Thesis (M. Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 41-45).

This study has been designed to discover how the development of an integrating personality is influenced by defective speech; to ascertain whether or not personal growth is promoted by the correction of said defects, and to discover therapeutic measures if such are warranted.

Please read the abstract in the section, 00front, of this document / Dissertation (MA (AAC))--University of Pretoria, 2007. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

Please read the abstract in the section 00front of this document / Dissertation (MA (AAC))--University of Pretoria, 2007. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

published_or_final_version / Speech and Hearing Sciences / Master / Master of Science in Audiology

Diss. Stockholm : Stockholms universitet, 2008.

The purpose of this study was to determine what language and behavior changes occur when parents are included in a curriculum that provides intervention for children with language delays and behavior and social delays. This project was a collaborative effort between the Early Intervention Special Education Program for three-five year old children in the school distrtict, and the County of Riverside, Department of Mental Health Services.

Speech is the most common and the most fundamental tool used for communication. It has done more for man's progress than any other single factor. Yet this high development of man has been relatively ignored, and for generations speech instruction has been partially neglected in the elementary schools. / "Presented to the Faculty of the School of Education Florida State University." / "In Partial Fulfillment of the Requirements for the Degree of Master of Arts in Education." / "July, 1949." / Advisor: Dr. Robert C. Moon, Major Professor. / Typescript. / Added title page: A two year study of speech instruction of a group of children in Jackson Heights School, Tampa, Florida. / Includes bibliographical references.

Healthcare professionals such as speech and language therapists are expected to change their practice throughout their career. However, from a practice perspective, there is a lack of knowledge around what practice change is, what it really takes, and why there are different trajectories. Consequently, therapists, managers and commissioners lack empirical evidence on which to base decisions about enabling practice change. In addition, intervention researchers lack basic sociological research around implementation that could inform their research designs, reporting and impact. This case-based sociological inquiry, underpinned by critical realist assumptions, was designed to address this knowledge gap. It includes a two-stage qualitative synthesis of 53 (then 16) studies where speech and language therapists explained the work of their practice in depth, and a primary qualitative study focused on one professional jurisdiction, children with speech sound difficulties (SSD). Forty two speech and language therapists from three NHS areas and independent practice in Scotland participated in individual interviews or self-organised pairs or focus groups to discuss in depth how and why they had changed their practice with these children. A variety of comparative methods were used to detail, understand and explain this particular aspect of the social world. The resulting theory of SSD practice change comprises six configured cases of practice change (Transforming; Redistributing; Venturing; Personalising; Delegating; Refining) emerging from an evolving and modifiable practice context. The work that had happened across four key aspects of this context (Intervention; Candidacy; Caseload; Service) explained what made each case possible, and how practice had come to be one way rather than another. Among its practical applications, the theory could help services plan more realistic practice change. In addition, the inductively developed layered model of SSD intervention change has the potential to contribute to speech and language therapy education as well as methodological discussions around complex interventions.