Biomedical subjects

D D Sanger

Publications and source records attributed to D D Sanger.

4 recordsLinked to original sources

PubMed1991

Language skills of delinquent and nondelinquent adolescent males.

A comparison of language skills between adolescent juvenile delinquent males and matched nondelinquent peers was made using an informal language sample analysis (a modified Clinical Discourse Analysis) and the TOAL-2 measure. Twenty-four institutionalized delinquents and 24 nondelinquents ranging in age from 14.4 to 17.9 years were subjects. Their respective mean full scale intelligence quotients were 99.75 and 101.25 and they had no known verified handicapping conditions. Two one-way ANOVAs showed that there were significant differences for language skills on the dependent measures between the two groups. Differences between the groups also were observed from descriptive statistics for academic performance. Implications for assessment and treatment of "at-risk" populations are addressed.

Achievement↗

PubMed1990

A comparison of the SSW and language test results.

The purpose of this paper is to determine the relationship between the SSW and a battery of auditory-language tests in a group of children suspected of auditory processing problems. Thirty-one children between the ages of 6.2 and 10.4 were referred by their classroom teachers. All children were administered a pure tone and an acoustic immittance battery, the SSW test, selected subtests of the Clinical Evaluation of Language Functions, the Goldman-Fristoe-Woodcock Auditory Skills Battery, an elicited language sample, and the Observational Profile of Classroom Communication. No significant correlations were found between the SSW right competing and left competing conditions and the auditory-language test battery. The findings suggest that these two test approaches measure different aspects of auditory processing abilities in children, and both are required to adequately describe auditory processing abilities at all levels.

Attention↗

PubMed1987

An assessment technique for children with auditory-language processing problems.

The purpose of this study was to develop a new multilayer clinical assessment technique to evaluate auditory-language processing abilities in children. Following a 90-min in-service workshop on auditory-language processing problems, 46 nonhandicapped first-, second-, and third-grade students were referred by their classroom teachers for an evaluation of auditory-language processing abilities. Twelve "normally" achieving first-, second-, and third-grade students were randomly selected as controls. Standardized and nonstandardized measures included a pure tone and impedance test, selected subtests of the Clinical Evaluation of Language Functions (Linguistic Concepts, Relationships and Ambiguities, Oral Directions, Spoken Paragraphs, Word Associations, and Model Sentences), the Goldman-Fristoe-Woodcock (GFW) Memory for Sequence Test, Sound Mimicry Test, Sound-Symbol Association Test, and the GFW Test of Auditory Discrimination. Nonstandardized measures included an Observational Profile of Classroom Communication and an informal language sample. Results indicated 87% of 46 (n = 40) children were identified as having auditory-language processing problems. In-service training was an effective means to heighten teachers' awareness for referring subjects. Additionally, the Observational Profile of Classroom Communication was an effective procedure for teachers to systematically observe and document communication behaviors in the context of the classroom.

Auditory Perceptual Disorders↗

PubMedDate not supplied

Language samples using three story elicitation tasks and maturation effects.

The spoken language skills of 20 elementary students with verified learning disabilities were explored using a story format and discourse analysis procedure. The purpose was to compare the performance of LD students on three types of story tasks (story generation from a picture, story generation from memory, and story generation based on a game) over a one-year period. Results indicated statistically significant main effects for approximately half (9/17) of the discourse variables by task and one main effect for time. Overall, stories from memory were longer and characterized by more as well as different types of errors than were stories from pictures or stories based on games. Implications for use of stories and type of story collection task in language sampling are discussed.

Child↗