Papers by Kathy Strattman
Supplemental Material, Appendix_C_MAR_2020 for Comprehension Scores Among Young Neurotypical Chil... more Supplemental Material, Appendix_C_MAR_2020 for Comprehension Scores Among Young Neurotypical Children and Children With Autism: Paper and iPad® Storybooks by Karissa J. Marble-Flint, Kathy H. Strattman and Marlene A. Schommer-Aikins in Journal of Special Education Technology
Supplemental Material, Appendix_A_MAR_2020 for Comprehension Scores Among Young Neurotypical Chil... more Supplemental Material, Appendix_A_MAR_2020 for Comprehension Scores Among Young Neurotypical Children and Children With Autism: Paper and iPad® Storybooks by Karissa J. Marble-Flint, Kathy H. Strattman and Marlene A. Schommer-Aikins in Journal of Special Education Technology
Accent Modification Manual: Materials and Activities
Accent Modification Manual: Materials and Activities
Journal of Special Education Technology, 2020
This initial study used an equivalent-groups design to evaluate differences in story comprehensio... more This initial study used an equivalent-groups design to evaluate differences in story comprehension scores between children with autism spectrum disorder (ASD) and their neurotypical (NT) peers using paper and iPad® storybooks. Fifteen children with ASD of ages 4–6 and 15 NT peers matched for receptive vocabulary age and gender met inclusion criteria. Across two individualized testing sessions, participants answered language abstraction questions about three formats of Pete the Cat stories (paper, iPad adult read, and iPad with the read-to-me feature activated) during shared storybook reading. When examining the entire group of participants, all children performed better with either type of iPad storybook compared to the paper book. The current study indicates storybooks on the iPad function in similar ways for NT children and children with ASD. Further, this research shows promise for using the iPad with young children during shared storybook reading. Directions for future research ...
Communication Disorders Quarterly, 2018
iPad® and paper versions of a receptive vocabulary assessment were administered to 4- to 6-year o... more iPad® and paper versions of a receptive vocabulary assessment were administered to 4- to 6-year olds with a diagnosis of autism spectrum disorder (ASD). No differences were found between scores on the two assessments. Standardized testing for children with ASD can be challenging; however, testing using the iPad® may offer a different avenue as it provides visual input that appears to be motivating. Findings suggest iPad® assessments offer an efficient format for itinerant speech-language pathologists (SLPs) and SLPs providing telepractice when creating individualized evaluation plans.
The Influence of Three Emergent Literacy Skills on the Invented Spellings of 4-Year-Olds
Communication Disorders Quarterly, 2010
This study of 40 4-year-olds investigated whether tests of phonological sensitivity, print awaren... more This study of 40 4-year-olds investigated whether tests of phonological sensitivity, print awareness, or word awareness accounted for a significant amount of variability in preschool children’s invented spellings. Subtest results from the Phonological Awareness Literacy Screening—PreKindergarten and two measures of individual word awareness were correlated with single word spelling. Results indicated that word awareness accounted for the greatest amount of variance. Print awareness also contributed to a significant amount of variance; however, phonological sensitivity did not. The majority of the children wrote at least one correct single letter or one phonemically similar letter, performing at the literate or prephonetic level. Although continued research is needed, attention to word awareness in emergent writing and spelling is important for sufficient understanding of preschool children’s literacy development.
Evaluating Communicative Abilities of a Highly Unintelligible Preschooler
American Journal of Speech-Language Pathology, 2002
Procedures to examine the communication abilities of a highly unintelligible 4-year-old during a ... more Procedures to examine the communication abilities of a highly unintelligible 4-year-old during a 90-minute evaluation session are explained in this article. Phonology, metaphonology, speech rate, stimulability, and receptive language are evaluated formally and informally. A conversational speech sample is used to provide information for assessing intelligibility/understandability, fluency, voice quality, prosody, and mean length of response. Methods for determining treatment goals are discussed in the final section.
Child Language Teaching and Therapy, 2005
Performances on tasks of phonemic manipulation, working memory, rapid naming, multisyllable word ... more Performances on tasks of phonemic manipulation, working memory, rapid naming, multisyllable word naming, receptive vocabulary and nonverbal intelligence were compared with decoding and spelling scores for 75 begin-ning readers. Multiple regression analysis revealed that phonemic manipula-tion accounted for the greatest amount of variance for both decoding and spelling. Working memory and receptive vocabulary added additional unique variance for decoding. Multisyllable word naming and rapid naming contri-buted significantly to spelling. The major implication of the results is that phonemic manipulation should be included in an assessment battery for beginning readers.
Evaluating Communicative Abilities of a Highly Unintelligible Preschooler
American Journal of Speech Language Pathology, 2002
... Barbara W. Hodson Julie A. Scherz Kathy H. Strattman Wichita State University, Kansas ... Mut... more ... Barbara W. Hodson Julie A. Scherz Kathy H. Strattman Wichita State University, Kansas ... Muter,Hulme, and Snowling (1997) found that the Speech Rate subtest results were the only component of their Phonological Abilities Test (PAT) that significantly predicted 4-year-olds ...
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Papers by Kathy Strattman