https://www.um.edu.mt/library/oar/handle/123456789/64366 Tue, 07 Apr 2026 17:28:46 GMT 2026-04-07T17:28:46Z https://www.um.edu.mt/library/oar/handle/123456789/67839 Title: How do learning support educators support the communication skills of children with autism spectrum disorder at school? Abstract: This research investigates how Learning Support Educators (LSEs) support the communication skills of children with autism spectrum disorder (ASD) at school. The purpose of this study is to provide insight into the level of support provided by LSEs to young children with ASD attending Maltese primary state schools. A total of 20 LSEs and Speech and Language Pathologists (SLPs) participated in this study. Ten LSEs were recruited from Primary State Schools and 10 SLPs from Primary Health Care Clinics. Two structured questionnaires were used to generate data from the research participants. The questionnaires were used to elicit reflective thoughts from the participants and to provide a coherent illustration of their experiences supporting the communication skills of children with ASD. Thematic analysis was implemented to analyse the primary data obtained. A set of themes and subthemes were identified to answer the research questions under investigation. Emerging results indicated that LSEs hold sufficient knowledge and skills in relation to the communication skills of children with ASD. However, supporting these children imposes a number of challenges for LSEs. It was found that LSEs require increased specialised training and more support from educators and SLPs in order to adequately and effectively carry out the responsibilities their roles entail. Findings indicated that collaboration between LSEs and SLPs was limited and, consequently, the inclusion of children with ASD into Maltese primary schools was not found to be achieved. Description: B.SC.(HONS)COMMUNICATION THERAPY Wed, 01 Jan 2020 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/67839 2020-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/67838 Title: The performance of healthy Maltese adults on the Maltese aphasia screening test Abstract: The lack of standardized and normed tools for the assessment of Maltese speaking people with aphasia poses a challenge on local Speech and Language Pathologists, who must rely on other tools for the assessment and management of aphasia. The use of aphasia assessments which are not standardized on our population or have unestablished psychometric properties may cause inaccuracies in the interpretation of results which in turn impacts the quality of intervention. The aim of this research was to improve the clinical use of the Maltese Aphasia Screening Test (MAST) by presenting normative data for typically ageing adults, with the independent variables being age, gender and years of education, and by establishing its psychometric properties. This was done through the use of secondary data which was collected from a sample of 261 Maltese speaking adults with no history of neurological damage and another sample of 35 individuals following a stroke, 16 of whom were classified with aphasia. The MAST was designed as an impairment-based comprehensive aphasia screening test. Analysis of the performance of healthy Maltese individuals revealed that the demographic variables of age, gender and years of education have an effect on an individual’s performance on the MAST, with age and education having the most significant impact. Age appeared to be the strongest predictor, followed by years of education. This outcome may be related to the fact that older adults in the normative sample reported less years of education. A significant difference between the performance of individuals with aphasia and those without aphasia was evident. However, MAST scores are insufficient to differentiate between individuals with and without aphasia since some participants without aphasia obtained very low scores which overlapped with those of participants with aphasia The psychometric properties of the MAST were investigated through construct validity, concurrent validity, inter-rater reliability and test-retest reliability. These measures showed that the MAST is a reliable and valid tool for the identification of language difficulties related to aphasia following a stroke. This confirms that the MAST can be used as a clinical tool for Maltese individuals with aphasia. However, further research on clinical populations is necessary. Description: B.SC.(HONS)COMMUNICATION THERAPY Wed, 01 Jan 2020 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/67838 2020-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/65200 Title: Implementing the Framework for Accelerating Strategic Comprehension of Text (FASCT) to improve reading comprehension Abstract: The aim of this research is to explore the effectiveness of the Framework for Accelerating Strategic Comprehension of Text (FASCT) or the Text Structure Strategy (TSS) to improve reading comprehension skills. Fifth and sixth grade Maltese students in one experimental school and one control school participated in the research. Six teachers in the experimental school were trained to use the FASCT in their Maltese and English reading comprehension lessons. The teachers in turn taught their students to apply the strategy to Maltese and English texts throughout the 2018/2019 academic year. In contrast, the control school’s participants followed business-as-usual reading comprehension lessons throughout the same year. The Maltese Text Structure Test (MTST), developed for the purpose of this research, and two standardised Maltese and English grade-level reading comprehension tests (RC) (Agius, 2012) were administered to 203 students in both schools before and after the FASCT implementation in the experimental school. Performance in the MTST and RC tests was compared across six independent variables: gender, grade, ability, research condition, home, and school language. Information collected through the parent questionnaires enabled grouping of these independent variables. The experimental school’s performance in these tests was compared to the control school’s performance. Additional information about the ecological components of reading instruction, namely the textbooks and resources, text-types, and strategies used by the teachers in both schools was collected through the teacher questionnaires and compared with the students’ performance in the administered tests. Results show that the experimental school participants improved their performance in text structure identification after the FASCT implementation. Sixth grade students, females, and typically developing children performed better in the administered tests. The languages used at school and home also affected the participants’ performance in the tests. Resources obtained online and books used by the teachers in this study were related to the participants’ MTST and standardised reading comprehension scores. Expository texts were related to the participants’ scores. The strategies used by teachers in reading comprehension lessons were also related to the scores obtained. Reliability findings showed that the MTST can obtain consistent results over time. In contrast, validity findings indicated that the meaningfulness and applicability of the MTST needs to improve. Finally, the educational and clinical implications, and future directions of this study are discussed. Description: M.COMMUNICATION THERAPY Wed, 01 Jan 2020 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/65200 2020-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/65199 Title: Investigating the use of a novel multimodal device in lexical assessment and intervention for 3- to 6-year-old bilingual Maltese children Abstract: The complex process of lexical acquisition, along with the difficulties encountered by children with language impairment, emphasise the need for effective tools for lexical assessment and intervention. This study investigated the potential of Olly Speaks, a novel multimodal device, as a clinical tool for Speech Language Pathologists (SLPs) in Malta, by means of three component studies. The Assessment Study documented the receptive and expressive performance of 153 bilingual, typically developing, Maltese children aged 3;04–6;04 years on Maltese and English lexical assessments administered using Olly Speaks. Statistical analysis showed age, language dominance and school type to significantly affect lexical performance, whilst gender did not. These results may serve as a guideline for local clinicians in the analysis of children’s lexical performance and facilitate the identification of lexical difficulties. The Intervention Study evaluated Olly Speaks for the provision of therapy that addresses conceptual skills and lexical expression, while also comparing it to traditional methods of therapy using pictures. Three bilingual, Maltese children aged 5;03–6;06 years with a DLD, participated in a six-week intervention programme, which employed a Single Case Research Design (SCRD) with an Adapted Alternating Treatment Design (AATD) embedded within a multiple baseline design across behaviours. Results indicated that Olly Speaks was as effective as pictures when targeting categorisation, picture association and identification of the odd one out. An overall higher number of correct lexical items was produced when using Olly Speaks. Results also favoured Olly Speaks with regards to the efficiency of performance, as well as for maintaining the participants’ attention, sitting tolerance and behaviour. Preference Testing revealed an absolute preference for Olly Speaks over pictures by two of the three participants. Therefore, results show the device’s potential as an effective, efficient and motivating tool for the provision of language therapy. The Evaluation Study surveyed the utility of Olly Speaks from the perspectives of seven SLPs and three parents of children with DLD, using a Mixed Methods approach. SLPs gave positive feedback on the device’s potential as a convenient and time-efficient tool for lexical assessment and intervention, as well as for supporting the carryover of therapy outside the clinic. Parents and SLPs emphasized the benefits of the device for maintaining children’s attention and cooperation during therapy. The complementary SLP/Parent App was well received by both groups. The feedback provided by SLPs and parents offers a guide for the refinement of the device for clinical use. All three studies reveal the promising potential of Olly Speaks as a clinical tool for SLPs in Malta. Description: M.COMMUNICATION THERAPY Wed, 01 Jan 2020 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/65199 2020-01-01T00:00:00Z