• A Computerized Measure of Idea Density in Two Genres of Written Language Samples

      Moser, Katie; Hungerford, Suzanne (2014)
      Idea density is a measure of ideas, or propositions, expressed relative to the number of words used in written or oral language samples. This study examines idea density in narrative and expository text generated by young adults, along with concurrent correlates of academic achievement and language ability.
    • An Analysis of Executive Functions in Children Referred for Auditory Processing Evaluation

      Hungerford, Suzanne; Gonyo, Katharine; Brunell, Katelyn; Harrison, Jamie (2006)
      It is well known that attention deficits frequently co-occur with auditory processing disorder yet little is known about the (cognitive) executive functions (EFs) that regulate attention and self-control in children with auditory processing concerns. We present an analysis of EFs in children referred for auditory processing assessment, based on both teacher and parent report forms of a norm-referenced assessment instrument.
    • An Examination of Clinical Measurements of Verbal Working Memory

      Hungerford, Suzanne; Roberts, Katharine (2011)
      Research indicates that verbal working memory is an important predictor of oral and written language processing, social problem solving, and academic success. This study examines working memory scores derived from common clinical tools in speech-language pathology, the relationships among these variables, and their ability to predict language and related skills.
    • Do Executive Skills or Language Skills Best Predict Social Competence?

      Hungerford, Suzanne; Gonyo, Katharine; Whitford, Shasta; Bassendowski, Nancy (2009)
      Research has shown that children with developmental language impairment are at high risk for social and behavioral problems, although the reasons for this relationship are not entirely clear. Some have proposed that language impairment leads to social and behavioral problems, while others have suggested that there is some other mediating factor. In this study, executive dysfunction was found to be a powerful predictor of social skills and problem behaviors, while language alone was not.
    • Executive Functions and Their Relationship to Social Skills and Problem Behaviors

      Hungerford, Suzanne; Gonyo, Katharine; Whitford, Shasta; Bassendowski, Nancy (2009)
      This study examined social, behavioral, and executive function characteristics in a group of children referred for auditory and language processing assessment. Teacher ratings of executive functions were compared to parent ratings to determine if teacher's or parent's ratings are better predictors of social skill deficits or problem behaviors. Further, eight executive function skills were examined to determine which are most related to social skills and which are most related to problem behaviors.
    • Executive Functions as Predictors of Classroom Listening Skills

      Hungerford, Suzanne; Douglas, Priscilla; Selvarajah, Elizabeth (2012)
      The purpose of this study was to determine if executive functions, including working memory, are predictors of spoken language processing skills (or listening skills ) in the classroom, as measured by the Children's Auditory Performance Scale (CHAPS). Contribution of executive skills to classroom listening has important implications for assessment and remediation.
    • Should Malingering Matter to Speech Language Pathologists?

      Hungerford, Suzanne; Bassendowski, Nancy (2009)
      Malingering, or the intentional feigning of illnesses or disorders for secondary gain, is a financial and legal burden to society. Documented malingered disorders that are of particular interest to speech-language pathologists (SLPs) include malingered dysphagia, stuttering, mutism, dysphonia, language disorders, and cognitive impairment. Unfortunately, little information on malingering is available to SLPs. In this presentation we will introduce SLPs to issues of malingering, and provide information on how to address malingering in the assessment process.