No description available.

<p> Challenges to the diagnostic accuracy of standardized tests of language can make the utility of these measures on their own, problematic. Consequently, this research program uses tools of conversational analysis to study the speech of preschoolers and young adults.</p> <p> In the first of three studies we examine, from a purely data-driven approach, how conversational measures relate to one another and compare with WPPSI-III expressive and receptive vocabulary scores in assessing preschoolers' language. Mean length of utterance (MLU) was found to be the only conversation measure strongly related to WPPSI-III language scores. However, other conversation measures constituted reasonably stable factors that may have utility for children's language assessment.</p> <p> The second study uses the same sample of children to investigate what features of language best predict behavioural and emotional problems and whether conversation measures provide better prediction of these symptoms than standardized scores. Results indicated that conversation measures of language significantly improved prediction of Child Behavior Checklist (CBCL C-TRF) DSM-oriented and syndrome scales beyond that accounted for by WPPSI GLC scores.</p> <p> Finally, the third study uses conversational analysis to study the role of disfluencies in the speech of young adults with and without autism spectrum disorders (ASDs) to determine whether these features of speech serve listener or speaker-oriented functions. Individuals with ASD were observed to produce fewer filled pause words (ums and uhs) and revisions than controls, but more silent pauses. Filled-pause words, therefore, appear to be listener-oriented features of speech.</p> <p> Taken together, findings of this program of research highlight the importance of using conversational analysis as an alternative or in addition to standardized tests of language as well as inform what specific measures of language are best suited for this purpose.</p> / Thesis / Doctor of Philosophy (PhD)

No description available.

No description available.

This dissertation explored new ways of evaluating outcomes for preschoolers with communication disorders. It identified a need to evaluate outcomes as they relate to a child’s communicative participation and provided initial models for doing this. Chapter 1 provides the context for the dissertation, discussing the theoretical framework used, the literature on communicative participation outcomes, and Ontario’s Preschool Speech and Language Program (PSLP) and its program evaluation project (the setting for the studies presented in Chapters 4 & 5). Chapter 2 is a scoping review of the literature exploring the ways in which outcomes for preschoolers with communication disorders have been evaluated. It identifies a gap in the literature related to participation-based outcomes, and thus the need for the work presented in Chapters 4 and 5. Chapter 3 presents further evidence of both construct and predictive validity of the Communication Function Classification System (CFCS), the classification tool used for PSLP program evaluation. This tool was previously validated for use with children with Cerebral Palsy, and this study provides evidence of its validity with other groups of children. Chapter 4 explored communicative participation outcomes for preschoolers accessing PSLP services by developing growth curves that predict development of preschoolers’ communicative participation skills. The models provide a first look at the growth of those skills, and show that all children make meaningful change regardless of their communicative function. Chapter 5 added meaningful predictor variables (based on available data) to the previously defined growth curves (Chapter 4) and identified both demographic and intervention-specific variables that were predictive of growth. Predictors varied by level of communicative function, a new insight in the field. This work has clinical implications both within and beyond the PSLP. Chapter 6 discusses the clinical and research implications of this dissertation work as well as ideas for future directions of my research. / Thesis / Doctor of Philosophy (PhD) / The work presented in this dissertation explored participation-based outcomes for preschoolers with communication disorders. First, by completing a scoping review, I identified the need to explore participation-based outcomes for preschoolers with communication disorders. Participation-based outcomes are important and meaningful for families, but are not typically used in speech-language research or practice. I next modelled the development of communicative participation skills (how a child uses his/her communication to engage) for preschoolers with speech and language delays who were accessing services in Ontario’s Preschool Speech and Language Program (PSLP). Following this I identified both demographic and intervention-based predictors of that communicative ‘growth’. Development was modelled separately for children in five levels of communicative function using a reliable classification tool that I validated for use with this general community-based population. This work addresses a major gap in the speech-language literature and has important implications for clinicians, administrators and policy makers in the PSLP and beyond.

Thesis (M Speech Path)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This study investigated the effect of two shared-reading intervention programmes on the narratives of 87 Afrikaans-speaking Grade R learners from low income families. Intervention Programme I involved an interactive style where participants were encouraged to engage spontaneously in conversations about the characters’ intentions and goals, to make inferences and to ask questions. Intervention Programme II focused on observable entities and the content of the storybooks. Participants’ narratives were compared before and after intervention in terms of productivity, content and structure. Results indicated that (i) both methods of shared-reading improved the participants’ narratives in terms of productivity, number of different words, and the efficiency of references; (ii) only Intervention Programme I improved the participants’ narratives in terms of the percentage meta-verbs, number of key elements and Goal-Attempt-Outcome sequences included. Clinical implications and recommendations for future research are discussed. / AFRIKAANSE OPSOMMING: Hierdie studie het die effek van twee gedeelde-leesintervensieprogramme op die narratiewe van 87 Afrikaanssprekende Graad R-leerders vanuit lae-inkomstegesinne ondersoek. Intervensieprogram I het ‘n interaktiewe styl behels, waartydens deelnemers aangemoedig is om spontaan aan gesprekke deel te neem oor die karakters se motiverings en doelwitte, afleidings oor die stories te maak en vrae te vra. Intervensieprogram II het op die waarneembare feite en inhoud van die storieboeke gefokus. Deelnemers se narratiewe is voor en na afloop van die intervensie ten opsigte van produktiwiteit, inhoud en struktuur vergelyk. Resultate het aangedui dat (i) beide metodes van gedeelde-lees die deelnemers se narratiewe ten opsigte van produktiwiteit, totale aantal verskillende woorde, en doeltreffendheid van verwysings verbeter het; (ii) slegs Intervensieprogram I daarin geslaag het om deelnemers se insluiting van die persentasie meta-werkwoorde, aantal sleutelelemente en Doel-Poging-Uitkomsreekse in hul narratiewe te verbeter. Kliniese implikasies en aanbevelings vir toekomstige navorsing word bespreek.

Thesis (M Speech Path)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This study investigated: (1) the effect of two visual modalities (wordless picture book and animated video) on the narratives of typically developing 9 year old children, and (2) the effect of dynamic assessment on the quality of narratives in both visual modalities. Twenty nine typically developing children between the ages of 8 years 5 months, and 9 years 4 months were selected from a higher socio-economic population. Participants were exposed to a wordless picture book and an animated video. Participants’ narrative performance was measured in terms of micro- and macro-structure variables in each visual modality, and before and after dynamic assessment in each visual modality. Micro-structure variables included productivity (total number of words, total number of T-units), syntactic complexity (mean length of T-unit) and lexical diversity measures (total number of different words). Macrostructure variables included goal-attempt-outcome (GAO) sequences, and inclusion of GAO elements (goal, attempt or outcome). Results indicated that: (i) both visual modalities elicited narratives of similar quality in terms of micro- and macro-structure variables, and (ii) participants’ narratives improved after dynamic assessment. / AFRIKAANSE OPSOMMING: Hierdie studie het (1) die effek van twee visuele modaleite (‘n woordlose prentboek en animasie video) op die narratiewe van tipiese ontwikkelende 9 jarige kinders bestudeer, asook (2) die effek van dinamiese assessering op die kwaliteit van narratiewe in beide visuele modaliteite. Nege-en-twintig tipiese ontwikkelende kinders tussen die ouderdom van 8 jaar 5 maande, en 9 jaar 4 maande is vanuit ‘n hoër sosio-ekonomiese populasie geselekteer. Deelnemers is blootgestel aan ‘n woordlose prentboek en ‘n animasie video. Deelnemers se narratiefvaardighede ten opsigte van mikro- and makro-struktuur veranderlikes in elke visuele modaliteit, asook voor en na dinamiese assessering in elke visuele modaliteit is gemeet. Mikro-struktuur veranderlikes het gefokus op produktiwiteit (totale aantal woorde, totale aantal Teenhede), sintaktiese kompleksiteit (gemiddelde lengte van T-eenheid) and leksikale diversiteit (totale aantal verskillende woorde). Makro-struktuur veranderlikes het gefokus op doelwit-poging-uitkoms (DPU) strukture, en die insluiting van DPU elemente (doelwit, poging of uitkoms). Die resultate het aangedui dat: (i) beide visuele modaliteite narratiewe van soortgelyke kwaliteit in terme van mikro- en makro-sruktuur veranderlikes ontlok het, en (ii) dat deelnemers se narratiewe verbeter het na dinamiese assessering.

Book Summary: This clinical reference provides an in-depth look at the tests and measurements used by speech-language pathologists for patient assessment. Rather than being merely a compendium of common tests, this text includes the theoretical framework behind each type of assessment as well as procedural and referential information. Topics covered include differential diagnosis of communication disorders, scoring conventions of different test instruments, and language assessment instruments for both children and adults.

Book Summary: This book links research to clinical practice with studies of parents' perceptions of their involvement in their child's intervention, and their relationship with the SLP being used to inform clinicians of the most effective ways of interacting with and involving parents in SLP intervention. A series of chapters covering the evidence base of effectiveness of parent and family involvement in different areas of SLP clinical practice also inform readers of what methods of parental involvement have been proven to increase child and family outcomes. Sections on practical tips for involving families and individual case studies facilitate the readers' knowledge of how to use family-friendly principles in practice.

Define the SLP role with patients commonly seen in primary care Duplicate SLP knowledge to help in primary care Evaluate the role of the SLP as part of the multidisciplinary team