Master of Arts, Miami University, 2019, Speech Pathology and Audiology

For residents with communication impairments (RWCI), access to person-centered, effective communication is an integral component of quality of life (QOL) within the nursing home (NH) setting. However, limited research has been conducted regarding the status of NH staff-RWCI interactions. Through the current study, we observed NH-staff interactions with nine RWCIs during a typical day to determine the quality, quantity, and method of communication utilized by staff. We also observed barriers to effective communication within the NH setting. While nurse assistants (NA) interacted most frequently with RWCIs, a variety of NH staff types also interacted with RWCIs throughout the day. All NH staff spent minimal time interacting with RWCIs, focused on daily care topics, and mainly utilized speech even though all RWCIs displayed cognitive-linguistic deficits. Lack of staff awareness of specific RWCI abilities/limitations and the presence of hearing loss in RWCIs were barriers to effective interactions. The responsibility to interact with RWCI using a person-centered, effective communication does not fall upon one staff type, rather all NH staff can engage with RWCIs effectively. The utility of providing staff education regarding a multiple methods communication approach is discussed as a means to encourage person-centered, effective NH staff-RWCI interactions thereby improving RWCIs QOL.

Committee: Kelly Knollman-Porter Ph.D (Advisor); Donna Scarborough Ph.D (Committee Member); Jane Straker Ph.D (Committee Member) Subjects: Gerontology; Speech Therapy

Master of Arts (MA), Ohio University, 2011, Speech-Language Pathology (Health Sciences and Professions)

Despite a growing body of literature examining the social communication challenges children with developmental disabilities such as autism experience, relatively less is known about their symbolic representation skills. This study examined how children with social communication difficulties perceive and describe representations of language concepts. Children were asked to draw ten early emerging concepts such as "on" and "more" (Light & Drager, 2007). Children's drawings were analyzed according to features such as physical appearance and use of color. In a second task, children looked at symbols conventionally used in Augmentative and Alternative Communication (AAC) systems (PCS symbols) and were asked to label each picture. Findings revealed individual variation in children's representations and descriptions of target concepts. The majority of children experienced difficulty identifying PCS symbols. Implications and future directions regarding symbolic understanding in children with autism are discussed.

Committee: Joann Benigno Ph.D (Advisor); John McCarthy Ph.D (Advisor); Sally Marinellie Ph.D (Committee Member) Subjects: Speech Therapy