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195342 https://hdl.handle.net/2286/R.2.N.195342 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2024 120 pages Doctoral Dissertation Academic theses Text eng Wombacher, Natalie Rose Scherer, Nancy J Baylis, Adriane L Peter, Beate Arizona State University Partial requirement for: Ph.D., Arizona State University, 2024 Field of study: Speech and Hearing Science 22q11.2 deletion syndrome (22q DS) is the most common chromosomal microdeletion syndrome that affects1 in 2,000 live births. The 22q DS population is heterogenous in terms of severity and number of bodily systems impacted. Speech and language disorders are the most common clinical finding in the 22q DS population. First words do not emerge until 23-26 months of age, with some children still nonverbal at 4 years of age. Children with 22q DS present with a limited expressive vocabulary, delays in overall use of language, reduced mean length of utterance, reduced complexity regarding syllable and word structure, and overuse of concrete utterances. Despite the known speech and language delays and the increased risk for motor speech difficulties in the 22q DS population, little is known about the effects of early intervention on speech and language development in this population. This pilot study examined the effects of training parents to use Enhanced Milieu Teaching with Phonological Emphasis (EMT+PE) with children with a diagnosis of 22q DS. To determine the effects of EMT+PE on the speech and language of children with 22q DS, 4 parent-child dyads were enrolled in the study and completed 33-36 sessions. The children ranged in age from 2;0 to 5;9 years of age. A multiple baseline, across caregiver behavior single case design was utilized with pre-/ post measurements consisting of percent consonant correct, number of different words (NDW), total number of words (TNW), mean length of utterance- words (MLU-w), mean length utterance- morpheme (MLU-m), and standardized assessments. A single speech- language pathologist conducted the sessions via telepractice. Results of the study indicate that all parents were able to learn and implement EMT+PE strategies. Three of the 4 children demonstrated an average TNW gain of 72 words, an average NDW gain of 29 words, an average gain of 2.63 for MLU-m, and an average gain of 2.41 for MLU-w. Additionally, all children presented with increased scores on their standardized assessments. In conclusion EMT+PE delivered through telepractice is a viable option for early intervention for children with 22q DS and their families. Speech therapy Effects of Enhanced Milieu Teaching with Phonological Emphasis on the Speech and Language Outcomes of Children with 22q11.2 Deletion Syndrome: Pilot Study