Defense Date

12-3-2024

Graduation Date

Summer 8-2025

Availability

Immediate Access

Submission Type

dissertation

Degree Name

PhD

Department

School Psychology

School

School of Education

Committee Chair

Ara J. Schmitt

Committee Member

Elizabeth McCallum

Committee Member

Kara McGoey

Keywords

Cerebral Palsy, assistive technology, written expression

Abstract

Cerebral palsy (CP) is a motor disability characterized by impairments in movement, muscle tone, or posture that can also include intellectual, executive functioning, language and memory skills, and academic achievement deficits in children with CP (Centers for Diseases Control and Prevention [CDC], 2022; Levitt & Addison, 2019). These neurological consequences and motor impairments can impact written expression. The aim of this study was to evaluate the effects of a speech-to-text assistive technology (AT) accommodation that was applied to circumvent the impaired spelling and handwriting (i.e., transcription) skills resulting from CP. Three male students (Grades ranged from 6-10) with CP participated in this study. The results indicated that after utilizing the speech-to-text AT, all the participants demonstrated significant increase in the areas of total words written (TWW), words spelled correctly (WSC), and correct writing sequences (CWS) compared to handwriting control condition. Implications of the findings for the school-based treatment of CP, study limitations, and future opportunities for study are discussed.

Language

English

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