The purpose of this study was to teach 3 children vocal imitation and to compare dev words and random words. A multiple baseline design was implemented across three participants two with an expressive and receptive language delay and one with Autism where the participants were taught to vocally imitate several sounds using the PEAK Relational Training curriculum. The sounds were divided into 2 groups: first set composed of age appropriate sound in sequential order of suggested acquisition and the second set were random but age appropriate sounds. Trial blocks began with the child being asked to imitate a sound from their specific sound set. If the child correctly imitated the sound, child was given their chosen reinforcement (bubbles, surprise eggs or a book). After a trial block of 5 imitation requests, the child is given 5 minutes of free play where the child is able to pick an activity around their home. The results of the study show that children with a language disorders and Autism Spectrum Disorder increased the correct number of sound imitations during the PEAK Relational Training System – Direct Training module. Given both sets of sounds, the age appropriate sound sequence emerged first. Two participants showed an increasing trend at a high level during intervention. The third participant showed an increasing trend but at a low level.

Includes abstract. Includes bibliographical references (leaves 100-112).

Bibliography: leaves 99-104. / This study determines the presence of developmental limb apraxia in deaf signing children and in an oral hearing-impaired child who presents with oral apraxia. The VICON 370 Motion Analysis System was adapted to objecitvely assess the presence of this disorder and to illustrate differences in patterns of movement between the experimental and control subjects.The execution of motor performance of praxic functioning was analysed on a continuum of complexity across signs, gestures and meaningless movement sequence. Qualitative measures of kinematic abnormalities, spatial parapraxias, temporal qualities, quantitative elbow joint angles, resultant tractories of elbow position and wrist joint centre were obtained.

Includes bibliographical references (leaves 97-111).

Includes bibliographical references (leaves185-195).

Includes bibliographical references (leaves 188-203).

Background: The paediatric population with HIV is at higher risk for feeding and swallowing difficulties (FSD) than the general paediatric population, which may contribute to increased morbidity and mortality. Consequences of dysphagia may include insufficient nutritional intake leading to growth faltering, decreased quality of life, and risk of aspiration which may cause respiratory complications and permanent lung damage. Currently, no validated screening measures exist for the identification of FSD in infants and children with HIV/AIDS. Early identification and appropriate management of dysphagia is essential to prevent further complications and negative health outcomes. Research Aims: To determine the validity and reliability of a caregiver questionnaire as a FSD screening tool in infants and children with HIV/AIDS. As a sub-aim, the nature of FSD and the relationship between FSD and other factors, such as age, lower respiratory tract infection, undernutrition and HIV-related factors were also described. Method: A prospective, descriptive clinimetric research design was utilised. Three experts in the field of paediatric FSD were consulted to determine face and content validity of the tool. Key informant interviews were conducted with 15 caregivers of children with HIV, to determine the linguistic appropriates of the tool. Sixty-six participants with HIV/AIDS under the age of 13 years were recruited from the Infectious Diseases Clinic at Red Cross War Memorial Children's Hospital. The screening tool and a comprehensive feeding and swallowing evaluation were conducted with all participants. Additional medical information, such as HIV data, anthropometry information and history of respiratory illness were recorded. Results: The screening tool - the Feeding and Swallowing Questionnaire - was found to have face and content validity. Criterion validity was established with sensitivity of 92% and specificity of 59%. The tool has high internal consistency (Cronbach's alpha = 0.78) and excellent inter-rater reliability (100% agreement). Twenty-five (38%; N=66) participants presented with FSD. Difficulties were noted in all phases of swallowing, as well as behavioural feeding difficulties and delays in reaching age-appropriate feeding and swallowing milestones. FSD were significantly inversely associated with age (p =.008) and length of time on antiretroviral therapy (p =.014) i.e. younger children and children on ART for a short period of time were most likely to have FSD. Conclusions: The results confirm that the Feeding and Swallowing Questionnaire is a reliable and valid tool for the identification of FSD in infants and children with HIV. This tool identifies children likely to have FSD, thereby indicating referral for comprehensive assessment of feeding and swallowing, as well as the necessary management of any FSD. The results highlight the multifaceted nature of FSD in this population. Early identification of FSD may not only benefit the child, but may decrease the associated social and economic burden of frequent hospitalisation related to FSD.

Includes abstract. Includes bibliographical references.

Includes bibliographical references. / This study aimed to describe the typical development of speech in first language Setswana speaking children. Thirty-six children, aged 3;0 – 6;0 years, attending preschools in Hebron in the North-West Province of South Africa, participated in the study. The objectives of the study were documenting the children’s ability to produce consonants and vowels, different syllable structures, as well as the nature of phonological processes occurring at various ages. The study followed a cross-sectional design with six children grouped into each six month age band. Due to the preliminary and exploratory nature of the project, an assessment tool was developed and used to document speech development in Setswana-speaking children. This was done as none is currently available. Words and pictures selected for this assessment tool were culturally and linguistically appropriate for the study population, and an expert panel was used to ensure this. Assessments were transcribed online by a first language Setswana speaker using the IPA convention and were audio-recorded and re-transcribed by the same Setswana speaker to ensure reliability. Findings of this study indicate that the majority of Setswana consonants are acquired by 3;0 years. The rounded alveolar trill /rw/ is among the phonemes which continue to develop after 6;0 years, particularly in the penultimate syllable. Phonological processes found in the speech of younger children mainly occur in multisyllabic words and include deletion of marked and unmarked syllables, gliding of liquids, assimilation, as well as the simplification of -Cw- digraphs and words with five syllables. Older children (5;6 – 5;11 years) present with fewer phonological processes than the younger group of children (3;0 – 5;5 years). Findings of the study are discussed in relation to normative data from other languages, and in particular to those belonging to the same language group such as Sesotho. Knowledge of Setswana speech development will better equip Speech-Language Therapists working in Southern Africa to assess and manage speech difficulties in Setswana-speaking children. Future research may focus on developing a standardised Setswana speech assessment tool. The results contribute to an increasing body of locally relevant information about the typical development of children’s speech.

Background: Zulu, one of the eleven official languages in South Africa, is the most spoken language in the country. However, research on children's phonological development in Zulu is minimal. To date there are no published Zulu speech assessments and associated normative data that speech-language pathologists (SLPs) can use to identify children with speech sound disorders who speak this language. Method: This descriptive, cross-sectional study aimed to document the phonological development of thirty-two typically developing first language Zulu-speaking children between 2;6 and 6;5 years. Participants attended school or crèche in Manguzi, KwaZulu-Natal, and were grouped into six month age categories. A single-word Zulu phonology assessment was developed and used to assess the participants. Assessments were audio recorded, and field transcriptions made using the International Phonetic Alphabet (IPA). Speech development was described in terms of phoneme acquisition, word shape, phonological processes and percentage of vowels (PVC) / consonants correct (PCC). Consonant acquisition was assessed in the penultimate syllable only, according to the structure of Zulu.