http://hdl.handle.net/10379/5614 Sun, 29 Oct 2017 23:44:03 GMT 2017-10-29T23:44:03Z http://hdl.handle.net/10379/6758 A qualitative exploration of maternal perspectives on the impact of stuttering on the lives of six to ten year old children Armstrong, Elizabeth; O’Malley Keighran, Mary-Pat; Collins, Patricia; Carroll, Clare Objective: Th e study aimed to explore maternal perspectives of the impact of stuttering on the lives of 6–10-year-old children’s relationships, self-identity, and academic development. Method: A qualitative design was used: fi ve semi-structured interviews were conducted with mothers of children aged 6–10 years who stutter. Th e data was analyzed using thematic network analysis. Main results: While participants diff ered in their perceptions of the extent to which stuttering infl uenced their child’s life, all fi ve discussed aspects of how their child’s relationships, self-identity and academic development had been impacted. Mothers described their child’s personal characteristics, their school environment, how their child communicated with family members and peers and how others related to their child. Conclusion: Th e fi ndings indicate that, when developing goals for therapy, speech and language therapists should consider how stuttering may be aff ecting a child in all areas of his/her life. An unexpected fi nding related to maternal stress levels associated with their child’s stuttering which may be an important variable to consider in treatment. Th e fi ndings can inform clinical decision-making regarding treatment goals for children who stutter and their parents. Wed, 01 Jan 2014 00:00:00 GMT http://hdl.handle.net/10379/6758 2014-01-01T00:00:00Z http://hdl.handle.net/10379/6435 Language performance of sequential bilinguals on an Irish and English sentence repetition task Antonijevic, Stanislava; Durham, Ruth; Ní Chonghaile, Íde Currently there are no standardized language assessments for English-Irish bilingual school age children that would test languages in comparable way. There are also no standardized language assessments of Irish for this age group. The current study aimed to design comparable language assessments in both languages targeting structures known to be challenging for children with language impairments. A sentence repetition (SRep) task equivalent to the English SRep task (Marinis, Chiat, Armon-Lotem, Piper, & Roy, 2011) was designed for Irish. Twenty-four typically developing, sequential bilingual children immersed in Irish in the educational setting performed better on the English SRep task than on the Irish SRep task. Different patterns were observed in language performance across sentence types with performance on relative clauses being particularly poor in Irish. Similarly, differences were observed in error patterns with the highest number of errors of omission in Irish, and the highest number of substitution errors in English. Tue, 05 Apr 2016 00:00:00 GMT http://hdl.handle.net/10379/6435 2016-04-05T00:00:00Z http://hdl.handle.net/10379/6245 Exploring the facilitation of young children with disabilities in research about their early intervention service Carroll, Clare; Sixsmith, Jane While participatory research approaches are being developed and applied within speech and language therapy practice it is not clear that all children are afforded the opportunity to participate in such activities. This study aimed to explore the involvement of young children, aged between two and four years, with developmental disabilities in the research process, focusing on early intervention disability services. Eight young children took part in this qualitative research. Clark and Moss s (2011) framework for listening was used to structure the multi-method data collection process. The design was iterative; the collection of data from each participant was followed by a review of theoretical ideas to support the emerging data. Findings suggest that the use of an asset based approach to participation in research, focusing on participants strengths through a variety of data collection tools, used by a skilled facilitator, supported by parental expertise enabled the children to be part of the data collection process. The research highlights that speech and language therapists can facilitate the inclusion of children with disabilities in research activities about their early intervention service they receive. As members of early intervention teams speech and language therapists need to promote their skills in facilitating the active engagement of children with developmental disabilities in research. Thus making their participation in early intervention research, a reality with potential to promote holistic practice. Mon, 11 Apr 2016 00:00:00 GMT http://hdl.handle.net/10379/6245 2016-04-11T00:00:00Z http://hdl.handle.net/10379/6141 Labels, identity and narratives in children with primary speech and language impairments. Lyons, Rena; Roulstone, Sue There has been debate about labels in relation to speech and language impairments. However, children's views are missing from this debate, which is risky considering that labels with negative associations may result in stigma. The aim of this study was to explore the range of identities which children with primary speech and language impairments presented in their narratives and to investigate their evaluations of these identities with a view to understanding the values they attach to labels. Eleven children aged 9-12 years with primary speech and language impairments were recruited to the study. Fifty nine semi-structured interviews were conducted with the aim of generating storied accounts of everyday experiences. The data were analysed using thematic analysis. Two themes were identified in the data: desired identities and undesired identities. The findings suggest that the children were actively involved in identity construction and wanted to be seen in positive ways. They disliked labels assigned by others, which they considered portrayed them in negative ways. The debate about labels could be progressed by consulting with children themselves asking for their ideas in relation to labels in specialist education, and speech and language pathology. Thu, 15 Sep 2016 00:00:00 GMT http://hdl.handle.net/10379/6141 2016-09-15T00:00:00Z