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Making Phonology Functional: Assessment and Intervention in Clinical SettingsWilliams, A. Lynn 01 January 2000 (has links)
No description available.
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A Phonological Approach to Assessment and InterventionWilliams, A. Lynn 01 January 1998 (has links)
No description available.
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Children with Neonatal Abstinence Syndrome at 15 months of age: Preliminary small sample findingsBailey, B., Click, I., Proctor-Williams, Kerry 01 February 2017 (has links)
No description available.
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The Narrative Skills of Children with Specific Language Impairment and Typical LanguagePhillips, Julie, Adams, Courtney, Morgan, Kelli, Rehm, Emilee, Stampler, Brianna, Proctor-Williams, Kerry 12 April 2017 (has links)
Purpose. The purpose of this research project was to compare the narrative content organization (macrostructure) of young children with specific language impairment (SLI) and those with typical language development (TL). While it is well-known that young children with SLI display poorer use of grammar (microstructure) than their TL language similar peers (Leaonard, 2014; Rice et al., 1998) less is known about their use of macrostructure. Thus, the research question was: What are the narrative skills of children with SLI as compared to their language similar peers with development TL? Based on research with older children (Gillam et al., 2016), it was hypothesized that children with SLI will have poorer narrative macrostructure of narratives than those with TL. Method. The experiment compared 6 children with SLI (mean age: 5 years, 2 months) and 8 language similar children with TL (mean age: 4 years, 8 months). Language equivalency was determined based on administration of the Clinical Evaluation of Language Fundamentals-Preschool-2 and the Rice/Wexler Test of Early Grammatical Impairment. As well, all the participants passed a hearing screening and performed in the average range on the Preschool Test of Nonverbal Intelligence. Researchers read two books, Gossie and Gossie & Gertie (Dunrea, 2002, 2002) to each child. After reading each book, the child retold the story while looking through the pictures as a guide, yielding 12 SLI samples and 16 TL samples. The stories were audio-recorded and transcribed using a consensus method of reliability. Researchers then coded the stories for presence and quality of the following components: Character, Setting, Initiating Event, Internal Response, Plan, Action/Attempt, and Consequence. Once coded, the components were then scored on a 3-point scale using Gillam et al. (2012) narrative development progressmonitoring tool. Results and Conclusions. First, outcomes of the two stories were compared using an ANOVA design with Story Components and Story as within group factors. Because Gossie & Gertie had one more character than Gertie, it naturally scored significantly higher on Characters. Otherwise, the stories did not reliably differ and were combined for further analysis. Next a mixed model ANOVA design with Story Components as a within group factor and Group as a between group faction was conducted. The results indicated no statistically significant main effects or interactions. The findings did not support the hypothesis, suggesting that the narrative skills of children with SLI are equivalent to their language similar peers with TL. It may be as children get older and their narratives become more complex, children with SLI begin to fall further behind yielding the differences reported in the literature. This project prompts future questions about narrative macrostructure skills of young age-matched children with SLI and TL and use of macrostructure skills in more complex stories.
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Students’ Attitudes and Perceptions toward Interprofessional EducationForeman, Rabia, Harris, Lacey, McGuire, Kathryn, Proctor-Williams, Kerry, Baker, Katie 20 November 2014 (has links)
Three scales were administered to measure attitudes of graduate students in health professions prior to their participation in an interprofessional education (IPE) pilot program. Overall, results indicated that students’ attitudes toward IPE were generally positive, but there is room for improvement. Additionally, medical students’ attitudes differed from the other disciplines.
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Faculty Attitudes & Perceptions Toward Interprofessional EducationMusick, J., Forrester, A., Green, L., Jones, R., Proctor-Williams, Kerry, Baker, Katie 14 November 2013 (has links)
No description available.
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Neurodevelopmental Outcomes for Infants with Neonatal Abstinence Syndrome: Implications for Speech-Language Pathologists and AudiologistsProctor-Williams, Kerry 04 October 2013 (has links)
No description available.
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CAPS: Implications for Collaboration Between Teachers and Speech-language Therapists Working in SchoolsWium, Anna-Marie, Louw, Brenda 01 January 2015 (has links)
This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners’ perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described.
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Updates in Treating Speech Disorders in ChildrenWilliams, A. Lynn 01 January 2007 (has links)
No description available.
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From Assessment to Intervention: A Systemic Phonological ApproachWilliams, A. Lynn 01 January 1997 (has links)
No description available.
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