Much advice has been published in the last 40 years that has attempted to aid speech-language pathologists in choosing language assessment tools (e.g., Danwitz, 1981 & Darley, 1979 ). Questions have arisen about what tests are actually being used in public schools and the reasons for those tests being used over other tests. The data bank of information is minimal in this area as only one study has appeared in the literature in which Wilson, Blackmon, Hall, & Elcholtz, (1991), conducted a State survey of currently used language assessment instruments. The primary research question to be answered was: What methods of language assessment are being used in Oregon? Secondary questions to be answered were: (a) What factors influence the selection and use of the chosen procedures?, (b) What are the dates of development of the tests used most frequently, (c) By what means do the public school clinicians keep themselves current with new trends and information in the field? There were 567 questionnaires mailed out to Oregon Speech-Language Pathologists who worked in the public school setting and served children 4-9 years of age. Of the 297 respondees, only 4 reported not using any formal instruments for language assessment. Results show 9 main standardized tests were used for measuring expressive language by the majority of the respondents. Listed in order of frequency of use, they are: TOLD, EOWPVT, WORD test, CELF, LPT, SPELT, ASSET, TOPS, and the PLS. For receptive language, also in order of frequency of use, the 1 O main tests were as follows: PPVT, TOLD, CELF, TACL, ASSET, BOEHM, PLS, ROWPVT, BRACKEN, and the LPT. Factors that influenced the selection and use of specific tests included: personal experience; ease of administration; time restraints; budgets and availability of tests and district protocols for assessments. Dates of publication, new and revisions, for both the expressive and receptive tests used ranged from 1983 - 1990. At the time of this survey, the main ways that clinicians were keeping themselves current for new tests on the market were word of mouth from associates, inservices on new tests, and reading new information in journals.

A descriptive survey with 19 Speech-Language Therapists from public health and four from private health was used to obtain an overview of Speech-Language Therapy services for children with cleft lip and/or palate from birth to three years in the KwaZulu-Natal Health Sector. Results are presented for public health, as none of the four private based respondents worked with cleft lip and/or palate from birth to three years. The number of Speech-Language Therapists (9) working with cleft lip and/or palate (0-3 years) in KwaZulu-Natal appears not to have changed significantly over the past two to three years, similar to the incidence of cleft lip and/or palate births. Reasons for Speech-Language Therapists not working with this population included poor referrals and caseloads comprising of clients older than three years. A team approach to cleft care appears challenging but showing development. There are currently four institutions where professionals function as multidisciplinary teams, consisting mainly of Speech-Language Therapists, doctors and nurses. Speech-Language Therapists’ assessments include case history taking, oral peripheral examination, observational feeding assessment and speech-language assessment. Most therapists are consulted within a few days of the birth, which is consistent with international guidelines. Audiological assessment and assessment of resonance were mentioned by a minority of participants. Feeding devices for cleft lip and/or palate are not always available immediately, and hence appears contradictory to the National Rehabilitation Policy. Recommendations include undertaking similar research in other provinces, so as to build a nationwide overview of services for South African children with cleft lip and/or palate. / Thesis (M.Sc.)-University of KwaZulu-Natal, Westville, 2011.

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.

No description available.

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.