Title from PDF of title page. / Document formatted into pages; contains 174 pages. / Thesis (M.S.)--University of South Florida, 2001. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: This study investigated the affiliation of prosody with childhood articulation disorders. The Tennessee Test of Rhythm and Intonation Patterns, T-TRIP (Koike & Asp, 1981), was used to determine if kindergartners with linguistic (i.e. phonological) speech disorders, oral-motor speech disorders, or normal speech performed differently on imitative prosody tasks. Performance was assessed perceptually with T-TRIP overall and subtest scores, and acoustically with measurements of individual prosodic variables (amplitude, duration, and fundamental frequency) on selected items from the rhythm and intonation subtests. Perceptual and acoustic data were examined for characteristic patterns of performance by individual subjects and by groups. A Kruskal-Wallis ANOVA of the perceptual scores revealed that the three groups performed differently on the T-TRIP rhythm, and intonation subtests, and on the total score. / ABSTRACT: Specifically, the oral-motor group had the lowest range of scores and was clearly separated from the other two groups. No group cut-off scores were established since the linguistic group's scores slightly overlapped the control groups' range of scores. Acoustic results generally supported the findings of earlier studies of stress and intonation. Correct responses contained a wide selection of acoustic patterns, while incorrect responses consisted of error patterns resembling those of younger children. Subjects with speech disorders demonstrated several characteristic error patterns: linguistic subjects tended to add syllables and to lexicalize items, while oral-motor subjects tended to delete syllables and to convert iambic stress into trochaic. Overall, whether T-TRIP responses were examined by perceptual or acoustic methods, the oral-motor group's imitative prosody ability was significantly different than the other groups' performance. / ABSTRACT: The clinical implications of this finding are that the T-TRIP has the potential to be used as a screening tool to identify subjects whose difficulties with imitative prosody are consistent with oral-motor speech disorders, specifically DVD. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

This study investigated the cross-cultural and intracultural diversity of Anglo-American and Mexican-American individual’s beliefs regarding nine child rearing variables. Eleven Mexican-American and ten Anglo-American students at the University of Texas at Austin completed a questionnaire. Results indicated that when compared to Anglo-American participants, Mexican-American participants provided more collectivistic-oriented answers for two of the nine child rearing variables. Furthermore, Mexican-American participants were more likely than their parents to hold more individualistic-oriented values for three of nine child rearing variables. Clinical implications of the findings are discussed. / text

Many articles have addressed effective school-based dysphagia management practices. There is not a defined best practice plan available for speech-language pathologists, as the information is spread among various published articles. Four optimal outcomes and the most relevant management suggestions to help guarantee achievement of these outcomes are described. Sufficient information found from published articles describes the areas of referral, team responsibilities, assessment, Individualized Education Plan formulation, and treatment in school-based dysphagia management. This information, along with additional suggestions not frequently mentioned in the articles was added to a proposed school-based dysphagia management model. This model is intended for use as a guide for speech-language pathologists in the schools who do not have a management plan available for use. / text

Ten male and 10 female participants were presented with six narrative paragraphs and six 10 word lists. Three of the paragraphs were emotional and three were neutral. Each of the paragraphs contained 20 information units and each word list included five neutral and five emotional words. Immediately following paragraph or word list presentation, the participants were asked to recall the stimuli. The mean percent of emotional units (i.e. units of information recalled from emotional paragraphs) recalled was significantly greater than the mean percent of neutral units recalled. Similarly, the mean percent emotional words recalled from word lists was significantly greater than the mean percent neutral words recalled from word lists. Percent recall was significantly greater for words than for paragraphs for both emotional and neutral stimuli. Results supported the hypothesis that emotional saliency increases verbal recall. / text

Purpose: The purpose of this study was to investigate how phonetic complexity influences the accuracy and rate of speech production in adults who do (AWS, N=15) and do not stutter (AWNS, N=15). Target words were characterized according to high phonetic complexity (HIPC) and low phonetic complexity (LIPC), and were controlled for lexical influences such as word frequency and neighborhood density. It was hypothesized that if phonetic complexity influenced speech production, there would be a difference in reaction time and accuracy for AWS during the HIPC condition. Method: Participants produced two rounds of 40 target words corresponding to specific line drawings, during a confrontational naming task. Speech reaction time (SRT) was recorded from initial presentation of picture, and fluency and accuracy of production were coded for each target. Results: There was no significant difference in SRT according to HIPC and LIPC for either AWS or AWNS. AWS participants had slower SRT recorded compared to AWNS for all conditions tested. There was no relationship found between HIPC and increased moments of disfluency. Accuracy of target word production decreased during LIPC words. Conclusion: Phonetic complexity does not affect rate or fluency of speech production for either AWS or AWNS. While there is no difference in phonetic complexity measures, AWS are consistently slower than AWNS across both groups of target productions. Increased errors for both groups on LIPC target words may indicate a motor component to accuracy of speech production. / text

Dosage has been identified as important element of intervention that has the potential to affect intervention efficacy. The purpose of this study was to examine the role of dose schedule for treatment of grammatical morphology deficits in children with Specific Language Impairment (SLI). Sixteen 4-5 year old children with SLI participated in a 6-week intervention program during which children received equivalent daily Enhanced Conversational Recast treatment targeting grammatical morpheme errors. Half of the children received treatment in one 30-minute session (massed condition). The other half received treatment in three 10-minutes sessions (spaced condition) over a 3-hour period. Progress was assessed three times weekly by probing a child’s use of his/her treatment morpheme and untreated morpheme (a maturational control) in untreated contexts. Pre-to-post treatment morpheme usage differed significantly for children regardless of dosage condition, demonstrating overall treatment efficacy. There were no differences in treatment effects for the massed and spaced conditions. In addition, nonverbal IQ and receptive vocabulary test scores correlated with treatment effect sizes. The study adds to evidence that Enhanced Conversational Recast can produce positive results, in a relatively short period of time, for children with specific language impairment. Moreover, it appears that clinicians may have some flexibility in terms of the dose schedule they employ to deliver this treatment in an evidence-based manner.

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The number of children with complex medical needs has risen in recent years, due to the increase in medical technology and subsequent increased survival rate of premature infants. This has led to an increasing number of children with complex neurological conditions, such as Cerebral Palsy, being seen by speech-language therapists to address their complex feeding and communication needs in schools (Arvedson 2008). Surface electromyography (sEMG) has been successfully used as a tool to facilitate therapy in adult dysphagia rehabilitation (Huckabee & Cannito 1999), and has been used in studies of dysarthric speech in children with Cerebral Palsy (Marchant, Mc Auliffe & Huckabee 2007). This case series report examines the effect of oral motor control therapy with sEMG biofeedback to increase motor control and inhibit increased muscle tone. Three participants aged 6, 16, and 18 were selected from the population of Kimi Ora Special School. Each of the three participants were offered sixty, twice daily treatment sessions of 30 minutes each focusing on active relaxation, and reducing duration of return to reset after recruitment of the masseter and submental muscles using sEMG biofeedback. After each session each participant was fed a prescribed amount of thin fluid and a range of food textures to encourage generalization of increased control of the submental and masseter muscles during eating and drinking. One participant was withdrawn after 42 sessions, and two participants completed all 60 sessions. Results showed variable improvement in feeding skills, with a notable improvement in anterior food loss. All participants were able to participate fully in the treatment and made significant gains in their ability to control their muscles during treatment sessions which was reflected in the reduction of sEMG amplitudes. This study demonstrated that oral motor control therapy with sEMG is a viable treatment tool, which warrants further larger scale research into its effectiveness.

Primary objective. The goals of this project were to review the current literature regarding the role of the speech-language pathologist (SLP) in concussion management and to conduct a survey of SLPs with experience in concussion care to determine their current practices and perspectives. Design and methods. An online survey consisting of 41 questions was emailed to SLPs throughout the U.S. and Canada. Responses were anonymously collected from 60 SLPs, and the responses were analyzed. Results and conclusions. Results showed that SLPs who work in concussion care are generally knowledgeable and confident despite how recently concussion has become part of SLP practice. There has been improvement in the types of assessment tools used in concussion cases, but there is a need for more sensitive instruments. Findings point to the need for increased availability of concussion training for SLPs and the need for continued research into current clinical practices.

Orientadores: Ivone Panhoca, Maria de Lurdes Zanolli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-07T03:32:00Z (GMT). No. of bitstreams: 1 Zia_Juliana_M.pdf: 453743 bytes, checksum: a3f9df2fe00b38841f34460513f326d4 (MD5) Previous issue date: 2006 / Resumo: Linguagem, aqui, é a esfera simbólica que "sustenta" e torna possível o exercício da vida em sociedade, possibilitando a estruturação das relações sociais, desta forma, a linguagem é o que faz dos indivíduos ¿seres sociais¿. E o gesto, nesta concepção teórica, é compreendido como uma esfera simbólica, como unidade sígnica, que participa das relações sócio-interativas humanas, fazendo parte do processo maior de construção do conhecimento. O objetivo geral deste trabalho foi analisar a gestualidade de uma criança com atraso de linguagem nas relações interativo-lingüísticas no contexto da terapia fonoaudiológica em grupo. Trata-se de um estudo de caso de observação participante, realizado por meio do método qualitativo, utilizando-se como diretriz teórico-metodológica os pressupostos da abordagem histórico-cultural. O estudo enfocou uma das cinco crianças que formavam um grupo terapêutico fonoaudiológico, todos do sexo masculino, com hipótese diagnóstica de atraso de linguagem, na faixa etária de 5 a 8 anos de idade. As cinco crianças foram trabalhadas em grupo durante oito meses, em sessões semanais de uma hora e meia de duração, totalizando 23 sessões terapêuticas. O material coletado foi composto de aproximadamente 34 horas de vídeo-tapes e 500 páginas de transcrições, além dos relatórios semanais das sessões. A análise de dados foi realizada por meio da análise microgenética. Este tipo de interpretação de dados é realizado por meio da análise detalhada dos recortes que refletem ações, fatos e processos dos episódios interativos ocorridos em um determinado contexto, representados aqui, na terapia fonoaudiológica em grupo. O objeto de estudo eleito foi o desenvolvimento da língua(gem), entendido como um processo dinâmico na relação do sujeito com ela, ou seja, a ¿língua em atividade¿. Esta forma de tratar os dados permite uma análise mais completa e detalhada dos processos de desenvolvimento. Adotou-se, portanto, uma posição desenvolvimental. Através da análise qualitativa dos dados, observou-se o que a interpretação e atribuição de sentidos aos gestos produzidos pela criança, por parte dos outros membros do grupo, viabilizaram sua inserção no grupo terapêutico, possibilitando que ela fosse interpretada e conseguisse interpretar, constituindo-se, assim, como sujeito daquele grupo. Concluiu-se que o fato de o gesto ser acolhido / significado naquele determinado contexto lingüístico-interativo favoreceu a (re) construção da linguagem da criança e, acima de tudo, a (re) construção da sua identidade / Abstract: Language, in this case, is the symbolic sphere that ¿sustains¿ and makes possible the exercise of life in society, providing structure in social relationships. Therefore, language is what makes individuals ¿social beings¿. And gesture, in this theoretical conception, is comprehended as a symbolic sphere, as a signal unit, that participates in human social-interactive relationships, as well as in the major process of knowledge building. The general objective of this work was to analyze gestures of a child with language delay in interactive-linguistic relationships under the context of group phonoaudiologicall therapy. This is a case study of participant observation, performed by means of the qualitative method, utilizing presuppositions as the theoretical-methodological guideline of the historical-cultural approach. The study focused on one of the five children who completed a phonoaudiological therapeutic group, all of them being males, with diagnostic hypothesis of language delay, in the age group between 5 and 8 years old. The five children were studied in group during eight months, in week sessions of one and a half hours of duration, totalizing 23 therapeutic sessions. The collected material was compounded of nearly 34 hours of videotapes and 500 pages of transcriptions, in addition to week reports of the sessions. The data analysis was performed by means of the microgenetic analysis. This kind of data interpretation is accomplished through the detailed analysis of cuttings that reflects actions, facts and processes of interactive episodes occurred in a certain context, represented in this case by the group phonoaudiological therapy. The selected object of study was the development of the language, understood as a dynamic process in its relationship with the subject, i.e. the ¿language in activity¿. This form of treating the data allows a more whole and detailed analysis of development processes. Therefore, a developmental position was adopted. Through the data qualitative analysis, it was observed that the interpretation and attribution of feelings to gestures produced by the child, through other members of the group, viabilized their insertion in the therapeutic group, allowing that they were interpreted and able to interpret, constituting this way as the subject of that group. The conclusion is that the fact of the gesture being received / signified in that determined linguistic-interactive context favored the (re) building of the child¿s language and, above all, the (re) building of their identity / Mestrado / Saude da Criança e do Adolescente / Mestre em Saude da Criança e do Adolescente