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At least 415 records · Page 23Linked to original sources
PubMed1989

Differential recovery in naming in bilingual aphasics.

Language performance in a sample of 30 Catalan-Spanish bilingual aphasics was studied using three nominal tasks (naming, pointing, and translation). We compared performance between the two languages before and after therapy and also compared the improvements made in each language. Therapy was carried out in only one language, namely Catalan. Significant differences between the two languages were initially seen in the naming and translation tasks while after treatment significant differences were observed in the naming and pointing tasks. Analysis of covariance was carried out to control the influence of the initial performance on improvements. Performance in the naming task improved more in the treated language (Catalan) than in the nontreated language. We conclude that both differential impairment and recovery of languages in bilingual aphasics is seen not only in rare cases but also in studies of larger samples.

Adult↗
PubMed2007

Brief report: comparative ABA and DIR trials in twin brothers with autism.

Trial interventions in DIR and ABA with twin brothers with autism were offered to help the parents choose one of the programs for their sons. Pre- and post-test scores on the Communication and Symbolic Behavior Scales (CSBS) revealed a slight gain in the composite score of the ABA child and a slight loss in the score of the DIR child. Contrasted gains and losses occurred in six of the seven CSBS clusters. Results from this pilot research are discussed with additional communication and behavior data from the intervention period. Careful interpretation of CSBS outcomes in counseling parents and graduate students is strongly advised. Continued research in comparative outcomes for intervention programs is strongly encouraged.

Autistic Disorder↗
PubMed1984

Sign language as a communication prosthesis with language-impaired children.

Many language-impaired children rely on telegraphic speech for expression. Functors such as prepositions and pronouns are mostly absent from their utterances. In an experimental analogue to clinical work, 14 3- to 11-year-old children with various levels of language impairment were exposed to drawings portraying a single scene. A meaningful sentence including either a pronoun or a preposition, which the children were not spontaneously using at pretesting, was associated with each drawing. Training the children to use the functors followed one of two approaches. The experimenter either vocalized the functor, or she vocalized and signed it. Results revealed that, for both functor acquisition and functor recall, speech and sign training was superior to speech training. Type of functor trained was also important, with prepositions faring better than pronouns. Reasons for this speech facilitation through signs, and issues related to implementation, are discussed.

Child↗
PubMed1979

Critique of concepts and therapy in the action language approach to psychoanalysis.

Critical evaluation is made of the attempts to reformulate basic psychoanalytic concepts in terms of a theory of action language. The criticism focuses on issues of the scientific status of psychoanalytic knowledge, the role of experience as the basis of psychoanalytic knowledge, the role of metaphor in the formulation of psychoanalytic theory (focusing particularly on the issue of anthropomorphism and the forms of acceptable metaphor in the theory), and the problem of levels of abstraction in theoretical conceptualization. Particular issues in the action language approach, which are challenged from a more traditional process-oriented psychoanalytic perspective, are the notion of action; the status of mind; the specific formulations and conceptualizations of drives and motives, conflicts, resistance, affects, and internalization; the nature of the concepts of self and identity. The critique developed in these areas is then utilized as the basis for assessment of clinical implications, particularly their application in specific psychoanalytic contexts.

Affect↗
PubMed1980

A simultaneous treatment comparison of three expressive language training programs with a mute autistic child.

A study was conducted in order to simultaneously compare the relative effectiveness of three different language training models (total communication sign training, nonverbal "sign-alone" training, and oral [vocal] training) for teaching expressive language skills to a 4 1/2-year-old mute autistic child. A single-subject, alternating-treatment (multielement) design with replication within subject was used to compare the rate of expressive word acquisition across training models. Results show the total communication model to be substantially superior to both oral and sign-alone training models, and place in question the theory of an intersensory integration disability to explain the success of sign language. Alternatively, the data suggest that the use of physical prompts combined with multisensory inputs provide a basis for the demonstrated success.

Autistic Disorder↗
PubMed1984

Effects of speech and speech and sign instruction on oral language learning and generalization of action + object combinations by Down's syndrome children.

This study was designed to compare the effects of speech and speech-plus-sign stimulation during comprehension treatment on the oral language learning and generalization of action + object relational meanings. Ten home-reared Down's syndrome children in Early Stage 1 received concurrent comprehension treatment in Speech and Speech-Sign conditions using a miniature linguistic system. Upon attainment of criterion level performance in both conditions, generalization tasks were administered to measure the effects of the comprehension treatment on the comprehension and the production of treated and untreated action + object combinations. The results obtained from this study indicated that the two treatment conditions did not differ significantly for either learning or generalization. The data did, however, indicate that individual patterns of acquisition were evident among the children. Caution is advised concerning the automatic adoption or rejection of manual sign as part of oral language intervention programs.

Child↗
PubMed2001

The speech-language pathologist's role in a writing lab approach.

In a writing lab approach, speech-language pathologists (SLPs) work on collaborative teams with general and special educators to foster language growth using inclusive, curriculum-based, computer-supported writing process instruction. By engaging students in authentic writing projects using recursive writing processes--planning, organizing, drafting, revising, editing, publishing, presenting--and supporting them with instructional scaffolding, peer feedback, and computers, SLPs can address individualized needs while achieving goals of the general education curriculum. Case examples illustrate how intervention can be designed to meet the needs of students with diverse disabilities to interact socially and progress academically within the general education curriculum.

Computer-Assisted Instruction↗
PubMedDate not supplied

Strategies for achieving joint attention when signing to children with Down's syndrome.

Research indicates that joint attention is an important factor in determining the rate and nature of early vocabulary development in typically developing children. Studies conducted with deaf children acquiring sign language indicate that caregivers adopt special strategies for achieving joint attention with this group: these strategies make allowance for the visual medium in which the language is transmitted. Joint attention is also important for the development of communication in children with Down's syndrome, who also often have restricted attentional capacity. Moreover, there is good evidence that the use of signed input in addition to speech can have significant benefits for these children. This paper reports on a study designed to explore the utility of strategies observed in deaf parents for the achievement of joint attention when signing with children with Down's syndrome. Data are presented from recordings of four children with Down's syndrome and their mothers. The results showed that the mothers were successful in enabling the child to perceive both signed input and contextual referents much of the time, but that the range of strategies used was very limited compared to deaf parents of deaf children. Adopting a wider range of strategies would allow a considerable increase in signed input. Implications for intervention programmes are discussed.

Attention↗