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Effects of Speech Cues on Acoustics and Intelligibility of Korean-speaking Children with Dysarthria
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| 6 |
Effects of Speech Cues on Acoustics and Intelligibility of Korean-speaking Children with Dysarthria ...
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Augmentative and assistive communication with children : a protocol and intervention plan to support children with complex communication profiles
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BLLDB
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UB Frankfurt Linguistik
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| 8 |
Exploring Telepractice for Stuttering: a Case Study
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In: University Honors Theses (2020)
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| 9 |
Moving Beyond the Speech Room: Using Peer Mediated Instruction and Intervention (PMII) to Foster Social Skills Development
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Abstract:
As diagnostic numbers within autism continue to climb, educators, parents, and other professionals have an ever-increasing demand to provide effective, empirically based programs that foster improvements across a variety of developmental, academic, and social needs. This study incorporated use of a Peer Mediated Instruction and Intervention (PMII) program within a general education classroom setting aimed to increase the number of initiations and conversational turn-takes in students with an autism spectrum disorder (ASD) diagnosis. The study also aimed to determine if such a program changed and enhanced the perspective of general education students towards their peers with disabilities. In addition, documenting if carryover of skills by participants towards those students not part of the PMII program occurred following treatment withdrawal. This study took place over a 7-week period within the third grade science/social studies classroom, and included one week for baseline data collection, 5- weeks of treatment, and a final week of maintenance data collections following withdrawal of treatment. Visual analysis across all phases for data sets of initiations and conversational turns revealed differences in level between the baseline and the treatment phases. The highest variability across the treatment phase indicated widely varying data points, combining to exhibit a “noneffect.” Keywords: PMII; Social Skills; Autism; Speech Therapy; ; Chapter I: INTRODUCTION 1 -- Problem Statement 1 -- Statement of Purpose 3 -- Research Questions 4 -- Overview of Methodology 4 -- Rationale and Significance 6 -- Role of the Lead Researcher 7 -- Organization of the Dissertation 8 -- Chapter II: REVIEW OF RELATED LITERATURE 9 -- Introduction 9 -- History of Autism 10 -- Neuroscience and Autism 12 -- Heredity within Autism 12 -- Social Brain in Autism 13 -- Theory of Mind 14 -- Executive Function 14 -- Brain Responses 15 -- Restricted and Repetitive Behaviors 17 -- Biological Processes within Autism 17 -- Typical Skills Development and Autism Differences 19 -- Social Pragmatic Acquisition 20 -- Joint Attention 21 -- Social Attachments 22 -- Development of Play Skills 23 -- Autistic Differences in Development 24 -- Communication Development 24 -- Further Deficit Areas 25 -- Social Deviance 26 -- Joint Attention within Autism 28 -- Imitation and Play 28 -- Theoretical Explanations 29 -- Theory of Mind 29 -- Social Motivation Theory 31 -- Assessment and Diagnosis of Autism Spectrum Disorder 32 -- Diagnostic Criterion Concerns 33 -- Family Reporting 34 -- Healthcare Provider Role 34 -- Racial Discrepancies in Diagnosis 35 -- Familial Perspectives and Culture 37 -- Defining Evidence-Based Practices and the Education of those with Autism 37 -- Evidenced-Based Practices in General and Special Education 38 -- Scientifically Based Interventions and Autism 39 -- EBP and Speech-Language Pathology 40 -- EBP and Autism 41 -- Effective Programming 41 -- Bridging the Gap: Use of Peer Mediated Interventions within Autism 43 -- Peer Mediated Instruction and Interventions (PMII) 44 -- Implementation Steps 45 -- Peer and Direct Training Approaches 46 -- Combining Approaches 47 -- Pivotal Response Training and Peer Models 51 -- Play Skills and Peer Models 52 -- Effects of Group Size 52 -- Whole Group 52 -- Small Group 54 -- Academics and Peer Models 55 -- Research Outcomes Specific to the Use of PMII 57 -- Research Across the Sexes 61 -- PMII with Adolescent Populations 62 -- Peer and Direct Training Approaches 63 -- Combining Approaches 64 -- Visual Scripts 64 -- Perseverative Interests 65 -- Academics and PMII 65 -- PMII with Older Adolescent and Young Adult Populations 66 -- Use of PMII within High School 67 -- Peer Networks 67 -- Community-Based PMII 69 -- Conclusion and Direction for Future Research 70 -- Limitations 70 -- Validity 71 -- Maintenance 71 -- Effective Peer Models 72 -- Concluding Thoughts and Study Purpose 73 -- Research Questions and Hypothesis 74 -- Chapter III: METHODOLOGY 76 -- Study Design 76 -- Participants 77 -- Table 1 78 -- Participant One 78 -- Participant Two 79 -- Participant Three 80 -- Parental and General Education Teacher Rating Scales 81 -- Table 2 82 -- Measures 83 -- Procedures 85 -- Baseline 85 -- Treatment 85 -- Maintenance 87 -- Data Analysis 87 -- Visual Analysis of Data 87 -- Inter-rater Reliability 89 -- Treatment Fidelity 89 -- Chapter IV: RESULTS 90 -- Introduction 90 -- Inter-rater Reliability 91 -- Special Education Paraprofessional 91 -- Second Rater 91 -- Participant Baseline Interviews 92 -- Dependent Variable Analysis Across Phases 92 -- Initiations 92 -- Figure 1. Participant initiations data 93 -- Conversational turns 94 -- Figure 2. Participant conversational turns data 95 -- General Education Peer Responses 97 -- Carryover to Untrained Peers 97 -- Chapter V: CONCLUSION 99 -- Overview 99 -- Review of EBP and Autism Treatments 100 -- Visual Inspection of the Data 102 -- Discussion of Research Question One 102 -- Discussion of Research Question Two 105 -- Discussion of Research Question Three 107 -- Discussion of Research Question Four 107 -- Limitations of the Study 108 -- Recommendations for Future Research 109 -- Conclusions 109 -- REFERENCES 111 -- APPENDIX A: IRB Approval Valdosta State University 122 -- APPENDIX B: Gwinnett County Public Schools Research Approval 124 -- APPENDIX C: Questionnaire for General Education Peers 126 -- APPENDIX D: Interview Questions for Students with Autism Spectrum Disorder 128 -- APPENDIX E: Data Collection Form 130 -- APPENDIX F: Participant Visual Analysis Data Numbers for Initiations 132 -- APPENDIX G: Participant Visual Analysis Data Numbers for Conversational Turns. 134 APPENDIX H: Prodcural Checklist 136 ; Carter, Matthew ; Gorham-Rowan, Mary ; Lamb, Katherine ; Schober-Peterson, Debra ; S.L.P.D. ; Speech-language Pathology
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Keyword:
Academic--United States; Autism; Autistic children; Dissertations; Social skills in children; Social skills--Study and teaching; Speech therapy; Speech therapy for children
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URL: https://hdl.handle.net/10428/4269
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| 13 |
Parent Perspectives on Family-Centered Care in Speech and Language Therapy Across Different Settings
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| 14 |
Acoustic and perceptual consequences of speech cues for children with dysarthria
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| 15 |
Acoustic and perceptual consequences of speech cues for children with dysarthria ...
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Teacher referrals to speech pathologists for speech, language and communication needs in the first year of school
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Importancia de la intervención indirecta o temprana en los casos de disfemia infantil
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The effects of auditory-motor mapping training on speech output of nonverbal elementary age students with autism spectrum disorder
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