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*Hole, Judith
PAST-TENSE MORPHOLOGICAL ERRORS OF NORMAL AND LANGUAGE-DELAYED CHILDREN: ERRORS OR OMISSIONS OF INFLECTIONS?
Three language-delayed children and three normal children were studied to assess whether greater knowledge of the morphology of English led to a higher number of erroneous inflections for regular and irregular past-tense verbs. The children were matched based on their mean length of utterance, but ranged in age from 53 to 81 months. They were shown twenty pictures displaying twenty verbs and asked to describe the picture in the present and then the past tense. Results indicated that there was a positive correlation (r=.65) between the greater knowledge, demonstrated by a higher test score, and the number of erroneous inflections. A Chi-Square analysis revealed a significant difference between the groups for overall errors, but no difference in the errors depending on the verb type. Language-delayed children, when they used inflections, were equally as accurate as the normal children, but attempted inflections less often. A language delay for the past- tense morpheme of English suggests a lack of knowledge of when to use the inflection rather than how to use it. pp. 1-7
*Paper presented at the Annual Convention of the American Speech- Language-Hearing Association, November, 1994, New Orleans; and at the Annual Conference of the California Speech, Language and Hearing Association, March, 1995, San Diego.
Buonora, Lisa
A COMPARISON OF DOWN SYNDROME AND NORMAL CHILDREN'S USE OF PRAGMATIC DEVICES
Previous studies which have investigated language disordered children's use of pragmatic devices have been conducted without regard to the conversational partner. The purpose of this study was to investigate Down syndrome and normal Children's use of three pragmatic devices (responding, requesting, and stating) during their conversations with peers and staff. To accomplish this, 10 subjects (5 Down and 5 normal) were each observed for a 15 minute period and their use of the pragmatic devices was recorded. The results indicated that there were significant differences in the use of statements across conversational partners and between groups. No significant differences were found in the use of responses or requests across conversational partners or between the two groups. pp. 8-14
Edwards, Diana J.
READING COMPREHENSION OF INFORMED CONSENT FORMS IN APHASIA: PICTURES OR WORDS?
Six aphasic subjects, three fluent, three non-fluent, were asked to read two informed consent forms and answer comprehension questions after reading each form. One form was written, and one was written but supplemented by pictographs. Neither aphasia type performed significantly better than the other on the two forms. The fluent group performed better on the comprehension questions of the written form. Limitations of this study and implications for informed consent are discussed. pp. 15-23
Fischer, Holly
FLUENT AND NONFLUENT APHASICS' PRAGMATIC USE OF GESTURES IN A GROUP TREATMENT SETTING
Five fluent and five non-fluent aphasics were observed in two group therapy sessions. Observational data were taken for each subject to determine the frequency and pragmatic use of gestures during communication. The pragmatic categories studied were "initiations", "responses", and "requests". The results indicated that the non- fluent aphasics used significantly more gestures in the pragmatic category of "response" than "initiation". It was also found that the non-fluent aphasics used significantly more gesture "responses" than the fluent aphasics. pp. 24-31
Bearrows, Judith L.
SIGN VOCABULARY RETENTION-TWO METHODS: DIRECT INSTRUCTION VERSUS VIDEOTAPE INSTRUCTION
Early intervention programs for children who are deaf and hearing- impaired call for a family-centered approach under Part H of Public Law 99-457. Family participation in helping to promote language development in these children includes learning sign language. Various methods are used to teach sign language to parents of children who are deaf or hearing-impaired as part of early intervention programs. This paper compares a live instructional method to a video instructional method to determine if there is a significant difference in adult sign vocabulary retention between them. The results indicate that both men and women in each group correctly retained a high number of signs. pp. 32-43
Anthony, Jeanne E.
FACILITATED COMMUNICATION WITH A NONVERBAL ADOLESCENT: A CASE STUDY
This paper presents a case study of a developmentally disabled nonverbal adolescent who is reported to have unexpected literary abilities when typing, using the assistance of facilitated communication (FC). The subject was asked to type words under three conditions, including one in which she was assisted through FC, with the facilitator viewing word-pictures seen by the subject. While it is clear from the results of this study that the facilitator did not influence the subject's responses, the subject did not display an ability to type the target words of interest during the test, or between sessions. The implications are discussed. pp. 44-56
Lautenslager, Kacy
TEACHERS' KNOWLEDGE REGARDING THE COMPLEX SYNDROME: ATTENTION DEFICIT HYPERACTIVITY DISORDER
Attention deficit hyperactivity disorder (ADHD) effects 10-20% of school aged children. These children will spend large periods of time in the classroom setting, giving teachers a variety of opportunities to observe them.. Teachers are often asked to provide information about the child to a physician, a parent, and other teachers. This study was designed to compare the knowledge of special education teachers and regular classroom teachers concerning behavioral characteristics, possible etiologies, an side effects of stimulant medication in ADHD children. One hundred and five questionnaires were distributed with a return rate of 91%. The findings of this study indicate that special education teachers are more knowledgeable than regular classroom teachers in all three areas. However, the overall level of knowledge is at or below 56% accuracy. This finding indicates a need for more education for teacher about attention deficit hyperactivity disorder. pp. 57-70
Ordering information:
To order any of the above papers, send a request through regular inter-library loan to California State University, East Bay Libraries, Hayward, California 94542. Include author, title, volume, call number and page numbers.
