cluster analysis. In addition, discriminant function analysis (DFA) was conducted to establish the feasibility of using the dimensions underlying perceptual similarity in dysarthria to classify speakers into both listener-derived clusters and etiology-based categories. The following hypothesis was identified: Because of the presumed predictive link between the acoustic correlates and listener-derived clusters, the DFA classification results should resemble the perceptual clusters more closely than the etiology-based (Mayo System) classifications. Results of the present investigation's MDS revealed three dimensions, which were significantly correlated with 1) metrics capturing rate and rhythm, 2) intelligibility, and 3) all of the long-term average spectrum metrics in the 8000 Hz band, which has been linked to degree of phonemic distinctiveness (Utianski et al., February 2012). A qualitative examination of listener notes supported the MDS and correlation results, with listeners overwhelmingly making reference to speaking rate/rhythm, intelligibility, and articulatory precision while participating in the free classification task. Additionally, acoustic correlates revealed by the MDS and subjected to DFA indeed predicted listener group classification. These results beget acoustic measurement as representative of listener perception, and represent the first phase in supporting the use of a perceptually relevant taxonomy of dysarthria. / Dissertation/Thesis / M.S. Communication Disorders 2012

abstract: Purpose: Over-identification of Navajo Head Start children into special education on the Navajo Reservation has come to the attention of Tribal leaders, Educational leaders, and parents due to the use of invalid assessment measures. Dynamic assessment (DA) of narratives may be a tool for distinguishing language differences from language disorders. The purpose of this study is to determine whether the Predictive Early Assessment of Reading and Language (PEARL), a dynamic assessment of narratives, accurately classifies Navajo Head Start students with typically developing (TD) language or with language impairment (LI), and to examine which measures best predict children’s overall performances on the PEARL. Method: Ninety, 4- and 5-year-old Navajo preschoolers with LI and with TD language were selected. Children completed the PEARL, which measured both language comprehension and production using pretest and posttest scores, and a modifiability scale. In addition, children completed the Clinical Evaluation of Language Fundamental, Preschool, Second Edition (CELF – Preschool 2) and language samples. A Navajo Speech Language Pathologist confirmed the diagnosis of the participants. Research assistants pretested, briefly taught the principles of narrative structure (story grammar, language complexity and episode) and evaluated response to learning using an index of modifiability. Results: Results of discriminant analysis indicated that PEARL pretest differentiated both ability groups with 89% accuracy. In addition, posttest scores discriminated with 89% accuracy and modifiability scores with 100% accuracy. Further, the subtest story grammar was the best predictor at pretest and posttest, although modifiability scores were better predictors of both ability groups. Conclusion: Findings indicate that the PEARL is a promising assessment for accurately differentiating Navajo preschool children with LI from Navajo preschool children with TD language. The PEARL’s recommended pretest cut score over-identified Navajo children with TD language; therefore, a new recommended cut score was determined. / Dissertation/Thesis / Doctoral Dissertation Speech and Hearing Science 2017

abstract: Concussion, a subset of mild traumatic brain injury (mTBI), has recently been brought to the forefront of the media due to a large lawsuit filed against the National Football League. Concussion resulting from injury varies in severity, duration, and type, based on many characteristics about the individual that research does not presently understand. Chronic fatigue, poor working memory, impaired self-awareness, and lack of attention to task are symptoms commonly present post-concussion. Currently, there is not a standard method of assessing concussion, nor is there a way to track an individual's recovery, resulting in misguided treatment for better prognosis. The aim of the following study was to determine patient specific higher-order cognitive processing deficits for clinical diagnosis and prognosis of concussion. Six individuals (N=6) were seen during the acute phase of concussion, two of whom were seen subsequently when their symptoms were deemed clinically resolved. Subjective information was collected from both the patient and from neurology testing. Each individual completed a task, in which they were presented with degraded speech, taxing their higher-order cognitive processing. Patient specific behavioral patterns are noted, creating a unique paradigm for mapping subjective and objective data for each patient's strategy to compensate for deficits and understand speech in a difficult listening situation. Keywords: concussion, cognitive processing / Dissertation/Thesis / M.S. Speech and Hearing Science 2013

abstract: Everyday speech communication typically takes place face-to-face. Accordingly, the task of perceiving speech is a multisensory phenomenon involving both auditory and visual information. The current investigation examines how visual information influences recognition of dysarthric speech. It also explores where the influence of visual information is dependent upon age. Forty adults participated in the study that measured intelligibility (percent words correct) of dysarthric speech in auditory versus audiovisual conditions. Participants were then separated into two groups: older adults (age range 47 to 68) and young adults (age range 19 to 36) to examine the influence of age. Findings revealed that all participants, regardless of age, improved their ability to recognize dysarthric speech when visual speech was added to the auditory signal. The magnitude of this benefit, however, was greater for older adults when compared with younger adults. These results inform our understanding of how visual speech information influences understanding of dysarthric speech. / Dissertation/Thesis / M.S. Speech and Hearing Science 2014

<p> This study investigated parents&rsquo; experiences, challenges, benefits, and needs regarding their child&rsquo;s voice output communication aid (VOCA). Three mothers who had children who use a VOCA device as their primary form of communication were recruited from Goodwill of Orange County&rsquo;s Technology Exchange Center and Prentke Romich Company (PRC) and were interviewed by phone or email questionnaire. Thematic analysis of the interview data revealed four major themes: (a) benefits of VOCA use, (b) barriers to VOCA use, (c) facilitators of VOCA use, and (d) continuing needs of families. The information obtained from this study can be used to better serve families and children who use VOCAs and other AAC devices to avoid barriers (e.g., insufficient training) and abandonment and to foster more successful outcomes. Further research is necessary to continue to investigate the needs of parents in terms of their child&rsquo;s device as well as the effectiveness of device training programs.</p><p>

<p> This dissertation focused on the impact of stuttering within the university setting. Data were gathered and examined using a qualitative research methodology. This research design used several data collection procedures including participant observation, ethnographic interviews, and artifact analysis. These procedures captured the use of communicative strategies and barriers as they unfolded in authentic interactions within the university. They also served to illustrate how other social partners perceived PWS (persons who stutter) in the classroom and other relevant university contexts. </p><p> The results of these data were examined using categorization of the context and culture of each environment, conversational strategies employed during social interactions, and the coping and supportive devices used during authentic interactions. The views, reactions, and affective reactions of PWS were also explored and discussed. Patterns emerged from the data that uncovered the types of strategies that PWS employed to overcome communicative barriers within the university setting. This study provides further evidence in support of strategies that consider the context within the university when examining PWS and the value in exploring the real-time behaviors that are implemented by PWS as they negotiate social action within these contexts. This study has important implications regarding the value of qualitative research paradigms in investigating social access and inclusion in PWS in the university setting and exploring the usefulness of partner and advocacy training in universities and other educational institutions.</p><p>

<p> Despite legislation in the U.S.A requiring the use of assistive technology in special education, there remains an underutilization of technology-based speech intervention for young students who require augmentative and alternative communication (AAC). The purpose of this Policy Delphi study was to address three guiding research questions that relate to the feasibility of using mainstream mobile technology, facilitative actions, and stakeholder roles for implementation and utilization of AAC in elementary school settings. Data were collected in two rounds of questionnaires given to experts in special education, assistive technology and speech and language pathology, with experience in AAC. Round 1 included 19 participants, 14 of whom also completed the Round 2 questionnaire. The results indicated that a very strong case can be made that mainstream mobile devices have several advantages over traditional AAC systems, not only in their affordability, but also transparency and social acceptance by providing an ideal medium for inclusion in mainstream settings. A challenge that confronts AAC innovations is the tendency to focus on the technology instead of pedagogical, social and therapeutic goals. Until a perfect AAC system becomes available for mainstream mobile devices that meet individuals&rsquo; communicative, educational and physical needs and personal preferences, it is apparent that multimodality will continue to be the model. The utilization of mainstream mobile technology for AAC necessitates certain facilitative actions and stakeholder responsibilities. Team collaboration is essential in supporting AAC use and, when applicable, facilitating the inclusion and mainstreaming of students who use AAC in the general education setting.</p><p>

<p> Children with autism often have limited functional communication repertoires. One way to teach functional communication is through the use of an Augmentative and Alternative Communication (AAC) device. Individuals who use an AAC device can be taught utterances (i.e., single words or phrases) through prompting and providing a consequence specific to the utterance in a mand, or a generalized conditioned reinforcer in a tact (Skinner, 1957). In the present study, five children diagnosed with autism were taught to emit utterances consisting of 26 &ldquo;core&rdquo; words that comprised 96% of words uttered by toddlers (as noted in a study by Banajee, Dicarlo, &amp; Stricklin, 2003). The children emitted the utterances by touching symbol sequences on the screen of the AAC device. Various utterances that included the 26 core words were taught using discrete-trial teaching methods, and the item specified in the utterance was presented following it (i.e., mand). A Language Activity Monitor (LAM), a software program that continuously recorded utterances, recorded target utterances emitted before, during, and after training. Two participants completed the training package, and three others experienced some training. Discrete-trial training was effective for all participants, and increased frequencies of some targeted words were evident outside of teaching sessions with the two participants who completed the study. The study showed that teaching a &ldquo;core vocabulary&rdquo; to children with autism using an augmentative communication device can lead to some generalization without further instruction. The study may lead to further research on how vocabulary is taught, as well as how it is taught to children with language delays. A major contribution of this study is the tracking of the verbal behavior generalization automatically and continuously across all phases.</p><p>