Graduate Studies

 

First Advisor

David R. Beukelman

Second Advisor

John E. Bernthal

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Christine A. Marvin, Ellen Weissinger, Cynthia J. Cress

Department

Psychological and Cultural Studies

Date of this Version

8-1999

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial Fulfillment of requirements for the degree of Doctor of Philosophy

Major: Interdepartmental Area of Psychological and Cultural Studies

Under the supervision of Professors David R. Beukelman and John E. Bernthal

Lincoln, Nebraska, August 1999

Comments

Copyright 1999, Laura Jean Ball. Used by permission

Abstract

Speech-language pathology researchers have pursued a strategy to identify children with distinct DAS characteristics in an effort to study the characteristics, possible cause(s), and interventions for this disorder. Increasingly, reports indicate that children with suspected DAS experience a range of speech, language, social interaction, behavioral, and academic disabilities. Investigators in DAS continue to recommend intervention strategies that focus primarily on motor speech impairments, although it is clear that few children with a distinct version of DAS exist.

Evaluations of communication skills were obtained from 36 children identified with suspected DAS for this research project. Hierarchical cluster analysis was completed on the resulting test scores, and profiles based upon unique communication characteristics of these children were described upon completion of the statistical analysis.

Results of the cluster analysis statistical procedure indicated that children with DAS evaluated for this study were best described by four-clusters of communication characteristics. Linear discriminant function statistical analysis identified two significant discriminant functions, which were instrumental in assigning children to the four clusters.

One group of discriminating variables contained communication aspects primarily associated with language, vocabulary, and behavioral issues. The other group of discriminating variables contained communication aspects associated with articulation, percent of consonants correct, and intelligibility.

When compared with the children in other clusters, members of Cluster I exhibited generally lower accuracy with articulation, percent of consonants correct, and overall language skills. These children exhibited fewer behavioral concerns. Children in Cluster II exhibited generally lower accuracy of articulation skills, and higher language and phonological skills, with fewer behavioral concerns when compared across clusters. One child, who exhibited a unique profile of communication aspects, was found to fall within Cluster III. Children in Cluster IV exhibited generally greater accuracy of articulation and lower language skills, accompanied by higher behavioral concerns from the parents when compared to other children participating in the study. Implications of identified clusters for future research, assessment, and interventions are discussed.

Advisors: David R. Beukelman and John E. Bernthal

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