Journal of Intellectual Disability - Diagnosis and Treatment

130-137

Authors: Temitope Adebisi Amodu, Ayodele Osisanya, Oluseyi Akintunde Dada, Janet Sunday Petters, Margaret Okwuonu Uzor, Francis Kibai Sarimiye, Andrew Oghenerukevwe Orovwigho, Uzoamaka Nneka Mbaekwe, Victoria Enefiok Etim, Maria Enemeba Ngwu, Ololade Olayinka Nnamani, Samuel Orim Orim

Intelligible speech is vital to every adolescent's life, but this skill can be confounded with the presence of articulation disorder. Meanwhile, studies have been conducted using different therapies to improve speech intelligibility. This study investigated the effect of oral placement and expressive therapies on speech intelligibility among adolescents with articulation disorders. The study adopted a pretest-posttest, control group, quasi-experimental research design with a 3x2x2 factorial matrix. Three special centers were randomly selected, and purposive sampling was used in selecting 60 adolescents having articulation disorders comprising 34 males and 26 females. These adolescents were randomly assigned to Experimental Group 1 (n= 22), Experimental Group 2 (n= 21), and Control (n= 17). Speech Intelligibility Assessment Scale (r=0.92) was the instrument used for the study. Participants in the experimental groups were exposed to the oral placement and expressive therapeutic treatments, while those in the control groups were sensitized to a placebo. Three hypotheses were tested at a 0.05 level of significance, while data were analyzed using Analysis of Covariance (ANCOVA), mean scores, and Bonferroni Post Hoc Test. Findings revealed that there was a significant main effect of treatments F(2,56) = 112.52; p <0.05 (oral placement therapy, expressive therapy, and control group with placebo), and also a significant interaction effect of treatments, gender, and age F(2, 47) = 7.37; p <0.05 on speech intelligibility of adolescents with articulation disorders despite the presence of placebo. Oral placement and expressive therapies were effective in managing the speech intelligibility of adolescents with articulation disorders. Therefore, speech therapists should adopt these therapeutic interventions in rehabilitating adolescents with articulation disorders.

145-153

Authors: Samuel Orim Orim, Matthew Ashike Orim, David Adie Alawa, James Eburikuri Olayi, James Abua Ewa, Essien Ekpenyong Essien, Cecilia Kori Essien, Martin Afen Olofu, Innocent Ushi Igba, Sylvester Akongi Unimke, Nsagha Nkang Osaji, Raymond Ogbebe Ogar, Felicia Akpana Unimuke

This study assessed the knowledge and competence of special teachers and psychologists in diagnostic overshadowing and differential diagnosis in children with intellectual disability in Cross River State, Nigeria. A descriptive research design was adopted. Sixty (60) respondents comprising teachers and school psychologists were purposively selected from three main special schools in Cross River State. Two research questions were raised to guide the study. A rating scale titled ‘Mental Health Diagnosis Competency Scale (r=0.91)’ was used for data collection. The instrument was used to assess the knowledge and competence of special teachers and school psychologists in diagnostic overshadowing and differential diagnosis in children with intellectual disabilities. The data collected were statistically analyzed using percentages, frequency count, and bar chart. The findings revealed that most teachers and school psychologists have no knowledge of psychiatric symptomatology in children with intellectual disabilities. Respondents also lack adequate competence in differential diagnosis, leading to wrong special education placement and inadequate intervention plans for such children. It was recommended, among others, that the government provide in-service training for teachers and psychologists to equip them on current issues and practices in special education, such as differential diagnosis and collaborative partnership within a transdisciplinary approach.