Here is a list of dissertations recently completed in the Department of Communication Sciences and Disorders. All recent dissertations can be accessed by http://digitalcommons.lsu.edu/comd_etd/.
Vaughn, L (2021) African American English-speaking children's judgments of grammaticality: Effects of clinical status and grammatical structures
Treleaven, S. (2021) Verbal Response Inhibition and Stuttering in Adults
Mazumdar, B (2020) Identifying a Culturally Appropriate Stimulus for the Bangla Picture Description Task
Nakkawita, S (2020) Comparison of High-Tech Augmentative and Alternative Communication Interfaces: Do Age and Technology Experience Matter?
Tyson, Cara. (2018). Scaffolded play as a predictor of change in language and play in children with autism.
Parr, Cindy. (2018). Evaluation of oral function before and after frenectomy in breastfed infants diagnosed with tethered oral tissue.
Parker, R. (2016) The contribution of self-regulation to reading comprehension in adolescent learners.
Riviere, A.M. (2016) VA-ET-VIENT, the goin’ and comin’ of infinitival ‘To’: A study of children with and without specific language impairment in Cajun English
Gregory, K. D. (2015). Evaluation of teacher ratings to improve child language screenings in speech-language pathology.
Porter, K. L. (2015). Caregiver perceptions of speech-language pathologist (SLP) communication: Examining how SLPs talk with caregivers about child language disorders.
Delrose, L. N. (2015). Effects of encoding practice on alphabet, phonemic awareness, and spelling skills of students with developmental delays.
Turner, L. M. (2015). An analysis of spelling patterns produced by elementary school-aged speakers of African American English
Berry, J. R. (2015). Use of copula and auxiliary BE by African American children with Gullah/Geechee heritage.
Varnado, C. (2015). Treatment of efficacy of manual therapy on speech outcomes in children with spastic cerebral Palsy: A single-subject experiment design.
Bradshaw, J. (2014). Pragmatics, prosody, and social skills of school-age children with language-learning differences.
Bourque Meaux, A. (2013). Addressing the higher level language skills for the common core state standards in kindergarten.
Randolph, C. (2012). Effects of rhyming instruction on learning the alphabetic principle, phoneme awareness, and rhyming complexity skills with at-risk kindergarten students.
Tausch, C. (2012). A syntax-based reading intervention for English as second-language learners.
Collins, M. (2012). Comparing the treatment effectiveness of conversational and traditional aphasia treatments based on conversational outcome.
Juengling, J. (2012). A single-subject study examining the effects of a behavioral intervention for verbal recurrent perseveration.
Virani, A. (2012). Effects of two different behavioral swallowing exercise protocols performed during radiation therapy on swallowing physiology, function, quality-of-life and weight oucomes following organ-preservation treatments for head and neck cancers.
Moland, C. (2011). A comparison of the Diagnostic Evaluation of Language Variation Screener (DELV-ST) to two other screeners for low-income African American children.
Collins, G. (2011). An examination of errors of coherence in adolescent sentence combination.
Stead, A. (2011). Time of day effects on language discourse in healthy aging and dementia.
Morris, L. (2010). Behaviors and beliefs of African American caregivers as related to their children’s language-literacy development.
Newkirk, B. (2010). The auxiliary system of typically developing children acquiring African American English.
Brinkley, S. (2010). Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills.
Downey, C. M. (2010). Child acquisition of referring expressions.
Klumpp, M. (2010). The effects of vestibular rehabilitation on kinematic performance and physical function in chronic unilateral vestibular patients.
Powell, R. (2009). The effects of visual representations on teacher training of phonological awareness principles.
Cleveland, L. (2009). Children’s productions of verbal -s by dialect type and clinical status.
Fitzgerald, D. (2008). The investigation of treatment outcomes for adults with chronic brain injury following intensive multidisciplinary treatment.
Brazier-Carter, P. M. (2008). Language learning through storybook reading in headstart.
McInnis, A. T. (2008). Phonemic awareness and sight word reading in toddlers.
Terrell, P. (2007). Alphabetic and phonemic awareness in toddlers.
Banajee, M. H. (2007). Effects of adapted phonic faces story books on phonological skills of children with severe expressive language disorders.
Garrity, A. (2007). A study of auxiliary BE in African American English: A comparison of children with and without specific language impairment.
Pruitt, S. (2006). Grammatical morphology of children reared in poverty: Implications for specific language impairment.
Dinkins, E. (2005). Examining middle school students learning language arts skills in context.
Hurley, A. (2004). Behavioral and electrophysiological assessment of children with specific temporal processing disorder.
Blanchet, P. (2002). Factors influencing the efficacy of delayed auditory feedback in treating dysarthria associated with parkinson’s disease.
Daniels, S. (2001). Physiology and lateralization of swallowing: A comparison between young and old adults.
Witt, E. (2000). Differential effects of interactive versus performative styles of storytelling on attention and learning in at-risk children.
Miller, P. (2000). Professional versus caregiver ratings of the communicative abilities of adults displaying moderate to profound communication challenges.
Horohov, J. (1999). Input manipulations, working memory, and word learning abilities of children.
Smith, E. (1999). The performance of prekindergarten children on representational tasks across levels of displacement.
DeKemel, K. (1998). Using scaffolded interaction to improve LLD readers’ inferencing and narrative abilities.
Del Toro, J. (1998). An examination of automatic versus strategic semantic priming effects in broca’s aphasia.
Martino, N. (1998). Investigation of two treatment approaches for improving college students’ comprehension of science text.
Higgins, K. (1998). A comparative study of communication intervention for nonverbal children with autism.
Crowe, L. (1996). Training parents to facilitate language through storybook reading.
Mendoza, A. (1996). The use of communication facilitators with severely brain injured nonresponsive adults.
Reichmuth, S. (1996). Efficacy of communicative reading strategies as an instructional approach for adult low-ability readers.
Bradshaw, M. L. (1995). The efficacy of scaffolding strategies in holistic language intervention on language and phonologically delayed children.
Michaelson-Ezell, M. (1995). Evaluating the efficacy of communication reading strategies with high risk first grade students.
Oxley, J. (1995). The effect of developmental factors on the use of an electronic communication device.
Stiegler, L. (1994). Discourse-based intervention for children’s word finding problems.
Badon, L. (1993). Comparison of word recognition and story retelling under the conditions of contextualized versus decontextualized reading events in at-risk poor readers.
Hayes, P. (1993). An examination of the spontaneously generated and retold narratives produced by gifted/learning disabled adolescents from an integrated perspective of language development.
Mendoza, L. (1993). Factors affecting the time-course of auditory stream segregation.
Simmons-Mackie, N. (1993). An ethnographic investigation of compensatory strategies in aphasia.
Roussel, N. (1992). Perceptual evaluation of infant articulatory transitions.
Armstrong, M. (1991). An ethnographic investigation of the integration of disabled and nondisabled two-year-old children.
Christman, S. (1990). The role of sonority in jargon aphasia.