東華大學圖書館 |

Characterizing Functional Communication, Speech, and Language Outcomes for Jamaican Creole- and English-Speaking Preschoolers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Characterizing Functional Communication, Speech, and Language Outcomes for Jamaican Creole- and English-Speaking Preschoolers./
Author:	Kokotek, Leslie E.
Description:	1 online resource (217 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30509694click for full text (PQDT)
ISBN:	9798379444037

Characterizing Functional Communication, Speech, and Language Outcomes for Jamaican Creole- and English-Speaking Preschoolers.
Kokotek, Leslie E.

Characterizing Functional Communication, Speech, and Language Outcomes for Jamaican Creole- and English-Speaking Preschoolers. - 1 online resource (217 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--University of Cincinnati, 2022.

Includes bibliographical references

Historically, information pertaining to children's functional communication abilities has been limited, resulting in an incomplete understanding about how children use their communication to participate in everyday life (i.e., communicative participation). This limited knowledge base is exacerbated in the multilingual context where even less in known about children who have communication impairments such as multilingual children with speech sound disorders (SSDs). In addition, the information that is presently available in this area is primarily centered on children who speak majority languages or language pairings, creating a narrow lens for understanding children's communicative participation and related aspects of functional communication in context. With this challenge in mind, the opportunity to explore the functional communication of children who represent an understudied linguistic population such as Jamaican Creole (JC)-English-speaking preschoolers, offers novel insights for understanding how children with and without communication impairments use their communication skills to be included across various settings. However, with the onset of the COVID-19 pandemic and the associated social restrictions, children are now experiencing acute changing environmental circumstances that confound what is known about their functional communication and how they are using communication to participate with others. To address these challenges this dissertation describes the communicative participation and related functional communication abilities of bilingual Jamaican children prior to and during the COVID-19 pandemic in five related studies. Study 1 and Study 2 examined the construct validity of the Focus on the Outcomes of Communication Under Six (FOCUS) for use in the Jamaican context, offering psychometric evidence for using the FOCUS to measure communicative participation for a range of JC-English-speaking preschoolers. With the initial validity evidence available for using the FOCUS with bilingual Jamaican preschoolers, Study 3 used the FOCUS in addition to the Intelligibility in Context Scale (ICS), the ICS-JC, and transcription-based measures of speech production accuracy to describe the communicative participation and functional speech intelligibility of children categorized by their communicative status at baseline. Subsequently, Study 4 replicated the procedures used in Study 3 to describe these features for Jamaican preschoolers during the pandemic and then compared that information to the baseline data to investigate possible differences. Study 5 provided further insights about multilingual children's communicative participation and related aspects of functional communication in the COVID-19 milieu by exploring the parental perspectives of Jamaican preschoolers using a qualitative modified Grounded Theory approach that incorporated the tenets of a content analysis. The results of this dissertation offer new evidence and future directions for how the FOCUS could be applied to support multilingual and monolingual children and extends the possible applicability of the FOCUS to a broader range of preschoolers. The outcomes of this dissertation also demonstrate innovative strategies for using parent report measures to facilitate qualitative research efforts, which are needed for including the parent/client perspectives essential for developing culturally responsive evidence-based practices. Most importantly, the findings from all five studies also served to characterize functional communication for an understudied linguistic population while concurrently diversifying the multilingual evidence base and documenting the effects of acute environmental changes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379444037Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Functional communicationIndex Terms--Genre/Form:

542853
Electronic books.

Characterizing Functional Communication, Speech, and Language Outcomes for Jamaican Creole- and English-Speaking Preschoolers.
LDR:05243nmm a2200421K 4500 001 2362450
005 20231027104042.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798379444037
035 $a (MiAaPQ)AAI30509694
035 $a AAI30509694
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kokotek, Leslie E. $3 3703175
245 1 0 $a Characterizing Functional Communication, Speech, and Language Outcomes for Jamaican Creole- and English-Speaking Preschoolers.
264 0 $c 2022
300 $a 1 online resource (217 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
500 $a Advisor: Washington, Karla N.
502 $a Thesis (Ph.D.)--University of Cincinnati, 2022.
504 $a Includes bibliographical references
520 $a Historically, information pertaining to children's functional communication abilities has been limited, resulting in an incomplete understanding about how children use their communication to participate in everyday life (i.e., communicative participation). This limited knowledge base is exacerbated in the multilingual context where even less in known about children who have communication impairments such as multilingual children with speech sound disorders (SSDs). In addition, the information that is presently available in this area is primarily centered on children who speak majority languages or language pairings, creating a narrow lens for understanding children's communicative participation and related aspects of functional communication in context. With this challenge in mind, the opportunity to explore the functional communication of children who represent an understudied linguistic population such as Jamaican Creole (JC)-English-speaking preschoolers, offers novel insights for understanding how children with and without communication impairments use their communication skills to be included across various settings. However, with the onset of the COVID-19 pandemic and the associated social restrictions, children are now experiencing acute changing environmental circumstances that confound what is known about their functional communication and how they are using communication to participate with others. To address these challenges this dissertation describes the communicative participation and related functional communication abilities of bilingual Jamaican children prior to and during the COVID-19 pandemic in five related studies. Study 1 and Study 2 examined the construct validity of the Focus on the Outcomes of Communication Under Six (FOCUS) for use in the Jamaican context, offering psychometric evidence for using the FOCUS to measure communicative participation for a range of JC-English-speaking preschoolers. With the initial validity evidence available for using the FOCUS with bilingual Jamaican preschoolers, Study 3 used the FOCUS in addition to the Intelligibility in Context Scale (ICS), the ICS-JC, and transcription-based measures of speech production accuracy to describe the communicative participation and functional speech intelligibility of children categorized by their communicative status at baseline. Subsequently, Study 4 replicated the procedures used in Study 3 to describe these features for Jamaican preschoolers during the pandemic and then compared that information to the baseline data to investigate possible differences. Study 5 provided further insights about multilingual children's communicative participation and related aspects of functional communication in the COVID-19 milieu by exploring the parental perspectives of Jamaican preschoolers using a qualitative modified Grounded Theory approach that incorporated the tenets of a content analysis. The results of this dissertation offer new evidence and future directions for how the FOCUS could be applied to support multilingual and monolingual children and extends the possible applicability of the FOCUS to a broader range of preschoolers. The outcomes of this dissertation also demonstrate innovative strategies for using parent report measures to facilitate qualitative research efforts, which are needed for including the parent/client perspectives essential for developing culturally responsive evidence-based practices. Most importantly, the findings from all five studies also served to characterize functional communication for an understudied linguistic population while concurrently diversifying the multilingual evidence base and documenting the effects of acute environmental changes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Speech therapy. $3 520446
650 4 $a Bilingual education. $3 2122778
650 4 $a Early childhood education. $3 518817
650 4 $a Communication. $3 524709
653 $a Functional communication
653 $a Communicative participation
653 $a Multilingual preschoolers
653 $a Functional speech
653 $a Linguistic diversity
653 $a Jamaican Creole
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0460
690 $a 0518
690 $a 0282
690 $a 0459
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Cincinnati. $b Allied Health Sciences: Communication Sciences and Disorders. $3 3279227
773 0 $t Dissertations Abstracts International $g 84-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30509694 $z click for full text (PQDT)