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Biomedical subjects

J S Damico

Publications and source records attributed to J S Damico.

8 recordsLinked to original sources
PubMed1999

Attention-deficit hyperactivity disorder and communication disorders. Issues and clinical practices.

Attention-deficit hyperactivity disorder (ADHD) is reviewed from the perspective of speech-language pathology, and various characteristics of the communicative process that co-occur with ADHD are presented. Incorporating Barkley's "inhibition model" with a systems theory approach and a functionality component, implications for service delivery and intervention are discussed. Five specific types of interventions are presented to encourage collaboration.

Attention Deficit Disorder with Hyperactivity↗
PubMed1996

Formulating a functional model of attention deficit hyperactivity disorder for the practicing speech-language pathologist.

Speech-language pathologists need to embrace new models of service delivery if their work with children having ADHD is to be successful. Old models that are oriented toward deficits have proven to be ineffective, but application of a systems-theory approach from the social sciences to ADHD, together with support from recent educational research, provides a contextually-related model of service delivery. This model is discussed in terms of three major issues--identifying and describing students with ADHD, helping them overcome their problems, and meeting the needs of their teachers and parents--and how it may guide more effective assessment and intervention of ADHD students in educational settings.

Adolescent↗
PubMed1996

Accounting for handicaps in aphasia: communicative assessment from an authentic social perspective.

The ICIDH classification system has had an important effect on many areas of rehabilitation. In this article an application of the handicap category of the ICIDH system within the assessment of aphasia is described. This assessment procedure, Communicative Profiling System, provides an example of how detailed and authentic examination of complex social phenomena can be accomplished. A case study and implications of this procedural application are provided.

Aphasia↗
PubMed1995

Attention deficit hyperactivity disorder: the scope of the problem.

Throughout the recent past, the evolution of ADHD as a disability label or category has been driven primarily by the development of a series of diagnostic manuals by a professional organization (i.e., American Psychiatric Association). The result has been a diagnostic category consisting of behaviors that form a practical construct of the disability. The evolution of the label and its behavioral construct was driven more by the needs of professional manuals than by theoretical considerations or empirical research. With the development of theoretical models and additional empirical research, however, we appear to be gaining a better understanding of the nature of ADHD. New symptom categories have more educational and communicative significance, and, importantly, these categories appear to have more explanatory value than did previous categories. Further investigation of these emerging symptom categories should advance our understanding of ADHD and how it can be managed more effectively. As clinicians, however, whether we focus on primary symptom categories for clinical/educational purposes or emerging symptom categories for their explanatory power, we need to continue to gain a better understanding of ADHD and its impact on our students. This article has provided a description of the evolution of the ADHD label and noted some of the directions that current research appears to be leading. In doing so, we hope that we have provided practicing speech-language pathologists with a better understanding of the history and scope of this problem.

Attention Deficit Disorder with Hyperactivity↗
PubMed1983

The diagnosis of language disorders in bilingual children: surface-oriented and pragmatic criteria.

Certain pragmatic criteria were compared with traditionally employed surface-oriented criteria for the diagnosis of language disorders in bilingual children. Subjects were 10 Spanish/English bilingual children between 6 and 8 years of age who had been referred by bilingual classroom teachers for a special education evaluation. Spontaneous language samples were obtained from each child in both languages. The samples were transcribed and then examined for normalcy according to surface-oriented criteria and pragmatic criteria. The surface elements examined in both languages included morphological and syntactic structures. The pragmatic criteria included nonfluencies, revisions, delays, specificity of referential terms, abrupt topic shifts, inappropriate responses, and the need for multiple repetition of prompts. As expected, it was possible to demonstrate that the two sets of criteria identified different subgroups as language disordered. To test the accuracy of the disparate diagnoses, academic achievement was tested both before and after an average of 7 months of mainstreaming in essentially monolingual English classroom settings. Teacher ratings of English language development and socialization were also examined before and after the 7-month period. Results revealed that the pragmatic criteria were superior predictors of both achievement and teacher ratings. Traditional diagnostic criteria appear to need supplementation by pragmatic criteria.

Achievement↗
PubMedDate not supplied

Partnership in conversation: a study of word search strategies.

Conversation analysis was used to investigate a conversational partner's strategies when assisting with the word searches of an aphasic person. The purpose was to identify and detail how such strategies were accomplished and to examine the implications of these strategies from a social and participatory perspective. Review of a large, authentic database resulted in identification of 38 videotaped conversation sequences characterized by the initiation of a word search by an aphasic speaker and the joining of this search by the conversation partner. Sequences were analyzed on a turn-by-turn basis to identify patterns of sequential organization based on similarities in contextual and functional features and to infer social implications. Results were that four conversation strategies were systematically used: guess, alternative guess, completion, and closing strategies. Each was accomplished collaboratively with specific interactional resources and techniques and were used differentially for social purposes. Implications for clinical practices involving training of conversation partners are discussed.

Aphasia↗