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*Ring, Ilyse
PRAGMATIC LANGUAGE SKILLS OF TODDLERS BORN PRE TERM AND FULL TERM: TURN TAKING AND TOPIC MAINTENANCE
The purpose of this study was to examine and compare the pragmatic language behavior of toddlers born pre term and full term. Five pre term and five full term toddlers were observed during unstructured play. All interactions were recorded as either "initiation", "reaction", or "ignore", and conversational exchanges were timed. Results indicated that toddlers born pre term exhibited significantly decreased turn taking behavior than did their full term counterparts. Findings suggest that the premature population may be "at risk" for pragmatic language delays with peers, and should be monitored accordingly in early intervention programs. pp. 1-8
*Paper presented at the Annual Convention of the American Speech- Language-Hearing Association, December, 1995, Orlando, Florida.
*Sowa, Cristy
THE EFFECTS OF TWO WORD TEACHING TECHNIQUES ON WORD NAMING IN ANOMIC APHASIC ADULTS: VISUALLY ENHANCED TREATMENT VS. TRADITIONAL TREATMENT
Six anomic aphasics were individually treated with two intervention methods for word naming deficits. The visually enhanced method utilized real objects and actions along with verbal and orthographic stimuli. The traditional method included black and white line drawings along with verbal and orthographic stimuli. Subjects were given a pre-test prior to each treatment method and a post-test following each treatment method. Before and after modified PICA scores were compared for a treatment effect and mean difference scores were analyzed for difference between treatments. The results indicated that both treatment methods were significantly effective in eliciting more object names. No significant differences were found between the two treatment methods as a group. Post hoc analysis indicated that the traditional method was significantly more effective than the visually enhanced method at eliciting responses for the two Broca's aphasic subjects. pp. 9-18
*Paper presented at the Annual Convention of the American Speech- Language-Hearing Association, December, 1995, Orlando, Florida; and at the Annual Conference of the California Speech, Language and Hearing Association, March, 1996, Monterey, California.
*Parker, Carla F.
IDIOM FAMILIARITY AND COMPREHENSION BY MONOLINGUAL ENGLISH SPEAKING AND BILINGUAL SPANISH/ENGLISH SPEAKING CHILDREN AND ADOLESCENTS
This study explored the ability of monolingual and bilingual children and adolescents to comprehend 24 idiomatic expressions. Thirty subjects were selected, 15 5th graders (9 monolingual speakers and 6 bilingual speakers); and 15 11th graders (7 monolingual speakers and 8 bilingual speakers). Subjects were asked to interpret the meanings of 24 idiomatic expressions in a forced choice task. Each idiom was presented in a short story context followed by 3 possible responses consisting of a literal interpretation, a figurative interpretation, and an unrelated response. Results revealed that performance on the task improved with grade (age) for both language groups. In general, high- familiarity idioms were more easily understood, followed by moderate- and low-familiarity idioms. Although bilingual 5th graders demonstrated the lowest degree of overall accuracy, results revealed that by the time these students reach adolescence (11th grade), idiom comprehension is comparable to their monolingual peers. pp. 19-29
*Paper presented at the Annual Convention of the American Speech- Language-Hearing Association, December, 1995, Orlando, Florida.
Dosanjh, Gurinder
DIFFERENCES IN ALZHEIMER'S, APHASIC AND NON BRAIN DAMAGED INDIVIDUALS' DESCRIPTIONS OF APHASIA TEST PICTURES AND A PICTOGRAM
This study examined whether the speech elicitation test pictures from the Western Aphasia Battery, the Boston Diagnostic Aphasia Exam, the Minnesota Test for Differential Diagnosis of Aphasia and a pictogram differ in the amount or content of speech that they elicit in Alzheimer's, aphasic, and non brain damaged (NBD) individuals. Four individuals in the middle stages of Alzheimer's disease, four fluent aphasic individuals and four non brain damaged (NBD) individuals described the four picture stimuli. Words per minute (WPM), content information units (CIU) and percent content information units were calculated for each sample. The three groups, as a whole, did not produce significantly more WPM or CIUs on any of the picture stimuli. However, the NBD group elicited more WPM and CIUs than the Alzheimer's and aphasic group on the pictogram. The NBD and aphasic group produced more WPM and CIUs on the pictogram than the aphasia test pictures. The clinical relevance of this finding is discussed. The aphasic group produced more WPM and CIUs on the pictogram. The pictogram may be a valuable diagnostic tool for assessing Alzheimer's individuals and differentiating them from aphasic individuals. pp. 30-43
Hiramoto, Jayne
ATTITUDES OF JAPANESE (ISSEI) AND JAPANESE AMERICANS (NISEI, SANSEI) TOWARD SPEECH AND LANGUAGE DISORDERS
Attitudes that people have towards speech and language disorders are important to speech-language pathologists. This study used a questionnaire to look at attitudes toward four disorders (stuttering, misarticulation, language delay and cleft palate) among seven Japanese and 26 Japanese Americans. The results showed significant differences between Japanese and Japanese Americans on one item involving the belief that stutterers were emotionally disturbed. Also, a trend was noted for items which assume the speech and language disordered person's ability to change their own speech and language if they try harder. pp. 44-53
Web, Deborah
COMPARISON OF USING OBJECTS VS. PICTURES IN TEACHING ACTION-OBJECT CONSTRUCTIONS
This study was designed to examine which stimulus type (pictures or objects) was more effective in eliciting action-object responses from children with specific language impairment (SLI). Five children exhibiting delays in expressive language were chosen to participate in this study. Each child participated in two sessions which involved baseline, treatment and probe phases for both stimulus types (pictures and objects). All five subjects showed greater improvement from baseline to generalization when shown pictures. Therefore, the results indicated that pictures were more effective than objects in eliciting action-object responses. The main factor which contributed to these findings was that the children were more distracted by objects than pictures. Implications for future research are discussed. pp. 54-60
Slivinsky, Monica M.
STORY RETELLING ABILITY IN FIRST AND SECOND GRADERS AS A FUNCTION OF LISTENER'S AGE
Previous studies which have investigated story retelling abilities of school age children have been conducted without regard to the age of the listener. The purpose of this study was to investigate first and second graders' story retelling ability when telling their stories to a same-age peer and to a familiar adult. To accomplish this, 12 subjects (6 first graders and 6 second graders) were instructed to retell two stories: one to a peer and one to an adult. Their stories were analyzed and type-token ratios (TTR) and Length Complexity Index (LCI) were measured. Results indicated that TTRs were significantly higher for both groups of children when telling the story to an adult compared to a peer. No significant differences were found between first and second graders on either measure. pp. 61-71
Hurley, Vaughn
ATTITUDES OF FOURTH AND SIXTH GRADERS TOWARD PEERS WITH MILD SYNTACTICAL AND MORPHOLOGICAL DISORDERS
Ten fourth grade and nine sixth grade boys and girls viewed video tapes of four peers -a boy and a girl with normal language, and a boy and a girl with mild language errors. The fourth and sixth grade observers rated the children using semantic dimensional scales. The normal speaking children were rated more positively than the children with language errors as "talkers", and "what they would be like as teenagers", but not a "peers". Overall, sixth graders judged speakers more positively than fourth graders. The gender of the judge compared to gender of the speaker did not produce a significant difference, however fourth grade girls rated both the boy with normal language and the boy with language errors more positively than the fourth grade boys did. The results of this study indicated that mild language errors, which the child has little control over, affect popularity and acceptance at a grade level as early as fourth grade. Implications for school district policies were discussed. pp. 72-87
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.
