Masters Theses

Date of Award

12-1996

Degree Type

Thesis

Degree Name

Master of Arts

Major

Speech Pathology

Major Professor

Lori A. Swanson

Committee Members

Harold A. Peterson, Patrick J. Carney

Abstract

This study was designed to determine the incidence of phonological awareness, language, and auditory processing deficits in 32 children with serious emotional disturbance [SED], The children were aged 7:9 (years:months) to 15:4. The results indicated that a great majority of the subjects, 96.9%, exhibited phonological awareness deficits as measured by the Lindamood Auditory Conceptualization Test-Revised Edition (Lindamood & Lindamood, 1979). A significant number of subjects also demonstrated concomitant language and auditory processing deficits. Language problems were demonstrated for 90.6% of the subjects as evaluated by the Clinical Evaluation of Language Fundamentals-Revised Screening Test (Semel, Wiig, & Secord, 1989). Auditory processing deficits were exhibited by 81.3% of the subjects as assessed by A Screening Test for Auditory Processing Disorders [SCAN] (Keith, 1986) or A Test for Auditory Processing Disorders in Adolescents and Adults [SCAN-A] (Keith, 1994). Finally, the evidence gathered through this investigation was examined to determine whether significant relationships existed between the subjects' ages and their performances on the measures of phonological awareness, language, and auditory processing skills or between the presence of attention deficit hyperactivity disorder [ADHD] or attention deficit disorder [ADD] and these same measures. Although a significant relationship was found between age and scores on the SCAN,/u> and SCAN-A,/u> it is likely that the unusual grouping of subjects around the cut-off age between these test versions accounts for this finding. No relationship was found between ADHD or ADD and the subjects' performance on any of the assessment instruments. The results of this investigation show that deficits in phonological awareness, language, and auditory processing are significant components of the profile presented by a school-aged child with SED. This investigation found, as did Camarata, Hughes, and Ruhl (1988), that the communication problems of children with SED are frequently masked by the serious consequences of mental illness. Early screening of phonological awareness, language, and auditory processing abilities in children diagnosed with emotional or behavioral disorders is essential to eliminate underservice of communication disorders in this population. Effective communication treatment approaches are greatly needed for this special population. Integrated, multidisciplinary treatment for children with SED and communication problems is most appropriate because concomitant psychiatric and communication disorders influence so many areas of a child's life, including his/her self image, academic performance, relationships among peers and within families, as well as the ability to understand and participate in therapeutic counseling. Multidisciplinary treatment will require collaboration among a team consisting of the child's parents, speech-language pathologist, psychologist, psychiatrist, physician, social worker, audiologist, special education and classroom teachers, and other professionals as needed to ensure appropriate assessment and treatment of children with SED and communication disorders.

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