Colleges and Department Research
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Browsing Colleges and Department Research by Department "Communication Disorders"
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Item Children with Late Language Emergence: Effects of Maternal Education and Language Use(Texas Speech-Language-Hearing Association, 2008-01) Domsch, Celeste; Camarata, StephenThis study investigated the effects of maternal education and language use on vocabulary and mean-length-of-utterance (MLU) in 20 children with late language emergence (LLE). Multiple home visits were conducted over an 8-month period to measure child vocabulary growth using a standardized checklist and to collect spontaneous mother-child language samples. Standardized receptive and expressive test scores for the 20 children were obtained at the end of the 8 months. Results indicated that maternal education was positively associated with child MLU. Furthermore, the number of different words (NDW) used by mothers was positively associated with child receptive vocabulary scores but curiously not with expressive vocabulary scores. Hierarchical Linear Modeling (HLM) indicated that children with LLE differed in their vocabulary sizes and rates of growth, but that these differences were not accounted for by maternal education. Children with LLE appeared to benefit from hearing a wide variety of words, even though they may not immediately produce them. The primary mechanism driving vocabulary growth in children with LLE may differ from that in typical children, where maternal education has been argued to play a significant role. In any case, SLPs have further evidence that use of a large variety of words may be helpful in treating children with LLE, and they should continue to recommend this strategy to parents.Item Do Acting Out Verbs with Dolls and Comparison Learning between Scenes Boost Toddlers’ Verb Comprehension?(Cambridge University Press, 2016-03) Schwarz, Amy Louise; Van Kleeck, Anne; Maguire, Mandy J.; Abdi, HerveTo better understand how toddlers integrate multiple learning strategies to acquire verbs, we compared sensorimotor recruitment and comparison learning because both strategies are thought to boostchildren’s access to scene-level information. For sensorimotor recruitment, we tested having toddlers use dolls as agents and compared this strategy with having toddlers observe another person enact verbs with dolls. For comparison learning, we compared providing pairs of: (a) training scenes in which animate objects with similar body-shapes maintained agent/patient roles with (b) scenes in which objects with dissimilar body-shapes switched agent/patient roles. Only comparison learning boosted verb comprehension.Item Identifying Morphological Impairment in Young African American English Speakers: Phase 1(2008-04-18) Burns, Frances A.; Marks, Rachel L.Purpose: Copula/auxiliary verb forms were examined for differences in the production rates between typically-developing (TD) and specific language impaired (SLI) children who spoke African American English (AAE). Method: The narratives of TD (n=38) and SLI (n=20) children, who spoke "some" and "strong" variations (V) of AAE were examined for auxiliary/copula verb forms (is, are, am, was, were). The verbs and allomorphs were coded as present/absent, and the prephoneme for each form was identified. Proportions of present/absent forms and preceding phonemes were calculated using sample proportion statistics. Results: No significant differences were found between TD and SLI participants for combined auxiliary/copula forms for any preceding phonemes; no difference was found between "strongV" TD and SLI" auxiliary/copula form production for any phoneme; nor for "someV" TD and SLI" auxiliary/copula form production for any consonant. Participants in the "someV-TD" and "strongV-SLI" groups outperformed the "someVSLI" group in the production of auxiliaries when there was a preceding vowel. The "someV-TD" group produced copula forms at a higher rate than the "strongV-TD and "someV-SLI" groups when there was a preceding vowel. Conclusion: Dialect variation appears to play a role in distinguishing TD and SLI groups when the preceding phoneme is considered. Use of the preceding phoneme is thought to be influenced by the type of pronoun (i.e. first-person singular "I’m" and third-person singular neuter pronoun "it’s") that precedes the verb form. Both pronoun types are obligatory in AAE, thus typically-developing AAE speaking children are expected to produce auxiliary/copula forms when they are preceded by a vowel, at a higher rate than AAE speaking children with SLI.Item Infinitival Clauses in Children with Typical and Late Language Emergence: Supporting a Dimensional Account of Language Delay(Pennsylvania Speech-Language-Hearing Association, 2013-12) Domsch, Celeste; Richels, Corrin; Resendiz, MariaChildren who do not speak single words by 2 years of age have been labeled as having late language emergence (LLE). While the majority of children with LLE recover by school-age, it has been argued that they often still perform below the level of their typical peers for specific linguistic skills. In this case, speech-language pathologists (SLPs) should consider language skills as varying along a dimension, rather than as simply impaired vs. unimpaired. To examine the dimensionality of language skill, this study compared infinitival clause production in 22 school-age children with and without LLE. The infinitive clauses were: catenatives, such as gonna; let us + verb, typically produced as let’s; unmarked infinitives such as make it go; and simple infinitives such as We want to run. The 22 participants included 11 with typical development and 11 with a history of LLE, sampled in a conversational context at 8-years of age. Analysis indicated that the groups did not statistically differ for use of the four types of infinitival clauses. However, the LLE group did use fewer simple infinitives, offering support for a dimensional model of language development.Item Making “Academic Talk” Explicit: Research Directions for Fostering Classroom Discourse Skills in Children from Nonmainstream Cultures(Academic Press Fribourg, 2011-01) Van Kleeck, Anne; Schwarz, Amy LouiseThis article focuses on making “school talk,” or classroom discourse, more explicit on two levels. One level involves making explicit for teachers both the nature of school talk, and the reasons why many children may come to school unfamiliar with the school talk register. Providing teachers with this awareness enables them, in turn, to make school talk explicit for their students by directly explaining the rules for engaging in this type of discourse to them. As tools for enhancing teacher awareness, this article clearly distinguishes the school talk and everyday social talk registers and provides information regarding the cultural variation in children learning to use school talk at home. The shortcomings of previous implicit approaches to teaching school talk are examined, and ways to make the rules for engaging in this register explicit for children are suggested.Item Shedding Light on Dysphagia Associated With COVID-19: The What and Why(Sage Journals, 2020-05-21) Mohan, Ranjini; Mohapatra, BijoyaaThe most common symptom of COVID-19 in critically ill patients is ARDS (acute respiratory distress syndrome), with many patients requiring invasive or noninvasive respiratory support in the intensive care unit. Oropharyngeal dysphagia may be a consequence of the respiratory-swallowing in coordination common in ARDS or may occur following the respiratory support interventions. In this commentary, we highlight the risk and complications of oropharyngeal dysphagia in patients with COVID-19 and urge medical and rehabilitation professionals to consider dysphagia a prognostic complication, provide appropriate referrals, and initiate early interventions as appropriate.Item Speech Language Pathologists' Role in the Multidisciplinary Management and Rehabilitation of Patients with COVID-19(Foundation of Rehabilitation Information, 2020-07-27) Mohapatra, Bijoyaa; Mohan, RanjiniRespiratory and neurological complications in patients in various stages of COVID-19 emphasize the role of speech-language pathologists in the assessment and management of swallowing and communication deficits in these patients. The speech language pathologist works within a multidisciplinary team to identify these deficits, and aims to improve swallowing, nutrition, hydration, speech, and quality of life in the medical settings. This paper describes the unique symptoms and complications associated with COVID-19 that require speech-language pathologist services in medical (acute care, inpatient, and outpatient rehabilitation) facilities. The speech-language pathologist is primarily responsible for dysphagia screening and diagnosis in the acute care units, dysphagia and tracheostomy management in the inpatient units, and swallowing, speech and voice rehabilitation and neurocognitive management in the outpatient units. This paper also discusses the current therapeutic services and the precautions that speech-language pathologists must take to reduce transmission of the virus.Item What Are Predictors for Persistence in Childhood Stuttering?(Thieme, 2018-09) Walsh, Bridget; Usler, Evan; Bostian, Anna; Mohan, Ranjini; Gerwin, Katelyn Lippitt; Brown, Barbara; Weber, Christine; Smith, AnneOver the past 10 years, we (the Purdue Stuttering Project) have implemented longitudinal studies to examine factors related to persistence and recovery in early childhood stuttering. Stuttering develops essentially as an impairment in speech sensorimotor processes that is strongly influenced by dynamic interactions among motor, language, and emotional domains. Our work has assessed physiological, behavioral, and clinical features of stuttering within the motor, linguistic, and emotional domains. We describe the results of studies in which measures collected when the child was 4 to 5 years old are related to eventual stuttering status. We provide supplemental evidence of the role of known predictive factors (e.g., sex and family history of persistent stuttering). In addition, we present new evidence that early delays in basic speech motor processes (especially in boys), poor performance on a nonword repetition test, stuttering severity at the age of 4 to 5 years, and delayed or atypical functioning in central nervous system language processing networks are predictive of persistent stuttering.