https://www.um.edu.mt/library/oar/handle/123456789/86375 2026-04-05T02:09:16Z https://www.um.edu.mt/library/oar/handle/123456789/86517 Title: Pre-verbal skills in children with Down Syndrome Abstract: The pre-linguistic period for children with Down Syndrome (DS) is quite extended when compared to typically developing (TD) children. Children with DS also show delays when it comes to expressive language skills. This study investigates the pre-verbal skills available to four Maltese children with (DS) who were at the pre-verbal or early verbal stage. It determines whether the participants were able to engage in joint attention, imitation, matching, pointing, turn taking and symbolic play. The methods used to gather information were observations and parental reports. The Pre-verbal Communication Schedule (PVCS) was used to record a range of pre-verbal skills emerging during the observation session to better plan intervention. Parents reported on aspects of their children’s development using a questionnaire and a vocabulary checklist. The results obtained from notes taken during the observations, the PVCS, the parental questionnaire and the vocabulary checklist were analysed qualitatively and quantitatively. Results from the observations showed that most pre-verbal skills were delayed when compared to TD children. A difference between the researcher’s observations and the parent’s reports on their children’s pre-verbal skills was also brought out. Results from the vocabulary checklist showed that the participants that had the largest expressive vocabulary, also had better pre-verbal skills than the other participants. Findings from this study should provide Speech Language Pathologists (SLPs) with information about pre-verbal skills in children with DS and might help them to know more about their strengths and weaknesses. This information might also assist SLPs to better plan intervention plan for their clients. Description: B.Sc. (Hons)(Melit.) 2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/86501 Title: The communication skills of adolescents with autism across different contexts Abstract: The purpose of this current research was to investigate the communication skills of four adolescents with autism across three different contexts—home, Dance Movement Therapy (DMT) and Physical Education (PE) lessons. The social skills, pragmatic skills, conversation skills, and receptive and expressive skills are what make the communication skills. Individuals with autism illustrate persistent deficits in social communication and social interaction, whilst their patterns of behaviour, interests, or activities are restricted and repetitive (Reynolds & Kamphaus, 2013). Participants included four parents of adolescents with autism whom attend DMT and PE lessons, their dance therapist, and their PE teacher. A questionnaire was self-developed by the researcher for all the participants. Quantitative data obtained from the questionnaires was used to compare mean rating scores between the parents, dance therapist and PE teacher. Qualitative data was obtained through four online focus groups with the same participants. Questionnaire findings showed that the communication skills of adolescents with autism do vary across different contexts in some questions. Moreover, minimal difference was found between the communication skills in structured and unstructured situations. In addition, it emerged that rhythmic physical activity (PA) does enhance the communication skills of adolescents with autism. From the qualitative data, five themes were derived: communication skills are the same in all contexts; DMT is beneficial; rhythmic PA is beneficial; receptive skills are different in each context; and conversation skills vary according to each adolescent. This research conveys that rhythmic PA enhances the communication skills of adolescents with autism. Description: B.Sc. (Hons)(Melit.) 2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/86498 Title: An investigation of the social skills functioning in Maltese children with Down Syndrome Abstract: This qualitative research study endeavours to explore the social skills functioning of five seven-year-old Maltese children with Down Syndrome (DS). The purpose of this study is to identify if there is a consistent pattern of strengths and weaknesses in relation to the social skills development of children with DS. The target population consisted of seven Maltese children with DS aged between five-seven years, their mothers, and their Speech and Language Pathologists (SLPs). The researcher used a self-administered questionnaire as the research data collection instrument and distributed the questionnaire to the children’s mothers and to the SLPs, whilst also collecting data by means of observation meetings to directly observe the children. The questionnaires were used for the purpose of helping the participants provide reflections with regards to the children’s social skills functioning and the observation meetings were held to see the application of the social skills. The process of thematic analysis was applied to analyse the data collected. A set of Subthemes and Major Themes were then identified from the findings, which were used to answer the research questions being investigated. The results showed that children with DS present with specific behaviours which are characteristic to their phenotype, whilst exhibiting a pattern of strengths and weaknesses in relation to their social skills development which aim to inform programmes of intervention. Description: B.Sc. (Hons)(Melit.) 2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/86468 Title: Expectations of Maltese people who stutter regarding interactions with non-stutterers Abstract: The primary purpose of this study was to explore the expectations of Maltese adults who stutter (AWS) regarding interaction with non-stutterers and delve into their life experiences. Moreover, this study aimed to identify whether the perceptions of Maltese AWS vary between those of Lebanon, the USA, Poland, Slovakia and the Czech Republic. The perceptions of AWS in Lebanon, the USA, Poland, Slovakia and the Czech Republic were identified through the study of St. Louis et al. (2019). For this reason, this study is a replication of an international study involving various countries. This study used the Personal Appraisal of Support for Stuttering – Adult (PASS-Ad) (St. Louis, 2015), a questionnaire that explores the support participants have received hitherto in their lives or that which they prefer in relation to their stuttering. The questionnaire was administered to 17 AWS, aged 18 years and over. Statistical analysis of the quantitative data was carried out to identify the perceived support and expectations of AWS and whether these varied from five other countries. The use of strategies that can be used by nonstutterers to make the person who stutters more comfortable during interaction were highlighted in this study. Strategies that are not perceived as supportive and that non-stutterers should avoid during interaction with people who stutter (PWS) were also highlighted. Moreover, special attention to potentially supported activities for PWS was drawn. These findings are comparable with what was outlined in the current literature and also to the study of St. Louis et al. (2019). This study emphasizes the need for more public awareness to inform the general public about stuttering and educate the public on how to interact better with PWS. Public awareness also provides an improved environment and increased support for PWS. Description: B.Sc. (Hons)(Melit.) 2021-01-01T00:00:00Z