Single Word versus Phrase

1922 ◽  
Vol 43 (2) ◽  
pp. 146
Author(s):  
Edward W. Nichols
Keyword(s):  
Single Word ◽  
Word Versus

Effect of Adult Continuing Wh-Questions on Conversational Participation in Children With Developmental Disabilities

1994 ◽  
Vol 37 (1) ◽  
pp. 193-204 ◽  
Author(s):  
Paul J. Yoder ◽  
Betty Davies ◽  
Kerri Bishop ◽  
Leslie Munson
Keyword(s):  
Experimental Study ◽  
Developmental Disabilities ◽  
Developmental Delays ◽  
Language Ability ◽  
Clinical Implications ◽  
Single Word ◽  
Language Level ◽  
Wh Questions ◽  
Word Versus ◽  
Children With Developmental Disabilities

Children with developmental disabilities often converse less frequently than their developmentally matched peers. This low conversational participation can cause problems for the children’s future language and discourse development. The purpose of this experimental study was to test the hypothesis that adult topic-continuing wh-questions would elicit topic continuations in children with relatively low language ability, but not in children with relatively high language ability. Twenty-three children with developmental delays interacted with an adult who conducted two play sessions. In each session, the adult used a different interaction style. The two styles differed in the adult’s use of topic-continuing wh-questions. Results indicate that adult use of topic-continuing wh-questions supported the use of child continuations in children at all language levels. The type of continuations (single word versus multiword) that were elicited depended on the language level of the children. Clinical implications are discussed.

Single Word versus Connected Speech Articulation Testing

1980 ◽  
Vol 11 (3) ◽  
pp. 175-179 ◽  
Author(s):  
John P. Johnson ◽  
Betty L. Winney ◽  
Olen T. Pederson
Keyword(s):  
Sampling Methods ◽  
Single Word ◽  
Connected Speech ◽  
Testing Conditions ◽  
Error Patterns ◽  
Speech Articulation ◽  
Data Analyses ◽  
Word Versus ◽  
Impaired Children

This study compared the productions of 35 articulation impaired children obtained by picture elicited single word and connected speech sampling methods. Productions were compared on the basis of both the number and type of errors made under the two testing conditions. Data analyses revealed significant differences in the number and type of errors and the prevalent error patterns revealed by the two sampling methods. The implications are discussed.

Procedure for Maximizing Phonological Information from Single-Word Responses

1984 ◽  
Vol 15 (4) ◽  
pp. 267-274 ◽  
Author(s):  
Harriet B. Klein
Keyword(s):  
Phonological Information ◽  
Single Word ◽  
Preliminary Assessment ◽  
Target Attainment ◽  
Phonological Processes ◽  
Step Procedure ◽  
Yield Information ◽  
Assessment Measure ◽  
Busy Clinician ◽  
Planning Intervention

Formal articulation test responses are often used by the busy clinician as a basis for planning intervention goals. This article describes a 6-step procedure for using efficiently the single-word responses elicited with an articulation test. This procedure involves the assessment of all consonants within a word rather than only test-target consonants. Responses are organized within a Model and Replica chart to yield information about an individual's (a) articulation ability, (b) frequency of target attainment, substitutions, and deletions, (c) variability in production, and (d) phonological processes. This procedure is recommended as a preliminary assessment measure. It is advised that more detailed analysis of continuous speech be undertaken in conjunction with early treatment sessions.

The Ontogenesis of Agent

1982 ◽  
Vol 25 (2) ◽  
pp. 306-314 ◽  
Author(s):  
Lesley Barrett Olswang ◽  
Robert L. Carpenter
Keyword(s):  
Single Word ◽  
Linguistic Expression ◽  
Structured Activities

Three children were followed longitudinally for 12 months, between their 11th and 22nd months of life, to document their development of the linguistic expression of the agent concept. The children were observed approximately once a month in play and structured activities designed to elicit nonverbal and linguistic behaviors indicative of the children's awareness of the agent concept. This study describes how the linguistic behaviors (i.e., vocalizations, single-word utterances, and multiword utterances) were paired with emerging nonverbal agentive behaviors over the 12-month period. The children's first vocalizations did not appear to be consistently associated with any nonverbal agentive behaviors. Later vocalizations were consistently paired with directive nonverbal agentive behaviors. With the emergence of the mature cognitive notion of agent, the children produced single-word utterances coding the agent in agent-action-recipient events. And finally, for two of the children, multiword utterances coding two aspects of agent-action-recipient events were produced. The evolution of paired nonverbal agentive behaviors and different utterance types has provided evidence supporting the linguistic expression of an underlying cognitive notion.

Translating Principles of Speech Science to Clinical Practice: Current and Future Trends in Craniofacial Disorders

2008 ◽  
Vol 18 (1) ◽  
pp. 31-40 ◽  
Author(s):  
David J. Zajac
Keyword(s):  
Clinical Practice ◽  
Speech Intelligibility ◽  
Current Practice ◽  
Computer Assisted ◽  
Behavioral Management ◽  
Single Word ◽  
Future Directions ◽  
Speech Science ◽  
The Impact ◽  
Opinion Article

Abstract The purpose of this opinion article is to review the impact of the principles and technology of speech science on clinical practice in the area of craniofacial disorders. Current practice relative to (a) speech aerodynamic assessment, (b) computer-assisted single-word speech intelligibility testing, and (c) behavioral management of hypernasal resonance are reviewed. Future directions and/or refinement of each area are also identified. It is suggested that both challenging and rewarding times are in store for clinical researchers in craniofacial disorders.

Roshdi Rashed

2018 ◽  
Vol 11 (1-2) ◽  
pp. 279-295
Author(s):  
Mohammed Aref
Keyword(s):  
Review Essay ◽  
Great Book ◽  
Mathematical Language ◽  
Single Word ◽  
Major Work ◽  
Galileo Galilei ◽  
Elementary Knowledge ◽  
History Of ◽  
The Universe

This review essay introduces the work of the Egyptian scientific historian and philosopher Roshdi Rashed, a pioneer in the field of the history of Arab sciences. The article is based on the five volumes he originally wrote in French and later translated into Arabic, which were published by the Centre for Arab Unity Studies and which are now widely acclaimed as a unique effort to unveil the achievements of Arab scientists. The essay reviews this major work, which seems, like Plato’s Republic to have “No Entry for Those Who Have No Knowledge of Mathematics” written on its gate. If you force your way in, even with elementary knowledge of computation, a philosophy will unfold before your eyes, described by the Italian astronomer Galileo Galilei as “written in that great book which ever lies before our eyes—I mean the universe—but we cannot understand it if we do not first learn the language and grasp the symbols, in which it is written. This book is written in the mathematical language, and the symbols are triangles, circles and other geometrical figures, without whose help it is impossible to comprehend a single word of it; without which one wanders in vain through a dark labyrinth.” The essay is a journey through this labyrinth where the history of world mathematics got lost and was chronicled by Rashed in five volumes translated from the French into Arabic. It took him fifteen years to complete.

The Comparative Efficiency of Speech Sound Interventions That Differ by Delivery Modality: Flashcards Versus Tablet

2019 ◽  
Vol 42 (1) ◽  
pp. 31-39
Author(s):  
Krystal L. Werfel ◽  
Marren C. Brooks ◽  
Lisa Fitton
Keyword(s):  
Elementary School Children ◽  
Speech Sound ◽  
Functional Relation ◽  
Kindergarten Students ◽  
Single Subject ◽  
Single Subject Design ◽  
Single Word ◽  
Or Efficiency ◽  
Comparative Efficiency ◽  
Subject Design

Although speech–language pathologists increasingly make use of tablets in clinical practice, little research to date has evaluated the effectiveness or efficiency of tablet use for targeting speech sound goals. The twofold purpose of this study was to compare (a) the effectiveness and (b) the efficiency of speech sound intervention using tablets versus flashcards. Four kindergarten students with at least two similar speech sound errors participated in this adapted alternating treatments single subject design study that explored the functional relation between speech sound intervention that differed by modality of delivery (tablet vs. flashcards) and increased speech sound skill in elementary school children with speech sound errors. Flashcards and tablets were both effective single-word speech sound intervention modalities; however, for three of the four participants, flashcards were more efficient than tablets.

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