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.

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Introduction: An estimated 1.1 million people in the United States are living with HIV and an estimated 181,000 individuals are unaware of their infection. Important advances in drug treatment have helped manage the severity of symptoms, including highly active antiretroviral therapy (HAART). HAART has significantly reduced the death toll of people living with HIV/AIDS (PLWHA). However, HIV/AIDS continues to affect the central nervous system (CNS), therefore, negatively impacting the entire body. Consequently, speech, language, hearing, cognition, and swallowing is affected, which can result in a reduced quality of life (QoL). PLWHA experience communication-related disorders secondary to lifethreatening medical complications. As such, primary health care providers may not be aware of the need for assessment of a patient’s communication and language abilities. The team approach model for HIV/AIDS rehabilitation is critical for collaborating assessment and treatment goals for PLWHA. Team members need to work together with a common set of goals for PLWHA and to learn how to integrate one’s expertise into their framework of care. Research recommends following an interprofessional collaborative approach to the healthcare of PLWHA. Medical practitioners play a key role in leading the healthcare team. However, there is a dearth of information and research on collaboration between medical practitioners and the SLP regarding this vulnerable population. This research aims to explore medical students’ perceptions of the roles of both the medical practitioner and the SLP in addressing the healthcare needs of adult PLWHA. This investigation seeks to understand the roles of medical practitioners and SLPs in HIV-rehabilitation. Methods: Survey research was used to conduct the exploratory-descriptive study. The survey was divided into five sections: demographic information, personal experiences, role of SLPs and medical practitioners, communication disorders associated with HIV/AIDS, and interprofessional education. The survey was piloted by requesting a medical practitioner to complete and provide comments regarding whether the questions were appropriate to the aim of the study, the difficulty level of the questions, time it took to complete the survey, how to improve it, and any additional comments or suggestions. The final version was uploaded to an online survey tool and distributed to the students once IRB approval was granted through East Tennessee State University. Results: Results include participants’ demographics, perceptions of the roles of medical practitioners and SLP’s in treatment to PLWHA, communication disorders associated with HIV/AIDS, and interprofessional collaboration between both professions. Findings are compared to a similar study which nurse practitioner student’s perceptions of the role of the SLP and team collaboration in treating PLWHA was explored regarding nurse practitioner student’s perceptions of the role of the SLP and team collaboration. Conclusion: In conclusion, due to the 2016 Appalachian Student Research Forum Page 99 unique framework of healthcare required by PLWHA, interprofessional collaboration is imperative to maximize QoL in PLWHA. Results from the survey suggest a need for interprofessional education to promote the role of the SLP in assessing and treating communication and feeding disorders in PLWHA prior to newly qualified professionals entering the field.

Lynn Williams’ research has focused on development of a new model of phonological intervention called multiple oppositions that has been the basis of federally funded intervention studies by the National Institutes of Health (NIH); she has authored several articles in a variety of journals, as well as published several book chapters; developed a phonological intervention software program called Sound Contrasts in Phonology (SCIP) that was funded by NIH; authored a book Speech Disorders Resource Guide for Preschool Children; and served as associate editor of Language, Speech, and Hearing Services in the Schools and the American Journal of Speech-Language Pathology. She has recently edited a book on Interventions for Speech Sound Disorders in Children that was published in 2010 by Brookes Publishing. Dr. Williams has been a frequent presenter at numerous state, national, and international conferences.

This systematic overview examines the evidence base for parent involvement in intervention for phonology-based speech sound disorders. Of the 175 identified papers, 61 reported including parents and/or home-based tasks in intervention. However, insufficient detail reported within these papers limits replication and implementation. The clinical and research implications are discussed.

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The pragmatic challenge posed by the forum of completing an assessment within a 60 to 90 minute time limit challenges us to think about the theoretical perspectives that underlie our evaluation procedures. Hopefully, it will lead us to question some of our procedures in light of new theories and clinical advances and to develop stronger rationales for and greater understanding of "tried and true" procedures.

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This session is developed by, and presenters invited by Speech Sound Disorders in Children. Using an evidence-based practice framework, this short course will examine clinical decisions suited to children with speech sound disorder. Evidence-based recommendations and case-based assessment data will guide analysis, target selection, goal writing, intervention, and service delivery options. Strategies for translating evidence into practice will be considered. Audience participation is encouraged.