PhD, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

The purpose of the present study was to examine the effect of prolonged loud reading, intended to induce fatigue, on vocal function in adults with unilateral vocal fold paralysis (UVFP). Subjects were 20 adults, 37-60 years old, with UVFP secondary to recurrent laryngeal nerve paralysis. Subjects were asked to read continuously for as long and as loud as they could until they felt fatigued and wished to stop. Demographic and etiologic data were collected for each subject. Subjective ratings and instrumental (acoustic, aerodynamic, and videoendoscopic) measures of vocal function were obtained before and after reading. Acoustic and aerodynamic measures were collected for comfortable, high, and low pitches. Statistical analysis revealed subjects rated their vocal quality and physical effort for voicing more severely following prolonged loud reading, whereas expert raters did not detect a significant perceptual difference in vocal quality. Reading fundamental frequency (Fo) was significantly elevated following prolonged loud reading, as were mean airflow rates at all pitch conditions. Maximum phonation times for comfort and low pitches significantly decreased during posttests. Multiple regression analyses revealed significant associations between ratings of posttest physical effort and posttest measures of: reading Fo, low pitch noise to harmonics (N/H) ratio, mean airflow rates, high pitch maximum phonation time, glottic closure, supraglottic compression, and vocal fold edge. A significant association between total minutes read and the posttest acoustic measure of pitch range-lowest end and glottic closure was demonstrated. A multiple correlation analysis revealed no significant correlations between position of the paralyzed vocal fold and posttest ratings of physical effort, total minutes read, gender, or onset of paralysis. Interpretation of results indicates the prolonged loud reading task was successful in vocally fatiguing most of the UVFP subjects. Post-reading v (open full item for complete abstract)

Committee: Dr. Linda Lee (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

The purpose of this study was to determine if there is a difference in the time needed to learn new vocabulary under three methods of vocabulary teaching, if age makes a difference in the time needed to learn each set of vocabulary words, and if there is a difference in time needed for the subjects to learn the sets of vocabulary words that are related compared to the sets of words that are not related. Three different methods of teaching vocabulary were used to teach three different sets of vocabulary of equal difficulty to a typically developing two year old boy and a typically developing three year old girl. The methods used were supported play, labeling, and interactive reading. The results demonstrated no notable difference in the time taken for either child to learn the vocabulary using the different methods. The average number of sessions needed to learn the words was 3, regardless of the method used. There was some difference in vocabulary time acquisition between the two children, with the three year old requiring less time overall to learn all of the words. No notable difference was observed in the amount of time taken for the two year old to learn the related sets of words and the unrelated sets of words. This study suggests that the important factor in teaching children new words is exposure to them. Any of the three methods used in this study were equally effective.

Committee: Dr. Nancy Creaghead (Advisor) Subjects: Health Sciences, Speech Pathology

PhD, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

Defining the Broadway belt voice has been the subject of debate by voice teachers and other professionals for over sixty years. Unlike the classical voice, which has a significant literature base supporting scientific definition as well as pedagogical methodology, research on the belt voice is limited. Previous research on belting has provided limited and conflicting results as to its definition, nature, and production. The present study was two-fold in nature. The initial portion required casting directors to evaluate the belt voice quality of 20 musical theater majors who were trained in belting. Two specified vocalizes and six short excerpts from the belting repertoire were used for rating purposes. The raters assessed the belters on seven perceptual parameters (loudness, vibrato, ring, timbre, focus, nasality, and registration breaks) and reported an overall score. The four highest and four lowest average overall scores were used to establish elite and average belters for the second portion of the study. The second phase of the investigation evaluated unique acoustical, aerodynamic, and spectral differences between elite and average belters based on previously specified parameters. Results of the comparisons indicated specific perceptual, acoustic, spectral, and aerodynamic differences between groups. One of the recurring terms used to define belting is perceived loudness. However, the present study indicated vibrato and ring to be the perceptual judgements most highly correlated with overall score. Vibrato and ring also correlated strongly with perceived loudness. Objective analyses revealed group differences in the magnitude of the vibrato rate, spectral characteristics, and increased noise at high frequencies. Significant differences were also found between vowels. Elite belters showed an increase in the magnitude of vibrato rate in comparison to average belters. Findings regarding the strength of the harmonics and the interaction of the harmonics with the fo (open full item for complete abstract)

Committee: Dr. Linda Lee (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

This study investigated information parents of children born prematurely reported that they received about speech and language delays. It examined whether or not children were considered at risk for communication and language delays and whether or not parents were seeking intervention for their children. Children were separated into two categories: Children who passed The Infant/Toddler Checklist for Communication and Language Development (Wetherby & Prizant, 1998) and children who failed the checklist. Comparisons were made between the information parents reported that they received and whether parents were seeking intervention services. For both groups of children, there was not a significant relationship between whether or not parents sought services and whether or not parents reported that they received information about the risks for speech and language delays. The reason for this finding in both groups was that there were a large number of parents who reported that they were not informed of risks and they were not seeking services. The implications of these findings are discussed.

Committee: Dr. JoAnne Prendeville (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

he purpose of this study was to discover if a naturalistic teaching technique, used by Koegel, Camarata, Valdez-Menchaca, and Koegel (1998) with children with autism, could be applied to a young subject with autism/PDD who used an augmentative communication device, in order to instruct her to ask "what's that?" questions. Additionally, the research tried to determine if a significant difference existed between the number of "what's that?" questions generated when the child with autism/PDD was with a familiar communication partner compared to an unfamiliar communication partner and was provided with preferential items. It also focused on discovering if a significant difference existed between the number of "what's that?" questions generated when the child with autism/PDD was with a familiar communication partner compared to an unfamiliar communication partner and was provided with non-preferential items. Intervention sessions were conducted with the subject, and the data collected from them was categorized. The "what's that?" questions asked by the child were classified as either spontaneous or cued. The most significant result of the research study was that the subject was able to acquire the ability to generate "what's that?" questions using her augmentative communication device as a result of the training sessions. The intervention sessions resulted in the subject demonstrating a statistically significant increase in her ability to ask "what's that?" questions when compared to the baseline measurement. Yet while the subject asked more "what's that?" questions when provided with preferential items and when interacting with a familiar communication partner, the difference was not statistically significant when compared to the number of queries formulated when she was with an unfamiliar communication partner. However, the results also determined that while the subject generated a greater number of "what's that?" questions when provided with non-preferential items and (open full item for complete abstract)

Committee: Dr. Sandra Grether (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

The use of simulation technology was examined to determine its efficacy in increasing self-confidence levels and clinical knowledge of graduate students studying Speech-Language Pathology. First and second year Speech-Language Pathology Master's students participated in this study. All students were administered a pre-test consisting of 25 questions targeting school based intervention procedures, taken from the National Teaching Examination Specialty Test for Speech-Language Pathology. After answering each question the students were to rate how confident they were in their responses using a 5-point Likert scale. The first year graduate students then participated in two simulated Intervention Assistance Team (IAT) sessions, in which they assumed the role of the school based Speech Language Pathologist. Actors portrayed the remaining members involved in the simulated IAT sessions, the parent and regular classroom teacher. For both sessions, the first year graduate students were to collaborate with the teacher and parent to develop interventions and strategies that could be implemented in the classroom and at home to help the child be successful. Following the simulated IAT sessions, the first year graduate students were administered a post-test, with questions similar to those on the pre-test. The first year graduate students' self-confidence levels and ability to answer questions regarding clinical cases were compared to the second year graduate students. Results revealed second year graduate students having higher confidence level ratings on the pre-test compared to the first year graduate students; however, no significant differences were found in confidence level ratings between the two groups after the first year graduate students completed the simulated IAT sessions. The first year graduate students' level of confidence was found to increase from the pre-test to the post-test. Results also indicated no significant differences in test performance between the firs (open full item for complete abstract)

Committee: Dr. Nancy A. Creaghead (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

The purpose of this study was to determine if perceptual or taxonomical information provided in a story influences children's choices in a novel word-learning task. The study separately examined three and five-year old children's classification of a novel noun when presented with a choice of either a perceptually related object or a taxonomically related object. The first task of the classification task included the presentation of a line drawing of an object, in which the researcher orally labeled the object with a novel word ("koob" or "doop"). The children were shown a set of three pictures and asked to choose the other "koob/doop". In the second task, the children chose the named object (koob/doop) from a set of three pictures after hearing a story about the novel word. Results for three-year olds revealed that when they were shown the picture first, they chose the perceptually related object (from a choice of three pictures) significantly more often than the taxonomically related object. While four out of five children chose the taxonomically related picture when told the story first, there was no significant difference in the picture choices. The children did not choose the perceptually related picture more often when the story was presented first. The five-year old results revealed there was no significant difference in the picture choices when the picture was presented first. However, there was a significant difference in the picture choices when the story was told first. Five-year olds chose the taxonomically related object more often after hearing taxonomic information about the novel noun. Subjects in both age groups did not change picture choices from one task to another.

Committee: Dr. Nancy A. Creaghead (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

The purpose of this study was to determine if perceptual or taxonomical information provided in a story influences children's choices in a novel word-learning task. The study separately examined three and five-year old children's classification of a novel noun when presented with a choice of either a perceptually related object or a taxonomically related object. The first task of the classification task included the presentation of a line drawing of an object, in which the researcher orally labeled the object with a novel word ("koob" or "doop"). The children were shown a set of three pictures and asked to choose the other "koob/doop". In the second task, the children chose the named object (koob/doop) from a set of three pictures after hearing a story about the novel word. Results for three-year olds revealed that when they were shown the picture first, they chose the perceptually related object (from a choice of three pictures) significantly more often than the taxonomically related object. While four out of five children chose the taxonomically related picture when told the story first, there was no significant difference in the picture choices. The children did not choose the perceptually related picture more often when the story was presented first. The five-year old results revealed there was no significant difference in the picture choices when the picture was presented first. However, there was a significant difference in the picture choices when the story was told first. Five-year olds chose the taxonomically related object more often after hearing taxonomic information about the novel noun. Subjects in both age groups did not change picture choices from one task to another.

Committee: Dr. Nancy Creaghead (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

This study compared children's actual telephone discourse skills with pretend telephone discourse skills. The purpose of this study was to determine whether pretend telephone use represents actual telephone discourse skills by examining the similarities and differences between actual telephone discourses and pretend telephone discourse. In addition, this study provided information regarding the types and frequencies of pragmatic skills observed during real and pretend telephone conversations. Results indicated that there was no statistical relationship between children's actual and pretend telephone conversation. However, analysis of the quantity and quality of pragmatic skills demonstrated by the subjects provided insight to the nature of children's pretend telephone discourse. This information could be valuable to clinicians who use toy telephones as a tool help evaluate pragmatic skills.

Committee: Dr. Nancy Creaghead (Advisor) Subjects: Health Sciences, Speech Pathology

PhD, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

Secretin, a porcine hormone that also has a human synthetic equivalent, is currently being used as a treatment for autism spectrum disorders (ASD). There are anecdotal reports of improvements in language skills, alertness, and autistic symptoms following a single infusion of secretin. The primary purpose of this study was to examine the effects of secretin on receptive and expressive language skills and the pre-verbal social-communicative skills of responding to joint attention bids of others and initiating joint attention. In addition, the relationship between joint attention and receptive and expressive language in children with ASD pre and post secretin was investigated. Twenty children between the ages of 3 and 5 years, diagnosed with autism were included in this study. Receptive language skills were assessed using the receptive language portion of the Mullen Scales of Early Learning (MSELR). Expressive language skills were evaluated by examining mean length of utterance (MLU), and Type Token Ratio (TTR). In addition, response to joint attention bids, and initiation of joint attention were scored. The study used a randomized, double-blind, placebo-controlled, cross over design. Participants were evaluated over a period of twelve weeks (a total of five visits). Each participant received an infusion following visit 1 and visit 3 (secretin or placebo). Spearman correlations were used to determine if relationships existed between joint attention and the selected components of language (MSELR, MLU, TTR). The results of this study suggest a relationship between the ability to respond to the joint attention bids of others, and receptive and expressive language abilities in children with ASD. This study did not show a relationship between the ability to initiate joint attention and any of the selected components of language examined. A mixed model analysis was used to examine the effects of secretin infusion on selected components of language (MSELR, MLU, and TTR), and (open full item for complete abstract)

Committee: Dr. Nancy Creaghead (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

Bioelectrical impedance analysis measured body water changes of 25 young adults. Subjects increased total body water throughout the hydration conditions. There was no significant gain in total body water during the over hydration period as compared to the normal hydration period. However, there was a tendency to gain less total body water during the over hydration period. The body reaches a maximum level of hydration and eliminates any excess. Hydration formulas using body weight and implications for future research are suggested.

Committee: Dr. Linda Lee (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

The purpose of this study was to add to the limited current knowledge regarding the preverbal speech and language skills of hospitalized medically fragile infants with and without tracheostomies. The preverbal speech and language skills of twenty-seven hospitalized infants ranging in age from 2 days to 22 months were evaluated using the Rossetti Infant-Toddler Language Scale (Rossetti) (Rossetti, 1990). The amount of vocalization and eye contact made by the infants during adult interaction was also recorded. The study found a delay in the overall speech and language development of all subjects older than three months. Additionally, on the average subjects achieved fewer of the language expression skills examined by the Rossetti than any other language domain studied, including interaction/attachment, pragmatics, play and language comprehension.To make comparisons of speech and language development among medically fragile infants, subjects were divided into three groups: infants with tracheostomies, premature infants, and infants with medical complications other than tracheostomy or prematurity. Subjects with tracheostomies produced significantly fewer vocalizations in a set observation period than both of the other subject groups. This finding suggests that preverbal speech and language intervention for infants with tracheostomies should be prioritized, as this population may be at even higher risk for delayed communication than other medically fragile infants. The finding that on the average subjects of all ages scored the lowest proportions in expressive language suggests that decreased vocalizations may be the best predictor of later speech and language delay in medically fragile infants. Further research is necessary to determine if any of the delayed preverbal skills found in this study among medically fragile infants are indicators of future communication delays.

Committee: Kenneth Ruder (Advisor); Ernest Weiler (Other) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

This case study examined the overall rate of engagement and the overall rate of interaction between a child with Down syndrome and a child who was typically developing when engaged in play with and without adult intervention. Also measured were the mean time of engagement, the engagement rate of interaction, the mean rate of interaction per interaction, the overall rates of interaction by both peers individually, as well as the mean rates of interaction per interaction by both peers individually. The two children played together on a weekly basis in the home of the child with Down syndrome for a total of eleven weeks. An adult facilitator redirected the children's play and provided language models for the intervention sessions. Baseline sessions without adult intervention were also completed before the first intervention session, after the fourth intervention session, and then again following the eighth intervention session to determine the rates of engagement and interaction occurring spontaneously by both children. All play sessions were transcribed and analyzed by the researcher. Results indicated that the overall rate of engagement increased over time for the peers during adult supported intervention sessions, yet this increase was not maintained during baseline sessions. Results also indicated that the overall rates of interaction for each child, respectively, were near equal during adult supported intervention sessions, supporting the conclusion that the peers maintained reciprocal communicative interactions. This case study was conducted as part of a larger pilot study examining the effects of a home based peer buddy program on children with language- based disorders.

Committee: Dr. Jo-Anne Prendeville (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

Traumatic brain injury (TBI) affects millions of individuals each year, and is the leading cause of death and disability for individuals under age 40. For many individuals who incur mild, moderate, or severe TBI, college attendance is an age-appropriate and feasible activity despite the presence of cognitive, communicative, behavioral, and physical impairments associated with the injury, many of which may be subtle. However, it is asserted that many individuals with TBI who attempt to meet the challenges of college entry or re-entry require a strong network of support in order to successfully manage the transition from post-injury convalescence or rehabilitation to the rigors of the academic environment. An important link in such a support network can be the provision of cognitive-linguistic therapy designed to remediate higher-level cognitive skills necessary for academic success. The present study sought to determine if academically oriented cognitive-linguistic therapy services are desired by high school and college-age students with mild, moderate, and severe TBI. Demographic data and information about provision of inpatient and outpatient speech-language services were collected from patient charts at two local facilities. Telephone interviews were then conducted to acquire additional information. Overall, results of the study indicate that there is a desire for cognitive-linguistic therapy designed to address higher-order cognitive and communication skills among local high school and college-age students who have incurred TBI. Results also show that improved identification of individuals with mild TBI and broader knowledge of potentially significant impairments associated with mild TBI are needed in order for individuals with mild TBI to receive the patient education and services they need for facilitation of successful recovery.

Committee: Dr. Jean Neils-Strunjas (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

The purpose of this study was to obtain data from parents or caregivers on the first five words produced by their child. Thirteen infants' (C.A. 0:9 to 1:1) first five words were analyzed according to Clark's (1973) Asemantic feature hypothesis to determine whether a preferential hierarchy exists among various perceptual features including (e.g., shape, size, color, function, touch/texture ). The grammatical classification/content of the words was also evaluated in determining what grammatical categories were most frequently represented. Lastly, the communicative intent of the words was investigated to establish what communicative intents prevail in the use of infant=s first five words. Results indicated that no preferential hierarchy existed in relation to the most salient features in Clark's (1973) semantic feature hypothesis. The features real, abstract, shape, size, and function were most frequently represented. A Chi Square statistical analysis revealed no difference between the use of real or abstract words. Nominals were found to compose almost half of the total words produced with evidence of other categories being used including action words, adjectives, modifiers, and personal/social words. Lastly, it was determined that all communicative intentions studied were represented in subjects first five words excluding request for information . However, naming/labeling, social intents , and requests for objects predominated.

Committee: Dr. Nancy Creaghead (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

Objective: Several studies have examined the relationship between internal locus of control and perceived tinnitus severity and between perceived tinnitus severity and tinnitus loudness. The purpose of this study was to investigate whether there are significant relationships between (1) perception of tinnitus severity and loudness, (2) internal locus of control (LOC) and perception of tinnitus severity, and (3) perception of tinnitus loudness and LOC. Study Design: A prospective study design was used to determine whether any statistically significant relationships exist between perception of tinnitus severity, tinnitus loudness and internal locus of control. Methods: Eighty-six subjects with tinnitus were given complete audiological evaluations, and each subject completed three questionnaires: (1) Tinnitus Handicap Inventory (THI) to evaluate perceived tinnitus severity, (2) Multi-dimensional Health Locus of Control Scale form C (MHLC) to determine locus of control, and (3) a tinnitus loudness scale to evaluate loudness perception. Results: Perception of tinnitus loudness scores ranged from not very loud to extremely loud. No subjects reported severe tinnitus. There was a statistically significant relationship between perception of tinnitus severity and loudness, [p<.001], which suggests that when tinnitus is perceived as severe, it is also perceived as loud. No statistically significant relationships were found between tinnitus severity and internal locus of control, or tinnitus loudness and LOC [p>.1]. Discussion: Given the significant correlation between tinnitus severity and loudness, a shorter loudness scale could be used instead of the longer tinnitus questionnaire. However, further research which includes subjects with severe tinnitus scores is needed to determine if this relationship also exists for this population.

Committee: Susan Stanton (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

The purpose of this study was to test for the significance of the association between the Fukuda stepping test and bithermal calorics of Electronystagmography, (ENG). The results of the presence or absence of a positive Fukuda and percent of unilateral weakness were examined to determine if the Fukuda stepping test could be used as a second indicator of a peripheral vestibular pathology. Ten subjects with caloric unilateral weakness and 15 control subjects were included in the study. Each group performed the subtest calorics of the ENG and the Fukuda stepping test. This study found no significant association, except due to chance between the Fukuda stepping test and caloric weakness as tested by the Chi Square analysis.

Committee: Dr. Robert Keith (Advisor) Subjects: Health Sciences, Speech Pathology

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

This study investigated a revision of the Auditory Fusion Test-Revised (AFT-R), the Random Gap Detection Test (RGDT) (Keith, 2001). The RGDT is used to identify disorders of auditory timing, referred to as temporal processing disorders and contains a practice subtest, and four subtests consisting of frequencies 500, 1000, 2000, and 4000 Hz. A final subtest includes click stimuli. This revision attempts to randomize the stimuli, rather than have them presented in a systematic, and possibly predictable, increasing and decreasing interval. The advantage of the revised test is that subjects will be unable to predict subsequent intervals, and the revised test is designed to take less time to administer without sacrificing diagnostic utility. Specifically, this study was researched comparing two versions; Version I or a longer, Version II. In addition, this study examined the results between both subjects with presumed normal auditory systems, and construct validity data on subjects with possible disorders of the auditory system. Children between the ages of 5 and 11 years were assessed using either Version I or Version II. Normative data was obtained on twenty-four children; nine males and fifteen females for Version I, and on twenty-three children; nine males and fourteen females, for Version II. Construct validity data was obtained on twenty-one children; sixteen males and five females with possible disorders of the auditory system and on eleven children; nine males and two females; with possible disorders of the auditory system. Results using a Student t-test indicated that there is not a significant difference in average gap detection threshold when comparing Version I to Version II in both the standardized and construct validity studies; therefore, Version I can be used more quickly, and just as reliably to test for temporal processing disorders. In addition, due to a limited sample, no significant difference was observed when comparing the normative data with the c (open full item for complete abstract)

Committee: Dr. Robert Keith (Advisor) Subjects: Health Sciences, Speech Pathology

PhD, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

Although parent-professional agreement regarding children's developmental skill levels has been studied in the population of children with developmental delays, few attempts have been made to examine agreement of language developmental age level in children with Pervasive Developmental Disorder/Autism (PDD/Autism). Even fewer researchers have examined agreement at the re-evaluation when it can be speculated that the parent is more informed. In addition, agreement across specific language areas, and agreement across test environments and methods have not been examined. The purpose of this research was to evaluate parent-professional agreement regarding children's language skills at the re-evaluation, across specific language components, such as language understanding, production, and pragmatic skills; across settings, including clinical and non-clinical; and across testing methods, including standardized and non-standardized, when the diagnosis is PDD/Autism. Forty parents and their children with the diagnosis of PDD/Autism were re-evaluated in the clinic and in the special needs classroom of a children's hospital in a major Midwestern city. Data from the evaluations was analyzed using quantitative methods. Results of the study showed significant parent-professional difference in several areas and agreement in other areas. Parents rated their children's receptive, expressive, and total language skills higher than when the professional testing was completed with a standardized instrument, in a clinical setting. When specific receptive and expressive language skills were examined across two environments, parents agreed with the professional's standardized findings in the clinic, and non-standardized findings in the classroom, more than half of the time (closest agreement occurred between parent report and professional, standardized findings for specific receptive skills in the clinic). The parents reported less use of pragmatic language at home, and the professional ob (open full item for complete abstract)

Committee: Dr. Jean Neils-Strunjas (Advisor) Subjects: Health Sciences, Speech Pathology

PhD, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

This study examined the relationship among phonological perception, verbal working memory, and linguistic performance in youngsters with Down syndrome (DS). This population was selected due to the well-documented deficits that individuals with DS display in the auditory modality. Although phonological perception and verbal working memory skills are widely recognized as prerequisites for language acquisition, few attempts have been made to examine the effects of decontextualized practice in these areas on the development of syntactic and semantic aspects of linguistic performance. Morphosyntactic skills and propositional complexity were the linguistic features that were the focus of this study. Participants received intensive treatment with the Earobics software program which purports to develop the phonological perception and working memory skills necessary for oral language development. Prior to and immediately following participation in the Earobics program, conversational language samples were gathered from the 27 participants. Language samples were analyzed for 13 grammatical morphemes and three measures of semantic/propositional complexity. Although participants demonstrated significant differences in performance on standardized tests of verbal working memory and phonological perception, there were no significant differences in linguistic performance during conversational speech. Results of this study suggest that decontextualized practice in aspects of phonological perception and verbal working memory is insufficient as a scaffolding tool for building broader aspects of linguistic performance. Implications for future research and clinical practice are discussed.

Committee: Dr. Robert W. Keith (Advisor) Subjects: Health Sciences, Speech Pathology