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At least 757 records · Page 42Linked to original sources
PubMed1994

Students with word finding disorders: three case studies.

Case studies of three students of different ages with different types and degrees of word finding disorders are presented. One student is at the beginning of his school career, one has been in school for 7 years, and the third individual is a young adult who left school after completing only 11 grades. Each student's word finding profile and characteristics are presented as well as the impact of the disorder upon school performance particularly in the area of reading. Recommendations are made for intervention involving collaboration between speech-language pathologists and educators.

Achievement↗
PubMed2003

Effects of semantic treatment on verbal communication and linguistic processing in aphasia after stroke: a randomized controlled trial.

BACKGROUND AND PURPOSE: Semantic deficits, deficits in word meaning, have a large impact on aphasic patients' verbal communication. We investigated the effects of semantic treatment on verbal communication in a randomized controlled trial. METHODS: Fifty-eight patients with a combined semantic and phonological deficit were randomized to receive either semantic treatment or the control treatment focused on word sound (phonology). Fifty-five patients completed pretreatment and posttreatment assessment of verbal communication (Amsterdam Nijmegen Everyday Language Test [ANELT]). In an on-treatment analysis (n=46), treatment-specific effects on semantic and phonological measures were explored. RESULTS: Both groups improved on the ANELT, with no difference between groups in overall score (difference, -1.1; 95% confidence interval [CI], -5.3 to 3.1). After semantic treatment, patients improved on a semantic measure (mean improvement, 2.9; 95% CI, 1.2 to 4.6), whereas after phonological treatment, patients improved on phonological measures (mean improvement, 3.0; 95% CI, 1.4 to 4.7, and 3.0; 95% CI, 1.2 to 4.7). CONCLUSIONS: No differences in primary outcome were noted between the 2 treatments. Our findings challenge the current notion that semantic treatment is more effective than phonological treatment for patients with a combined semantic and phonological deficit. The selective gains on the semantic and phonological measures suggest that improved verbal communication was achieved in a different way for each treatment group.

Adult↗
PubMedDate not supplied

Language deficiency in children.

Research in cognition and language has provided useful constructs which suggests that specific deficits underlie language deficiencies in children. In addition, this research has provided procedures that the determine what a child knows about language at a particular level of development and has established a sequence of linguistic development that maps the specific content and structure of training programs. Two new areas of research offer additional approaches to assessment and remediation. One approach focuses on the actual principles and strategies that normal children use to learn language, making it possible to determine which methods are most efficient. The second research approach looks at the contextual conditions adults and children provide the first language learner. Preliminary work suggests that the natural conditions found universally in first language learning may be the best indicators of how to proceed with language-deficient children.

Child↗
PubMedDate not supplied

Language stimulation group. Habilitation model.

Bloom's model of normal language development is reviewed in relation to clinical practice and is then expanded to account for disordered development. Four primary and four secondary assessment areas are then considered: language, cognition, motor, and affective development and nonverbal symbolic skills, attentional skills, social development, and physical-medical integrity. Finally, a way of integrating this evaluative information into the model of normal development is discussed and a sample curriculum is outlined.

Child↗
PubMed2003

Changing times: trials and tribulations of the move to Master's entry-level education in Canada.

BACKGROUND: Most health care professions are reviewing issues related to the changing nature of professional education and practice. Social work, physical therapy, speech-language pathology, audiology, and recently occupational therapy, have raised the entry-level training requirements to the graduate level to enhance formal education programs. PURPOSE AND SCOPE: In the past few years, this trend has generated considerable debate and discussion within the occupational therapy profession both in Canada and internationally. In November, 2001 the Canadian Association of Occupational Therapists (CAOT) announced that Canadian universities must convert to entry-level Master's programs by 2008 to receive re-accreditation (CAOT, 2002a). This paper describes the historical evolution of Canadian occupational therapy education, outlines several issues within occupational therapy that are impacting the move, and discusses benefits and challenges to Master's level training. PRACTICE IMPLICATIONS: Recommendations are presented for the development of Master's entry-level occupational therapy training programs in Canada.

Accreditation↗
PubMed1995

The social construction of ability and disability: I. Profile types of Latino children identified as language learning disabled.

During the course of an ethnographic study of a bilingual special education classroom, three profile types of students emerged, ranging from students with severe language learning disabilities to students with normal abilities. The study points out the inadequacy of a medical model view of student abilities and disabilities--a view that underestimates the communicative and academic competence of bilingual students. Concurrently, the results support a contextual performance view--a view that acknowledges the role of instructional context in revealing the upper or lower range of students' communicative and academic competence. The study further suggests some contextual features of instruction that are associated with students from all profile types showing their best in terms of language and literacy skills.

Aptitude↗
PubMedDate not supplied

Collaborative speech and language services for students with learning disabilities.

Fueled by educational reforms such as the Regular Education Initiative, the inclusion movement, and Goals 2000, speech and language pathologists (SLPs) have explored the use of collaborative consultation in providing integrated service delivery. The implications of classroom-based services are discussed, along with models that have been adopted by SLPs, learning disabilities specialists (LDSs), and classroom teachers. The characteristics of students served, and the areas of speech and language (i.e., language, articulation, fluency, voice) targeted in the classroom, are reviewed. Ways in which SLPs, LDSs, and classroom teachers can collaborate, including collaborative assessment; Individualized Education Program development; teaching listening, speaking, reading, and writing skills; and teaching students the language of the classroom, are described.

Cooperative Behavior↗
PubMed1994

Generalizing spontaneous language in developmentally delayed children via a visual cue procedure using caregivers as therapists.

Developmentally delayed children are recognized by deficits in language, motor skills, and social interaction. The importance of this topic is demonstrated by the fact that many studies have focused on increasing different aspects of this population's language. New training elements for this population were used here (e.g., the visual cue method was used in home settings). Caregivers were trained as therapists to teach children spontaneous speech by targeting two behaviors. The visual cue method was effective for increasing spontaneous speech in developmentally delayed children in the home. This finding is significant in that home training with caregivers promoted generalization of language by programming common stimuli. Implication of these data for future research is discussed.

Caregivers↗
PubMed2002

Narrative and procedural discourse production by severely aphasic patients.

Five cbronically aphasic subjects were trained on a computerized iconographic communication system (C-VIC). Their performance in producing single sentences scripts. and narratives was assessed using both spoken English and C-VIC. The requisite vocabulary necessary and the narrative complexity of the target productions were controlled. Subject performance using C-VIC indicates that the ability to construct discourse at the macrostructural level is largely intact. Despite significant improvements in spoken production after C-VIC training, especially at the single sentence level, the subjects' spoken discourse remains severely impaired by their failures at the microlinguistic level. These results point to the limits of currently available approaches to the remediation of aphasia and suggest avenues for future research.

Aged↗
PubMedDate not supplied

Healthcare professionals' knowledge of motor neurone disease.

Healthcare professionals have a professional duty to provide patients with accurate information in order to assist in managing their illness. This may be more difficult with an uncommon illness, such as motor neurone disease (MND), as many healthcare professionals may feel poorly informed about the illness themselves. This study set out to survey the level of knowledge and understanding about MND among a group of 100 healthcare professionals who had personal experience of managing the care of a person with MND. The value of the MND nurse specialist and the Motor Neurone Disease Association as sources of information were highlighted. There was evidence of active information-seeking about MND among all professional groups. However, while many respondents felt that their knowledge of the disease processes in MND and their own profession's role in the management of the condition was good, 57% of respondents felt that their current level of overall knowledge about MND was inadequate.

Attitude of Health Personnel↗