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The effects of milieu teaching procedures on the spoken language skills of children with autism /Kim, Ui-jung, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 162-178). Available also in a digital version from Dissertation Abstracts.
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Central auditory impairment in children with nonsyndromic cleft lip and/or palateYang, Feng, Frank., 杨峰. January 2011 (has links)
Auditory impairment in patients with craniofacial clefts has been well studied for
decades. However, most previous research has only focused on middle ear disorders
and related auditory consequences in this group. Studies of higher level auditory
status and central auditory processing abilities of this group—particularly in
children—have been unsystematic and have significant limitations, while the
potentially negative impact of central auditory impairment on children should not be
ignored. One important area which needs further research is the status of the central
auditory nervous system (CANS) in children with non-syndromic cleft lip and/or palate (NSCLP). In order to objectively investigate possible central auditory
impairment in children with NSCLP, the present research programme was initiated.
Firstly, two major studies aimed to provide anatomical structural analysis and
functional evaluation of the auditory structures of CANS in a group of infants with
NSCLP, and compare the results to those of normal controls (Studies 1 and 2).
Secondly, a pilot study (Study 3) was conducted to provide preliminary data and
suggest methodology to support a major, future research programme to
comprehensively investigate central auditory processing abilities in children with
NSCLP.
A multi-disciplinary approach that included brain magnetic resonance image
(MRI) scanning, auditory evoked potentials (AEP) recording, and a central
behavioural auditory test battery assessment protocol, was applied in the present
research programme. Based on the results of the studies and data analysis, it was
concluded that: (1) Structural abnormalities of CANS in infants with NSCLP may be
primarily located in the left cerebral hemisphere and cortical abnormalities were more
marked compared with those in other subcortical locations. The development and
maturation of the auditory cortex in infants with NSCLP may be abnormal, compared
with that in normal children; (2) Infants with NSCLP might have normal auditory
sensory function at brain stem and subcortical levels, yet this group may have
significant impaired auditory discriminatory function at cortical level; (3) Children with NSCLP may show normal auditory processing abilities in a quiet listening
environment. However, they may be more vulnerable to background noise and have
impaired auditory processing abilities in areas such as monaural low redundancy and
temporal resolution ability.
In summary, combining the results of MRI, AEP and behavioural measurements
in the present research programme, it is suggested that children with NSCLP are at
potential risk of both structural abnormalities and functional disorders of the CANS,
particularly at auditory cortical level. In addition, this group might also be at risk of
auditory processing impairments to some degree, particularly in noisy environments.
The present research programme has made a contribution to our understanding of the
central auditory status of children with NSCLP, which was not systematically
investigated in previous studies, and provided information on which to base further
research. The research findings should draw the attention of researchers and clinicians
to improving auditory assessment and intervention for patients with craniofacial cleft
disorders. Further efforts in this field in the long-term may help to develop a more
sophisticated audiological evaluation and intervention approach for this population. / published_or_final_version / Speech and Hearing Sciences / Doctoral / Doctor of Philosophy
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Effects of a gluten-free diet on the speech and language of autistic children /Ogden, Melanie C., January 1900 (has links)
Thesis (M.S.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 23-28). Also available online.
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Teachers' attitudes towards children with LNFS using two AAC devicesDada, Shakila. January 1999 (has links)
Thesis (M.(Augmentative and Alternative Communication)), Universiteit van Pretoria, 1999. / Includes bibliographical references.
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An analysis of the frame-content theory in babble of nine-month-old babies with cleft lip and palateStout, Gwendolyn H. January 2007 (has links)
Thesis (M.S.)--University of Wyoming, 2007. / Title from PDF title page (viewed on June 11, 2009). Includes bibliographical references (p. 44-51).
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Automated grammatical tagging of language samples from children with and without language impairment /Millet, Deborah, January 2001 (has links) (PDF)
Thesis (M.S.)--Brigham Young University. Dept. of Audiology and Speech-Language Pathology, 2000. / Includes bibliographical references (p. 33-36).
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Brain and behavior in children with phonological delays phonological, lexical, and sensory system interactions /Cummings, Alycia Erin. January 2009 (has links)
Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2009. / Title from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 244-259).
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The application of visual phonics and phonological awareness interventions to address emergent literacy development in speech-language impaired preschoolers /Gergits, Elizabeth K., January 2010 (has links) (PDF)
Thesis (M.S.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 61-70).
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An Evaluation of two computer-based training software programs designed to develop the language and listening skills of studentsWilliams, Kristin K. January 2004 (has links)
Thesis (M.Ed.)--Kutztown University of Pennsylvania, 2004. / Source: Masters Abstracts International, Volume: 45-06, page: 2812. Typescript. Abstract precedes thesis as 1 preliminary leaf ( iii ). Includes bibliographical references (leaves 48-50 ).
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Effects of Speech Cues on Acoustics and Intelligibility of Korean-speaking Children with DysarthriaChang, Young Hwa Michelle January 2021 (has links)
The motor speech disorder of dysarthria is present in a substantial number of children with cerebral palsy (CP), leading to speech intelligibility deficits, which may negatively affect the children’s communication and quality of life. Few studies to date have examined strategies for increasing intelligibility in children with dysarthria, and most have focused on English speakers. Thus, questions regarding the effects of speech cueing strategies in speakers of other languages are under-explored. The purpose of this study was to determine if (Korean translations of) two cues, “speak with your big mouth,” targeting greater articulatory excursion, and “speak with your strong voice,” targeting greater vocal intensity, would elicit changes in speech acoustics and intelligibility in Korean-speaking children with dysarthria secondary to CP.
Fifteen Korean-speaking children with dysarthria repeated word- and sentence-level stimuli in habitual, big mouth, and strong voice conditions. Intelligibility was assessed through the ease-of-understanding (EoU) ratings and percentage of words correctly transcribed (PWC) by 90 blinded listeners. Results indicated significantly greater vocal intensity and greater utterance duration in the cued conditions, demonstrating the children’s ability to vary their speech styles in response to the two cues. Furthermore, word-level EoU gains following both cues and sentence-level EoU gains following the strong voice cue suggest potential intelligibility benefits of the cues in this population. Gains in PWC were not statistically significant, and considerable variability in the children’s responses to the cues was noted overall. These findings contribute to the limited knowledge base for speech-language pathologists working with Korean speaking children. The variability in responses points to the importance of assessing each child’s stimulability to cues aimed to enhance intelligibility. Further clinical and theoretical considerations, including cross-linguistic implications, are discussed.
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