Monitoring phoneme acquisition for making treatment withdrawal decisions

1985 ◽  
Vol 6 (1) ◽  
pp. 17-37 ◽  
Author(s):  
Lesley B. Olswang ◽  
Barbara A. Bain
Keyword(s):  
Treatment Withdrawal ◽  
Multiple Baseline ◽  
Connected Speech ◽  
Withdrawing Treatment ◽  
Acquisition Process ◽  
Target Behavior ◽  
Target Behaviors ◽  
Similar Phoneme ◽  
Impaired Children ◽  
Monitoring Progress

ABSTRACTThis study examined phoneme acquisition in three phonologically impaired children to determine whether treatment needed to be provided continually until correct productions were consistently observed during conversation. This was done by examining the effects of withdrawing treatment on several target phonemes at predetermined performance levels. In addition, production of the target behaviors in untrained single words versus connected speech was compared as measures for monitoring progress during the phoneme acquisition process. Both ABA(B) and multiple baseline time series designs were employed. The results indicated two general patterns of phoneme acquisition. In one, the children continued to progress in phoneme acquisition, even though direct treatment on the target behavior had been withdrawn relatively early in the acquisition process. In the other, the children failed to continue their progress in phoneme acquisition when treatment was withdrawn, requiring the reintroduction of treatment until high levels of correct production were maintained over several weeks. In all cases, production of the target behavior in untrained single words and connected speech reflected a similar phoneme acquisition trend.

The Development of Language-Training Programs for Postrubella Hearing-Impaired Children

1973 ◽  
Vol 38 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Linda Lynch ◽  
Annette Tobin
Keyword(s):  
Hearing Impaired ◽  
Treatment Programs ◽  
Individual Treatment ◽  
Target Behaviors ◽  
Systematic Fashion ◽  
Development Of Language ◽  
The Individual ◽  
Impaired Children ◽  
Hearing Impaired Children

This paper presents the procedures developed and used in the individual treatment programs for a group of preschool, postrubella, hearing-impaired children. A case study illustrates the systematic fashion in which the clinician plans programs for each child on the basis of the child’s progress at any given time during the program. The clinician’s decisions are discussed relevant to (1) the choice of a mode(s) for the child and the teacher, (2) the basis for selecting specific target behaviors, (3) the progress of each program, and (4) the implications for future programming.

Consistency of Use of Phonological Processes by a Sample of Educable Mentally Impaired Children

1992 ◽  
Vol 74 (1) ◽  
pp. 211-218 ◽  
Author(s):  
Marie May Watson ◽  
Julann Hiipakka
Keyword(s):  
Individual Differences ◽  
Connected Speech ◽  
Phonological Process ◽  
Phonological Processes ◽  
Mentally Impaired ◽  
Impaired Children

A group of 10 educable mentally impaired children ( M age = 10 yr., 4 mo.) were assessed for use of phonological process under three speaking conditions: production of single words, imitated sentences, and connected speech samples. Only the process of gliding showed significant differences in use among conditions. Results generally indicated that any of those three speaking conditions were viable for eliciting use of phonological processes by such subjects. Results are also discussed in terms of individual differences.

Syntax Stimulation Revisited

1995 ◽  
Vol 4 (4) ◽  
pp. 99-104 ◽  
Author(s):  
Ruth B. Fink ◽  
Myrna F. Schwartz ◽  
Elizabeth Rochon ◽  
Jessica L. Myers ◽  
Gail Simon Socolof ◽  
...  
Keyword(s):  
Multiple Baseline ◽  
Structure Modeling ◽  
The Novel ◽  
Connected Speech ◽  
Language Program ◽  
Nonfluent Aphasia ◽  
Coding Scheme ◽  
Narrative Production ◽  
Before And After ◽  
Picture Description

A multiple-probes variant of the multiple-baseline across-behaviors design was used to study the extent of generalization associated with syntax stimulation (SS) training. To assess whether acquisition of specific structures generalized across tasks, we used a specially designed sentence elicitation probe, Picture Description with Structure Modeling (PDSM; Fink et al., 1994). To assess whether training enhanced morphosyntactic production in connected speech, we used the coding scheme developed by Saffran, Berndt, and Schwartz (1989). Four subjects with chronic nonfluent aphasia were trained to produce active, passive, and embedded sentences using materials and procedures from the Helm Elicited Language Program for Syntax Stimulation (Helm-Estabrooks, 1981). These sentence structures were trained in successive phases with generalization probes administered before and after each phase. Three subjects with aphasia served as controls. Strong within-task generalization was observed and, in contrast to previous studies, generalization to the novel sentence elicitation task (PDSM). SS training did not yield measurable gains in narrative production.

Behavioral Contrast during the Acquisition of Speechreading

1979 ◽  
Vol 49 (1) ◽  
pp. 171-180 ◽  
Author(s):  
C. Merle Johnson ◽  
James H. Kaye
Keyword(s):  
Contrast Effect ◽  
Behavioral Contrast ◽  
Hearing Impaired ◽  
Multiple Baseline ◽  
Token Reinforcement ◽  
Impaired Children ◽  
Positive Behavioral Contrast ◽  
Hearing Impaired Children

Two hearing-impaired children were taught to speechread the names of 18 objects divided into three sets. A multiple baseline across sets of objects was obtained for each subject. Tokens presented contingent upon correct responses to certain sets of names increased the frequencies of those correct responses. Both subjects exhibited positive behavioral contrast during the acquisition of speechreading; correct responses to one set increased above the previously established level when the contingencies for a second set changed from token reinforcement to extinction. The obtained contrast effect was conducive to learning and the procedure was effective in teaching the children to speechread the training words.

The Effects of Audio-Cueing on Selected Teaching Behaviors of an Experienced Elementary Physical Education Specialist

1988 ◽  
Vol 8 (1) ◽  
pp. 64-72 ◽  
Author(s):  
Hans van der Mars
Keyword(s):  
Statistical Analysis ◽  
Visual Analysis ◽  
Positive Behavior ◽  
Multiple Baseline ◽  
Test Results ◽  
Teaching Behaviors ◽  
Baseline Design ◽  
Target Behaviors ◽  
Elementary Physical Education ◽  
Experienced Male

Audio-cueing was used as the intervention to increase an experienced male physical educator’s use of verbal positive behavior feedback and specific positive skill feedback. The intervention was introduced by using a multiple baseline design across behaviors, with percent of management time as a concurrent baseline. Visual analysis of graphs showed the effectiveness of the intervention. Across both target behaviors, audio-cueing produced immediate and substantial changes as evidenced by changes in level and the absence of data overlap. Subsequent statistical analysis was possible in light of the absence of serial dependency in the data. T-test results supported the findings established through visual analysis. For both target behaviors, differences between baseline and intervention data were statistically significant (p<.01).

scholarly journals Getting Your Data Into SSDforR

2021 ◽  
pp. 10-17
Author(s):  
Charles Auerbach
Keyword(s):  
Rating Scales ◽  
Target Behavior ◽  
Target Behaviors ◽  
Behavioral Observations ◽  
Different Types ◽  
Client Data ◽  
Research Situation

This chapter covers how to measure target behaviors and use common software to record and edit client data. Readers are then shown how to import data into R and use the SSD for R functions to analyze their data. The first part of this chapter focuses on the type of data that is most appropriate to record and some common issues related to collecting these. Four different types of measurement are covered, each of which has its own strengths and weaknesses. These include direct behavioral observations, standardized scales, individual rating scales, and logs. When selecting one or more methods of measuring a target behavior, readers will want to consider the specific needs of their clients, the identified problem, and the practice or research situation. The second part of this chapter demonstrates how to use Excel or other spreadsheet programs to quickly and effectively record this data.

The Use of Email to Coach Early Childhood Teachers

2018 ◽  
Vol 40 (3) ◽  
pp. 212-228 ◽  
Author(s):  
Erin E. Barton ◽  
Elizabeth A. Pokorski ◽  
Stephanie Gossett ◽  
Erin Sweeney ◽  
Jia Qiu ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Target Behaviors ◽  
Sustained Use ◽  
Recommended Practices ◽  
Inclusive Early Childhood ◽  
Over Time

The purpose of this study was to evaluate the use of performance-based feedback (PF) delivered via email on early childhood teachers’ sustained use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was replicated across three teachers to examine the relation between PF delivered via email and teachers’ use of target recommended practices across settings, over time, and during covert observations. Results indicated PF delivered via email was an effective method for increasing teachers’ use of target behaviors; however, generalization and maintenance varied across teachers.

scholarly journals Using Video Self-Modelled Social Stories to Teach Social Skills to a Young Child with Autism

2010 ◽  
Vol 2010 ◽  
pp. 1-9 ◽  
Author(s):  
Stacey Litras ◽  
Dennis W. Moore ◽  
Angelika Anderson
Keyword(s):  
Social Skills ◽  
Social Engagement ◽  
Social Stories ◽  
Multiple Baseline ◽  
Behavior Changes ◽  
Social Deficits ◽  
Communicative Behavior ◽  
Target Behaviors ◽  
The Social ◽  
Combined Intervention

The present study investigated the effectiveness of combining Social Stories and Video Self-Modelling (VSM) to teach social skills to a three-year-old child with autism. A multiple-baseline across behaviors design revealed that video self-modelled Social Stories were effective at improving all three target behaviors: greeting, inviting to play, and contingent responding. In addition, these behaviors successfully generalized across settings, toys, and communication partners. Concomitant behavior changes, namely, increased levels of communicative behavior and levels of social engagement were also observed. These results support the effectiveness of video self-modelled Social Stories and illustrate the potential of combined intervention techniques for remedying the social deficits faced by this population.

Evaluation of a Stuttering Treatment Based on Reduction of Short Phonation Intervals

2001 ◽  
Vol 44 (6) ◽  
pp. 1229-1244 ◽  
Author(s):  
Roger J. Ingham ◽  
Martin Kilgo ◽  
Janis C. Ingham ◽  
Richard Moglia ◽  
Heather Belknap ◽  
...  
Keyword(s):  
Young Adult ◽  
Adult Male ◽  
Treatment Program ◽  
Significant Contribution ◽  
Treatment Process ◽  
Multiple Baseline ◽  
Efficacy Study ◽  
Connected Speech ◽  
Treatment Practice ◽  
Computer Based

This paper reports the results of an efficacy study of a stuttering treatment program known as Modifying Phonation Intervals (MPI), which trains stuttering speakers to reduce the frequency of relatively short phonation intervals (PIs) during connected speech across speaking tasks and situations. Five young adult male stuttering speakers were treated in this computer-based program that systematically trains speakers to reduce selected short PIs found to functionally control stuttering. The treatment process was evaluated using multiple-baseline designs. Treatment was largely self-managed and based on a performance-contingent schedule of within-clinic speaking tasks (Establishment), beyond-clinic speaking tasks (Transfer), and systematic decreases in assessment occasions (Maintenance). Assessments were made at regular intervals before, during, and after treatment. All speakers achieved stutter-free and natural-sounding speech during within- and beyond-clinic speaking tasks at the completion of Mainte-nance. All were tested 12 months after completion of Maintenance, and all maintained the results. The findings from this study suggest that this procedure may make a significant contribution to stuttering treatment practice.

Facilitating Changes in Supervisees' Clinical Behaviors

1990 ◽  
Vol 55 (4) ◽  
pp. 729-739 ◽  
Author(s):  
Ronald B. Gillam ◽  
Christine Strike Roussos ◽  
Jean L. Anderson
Keyword(s):  
Data Analysis ◽  
Clinical Supervision ◽  
Graduate Student ◽  
Visual Inspection ◽  
Multiple Baseline ◽  
Analysis Method ◽  
Informative Feedback ◽  
Target Behaviors ◽  
Dependent Variables ◽  
Supervision Model

This research was conducted to determine whether supervisees altered their clinical behaviors as a consequence of a joint data-analysis method of clinical supervision. Four beginning graduate student clinicians assigned to articulation clients were supervised in accordance with tenets of Cogan's Clinical Supervision Model and Anderson's Continuum of Supervision. Supervision focused on the targeted dependent variables of clinician "explanations," "informative feedback," and "directive responses to off-task utterances." Visual inspection of multiple baseline data indicated that target behaviors improved after they became the focus of supervision. The supervisory procedures implemented in this study effected positive changes in the supervisees' clinical behaviors. Qualitative discoveries that relate to the practicalities of daily supervision are discussed.

Sign in / Sign up

Export Citation Format

Share Document