Phonological Treatment Efficacy and Developmental Norms

1996 ◽  
Vol 27 (3) ◽  
pp. 215-230 ◽  
Author(s):  
Judith A. Gierut ◽  
Michele L. Morrisette ◽  
Mary T. Hughes ◽  
Susan Rowland
Keyword(s):  
Clinical Intervention ◽  
Multiple Baseline ◽  
Chronological Age ◽  
Developmental Sequence ◽  
Phonological Acquisition ◽  
Age Norms ◽  
Alternating Treatments Design ◽  
Phonological Treatment ◽  
Phonological Change ◽  
Developmental Norms

The efficacy of teaching sounds in developmental sequence as defined by age norms was evaluated in two independent investigations. Study I was a within-subject evaluation using an alternating treatments design, with three children each receiving treatment on one early-acquired and one later-acquired phoneme relative to chronological age. Study II was an across-subject evaluation involving six children in a staggered multiple baseline paradigm, whereby three subjects were each taught one early-acquired sound and three other subjects were taught one later-acquired sound relative to chronological age. Phonological change was measured on probes of sounds excluded from each child's phonemic inventory. General results indicated that: (a) quantitatively, change in treated phonemes and manner classes was equivocal following treatment of early-acquired and later-acquired phonemes; (b) qualitatively, the onset of change was immediate following treatment of later-acquired phonemes, but delayed following treatment of early-acquired phonemes; and (c) treatment of later-acquired phonemes led to system-wide changes in untreated sound classes, whereas treatment of early-acquired phonemes did not. These findings were considered relative to clinical intervention and theories of phonological acquisition.

The Relationship Between Stimulability and Phonological Acquisition in Children With Normally Developing and Disordered Phonologies

1999 ◽  
Vol 8 (4) ◽  
pp. 347-363 ◽  
Author(s):  
Adele W. Miccio ◽  
Mary Elbert ◽  
Karen Forrest
Keyword(s):  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Phonological Acquisition ◽  
Phonological Disorders ◽  
Learning Patterns ◽  
Subject Design ◽  
Relationship Of ◽  
The Relationship ◽  
Treatment Aspect

The relationship between stimulability and phonological acquisition was investigated in eight children, four with phonological disorders who were aged 3;10 (years;months) to 5;7 and four with normally developing phonologies who were aged 3;6 to 4;1. Children with disordered phonologies received treatment on one nonstimulable fricative. A multiple baseline, across subjects, single-subject design was used for experimental control of the treatment aspect of this study. Children with normally developing phonologies were examined at the beginning of the study and upon termination of treatment for the children with disorders. These data were obtained to determine the relationship of stimulability to normal acquisition. In both cases stimulable sounds underwent the most change and stimulability was related to the learning patterns observed. This study supports the hypothesis that nonstimulable sounds are least likely to change without treatment. The results also suggest that stimulability for production of a sound may signal that it is being acquired naturally.

Lexical Organization and Phonological Change in Treatment

2002 ◽  
Vol 45 (1) ◽  
pp. 143-159 ◽  
Author(s):  
Michele L. Morrisette ◽  
Judith A. Gierut
Keyword(s):  
Spoken Word Recognition ◽  
Low Frequency ◽  
Spoken Word ◽  
Neighborhood Density ◽  
Lexical Organization ◽  
Experimental Conditions ◽  
Phonological Structure ◽  
Differential Generalization ◽  
Phonological Treatment ◽  
Phonological Change

Word frequency and neighborhood density are properties of lexical organization that differentially influence spoken-word recognition. This study examined whether these same properties also affect spoken-word production, particularly as related to children with functional phonological delays. The hypothesis was that differential generalization would be associated with a word's frequency and its neighborhood density when manipulated as input in phonological treatment. Using a multiple baseline across subjects design, 8 children (aged 3;10 to 5;4) were randomly enrolled in 1 of 4 experimental conditions targeting errored sounds in high-frequency, low-frequency, high-density, or low-density words. Dependent measures were generalization of treated sounds and untreated sounds within and across manner classes as measured during and following treatment. Results supported a hierarchy of phonological generalization by experimental condition. The clinical implications lie in planning for generalization through the input presented in treatment. Theoretically, the results demonstrate that lexical organization of words in the mental lexicon interacts with phonological structure in learning.

The Efficacy of Script Contexts in Language Comprehension Intervention With Children Who Have Mental Retardation

1991 ◽  
Vol 34 (4) ◽  
pp. 845-857 ◽  
Author(s):  
Young Tae Kim ◽  
Linda J. Lombardino
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Language Comprehension ◽  
Treatment Effects ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Alternating Treatments Design ◽  
Comprehension Intervention

This study was designed to investigate the effects of script-based and nonscript-based treatment on the language comprehension of 4 preschool children with mental retardation. An alternating treatments design (ATD) in combination with a multiple baseline design was used to evaluate treatment effects. Treatments were comprised of three script routines and three nonscript activities. Two semantic constructions were selected for training and counterbalanced across subjects and treatments. Daily probes were administered to assess the effects of the treatments. The script-based treatment was more effective than the nonscript treatment in facilitating comprehension of the targeted semantic constructions in 3 of the 4 subjects.

Lexical constraints in phonological acquisition

1999 ◽  
Vol 26 (2) ◽  
pp. 261-294 ◽  
Author(s):  
JUDITH A. GIERUT ◽  
MICHELE L. MORRISETTE ◽  
ANNETTE HUST CHAMPION
Keyword(s):  
Word Frequency ◽  
Language Processing ◽  
Low Frequency ◽  
Dependent Measure ◽  
Sound Change ◽  
Phonological Acquisition ◽  
Lexical Diffusion ◽  
Phonological Change ◽  
Lexical Constraints ◽  
Neighbourhood Structure

Lexical diffusion, as characterized by interword variation in production, was examined in phonological acquisition. The lexical variables of word frequency and neighbourhood density were hypothesized to facilitate sound change to varying degrees. Twelve children with functional phonological delays, aged 3;0 to 7;4, participated in an alternating treatments experiment to promote sound change. Independent variables were crossed to yield all logically possible combinations of high/low frequency and high/low density in treatment; the dependent measure was generalization accuracy in production. Results indicated word frequency was most facilitative in sound change, whereas, dense neighbourhood structure was least facilitative. The salience of frequency and avoidance of high density are discussed relative to the type of phonological change being induced in children's grammars, either phonetic or phonemic, and to the nature of children's representations. Results are further interpreted with reference to interactive models of language processing and optimality theoretic accounts of linguistic structure.

Temporal and Status Dimensions of Life Cycles

1983 ◽  
Vol 17 (4) ◽  
pp. 281-300 ◽  
Author(s):  
Christine L. Fry
Keyword(s):  
Life Cycle ◽  
Life Cycles ◽  
Chronological Age ◽  
Potential Utility ◽  
Card Sort ◽  
Age Norms ◽  
Status Transition ◽  
Alternative Approach ◽  
Family And Work ◽  
Conceptual Flexibility

An alternative approach to the life cycle is developed which avoids the creation of monolithic age categories and exclusive reliance upon the unidimensional index of chronological age. An age status graph is constructed by intersecting age with a status dimension. Using a card sort technique, age norms of status transition for family and work are ascertained. These data exemplify the potential utility of age status graphing in understanding the life cycle. The methodological strengths of operationalizing variables, explicitness of criteria, and conceptual flexibility are discussed.

scholarly journals Aligning the timelines of phonological acquisition and change

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Mary E. Beckman ◽  
Fangfang Li ◽  
Eun Jong Kong ◽  
Jan Edwards
Keyword(s):  
Sound Change ◽  
Speech Community ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Developmental Patterns ◽  
Age Related ◽  
Before And After ◽  
Dialect Acquisition ◽  
Time Courses ◽  
Phonological Change

AbstractThis paper examines whether data from a large cross-linguistic corpus of adult and child productions can be used to support an assumed corollary of the Neogrammarian distinction between two types of phonological change. The first type is regular sound change, which is assumed to be incremental and so should show continuity between phonological development and the age-related variation observed in the speech community undergoing the change. The second type is dialect borrowing, which could show an abrupt discontinuity between developmental patterns before and after the socio-historical circumstances that instigate it. We examine the acquisition of two contrasts: the Seoul Korean contrast between lax and aspirated stops which is undergoing regular sound change, and the standard Mandarin contrast between retroflex and dental sibilants which has been borrowed recently into the Sōngyuán dialect. Acquisition of the different contrasts patterns as predicted from the assumed differences between continuous regular sound change and potentially abrupt dialect borrowing. However, there are substantial gaps in our understanding both of the extent of cross-cultural variability in language socialization and of how this might affect the mechanisms of phonological change that must be addressed before we can fully understand the relationship between the time courses of the two.

Geometric Form Reproduction: Relationship to Chronological and Mental Age

1968 ◽  
Vol 26 (1) ◽  
pp. 247-250 ◽  
Author(s):  
Keith E. Beery
Keyword(s):  
Middle Class ◽  
Age Groups ◽  
Chronological Age ◽  
Geometric Form ◽  
Developmental Sequence ◽  
Paper Test ◽  
Mental Age ◽  
Hand Dexterity ◽  
Mental Abilities ◽  
Pencil And Paper

195 children from Grades 1, 4, and 6 of middle-class suburban schools were given SRA Primary Mental Abilities tests, a developmental sequence of geometric forms to be copied, and a pencil-and-paper test of eye-hand dexterity. Correlations among form-reproduction scores and those of the PMA subtests and totals, eye-hand dexterity and chronological age suggested that form reproduction was related primarily to MA rather than CA within the age groups. MA and CA appear to be highly related to form reproduction among the younger children.

Reinforcer Assessment I: Using Problem Behavior to Select Reinforcers

1989 ◽  
Vol 14 (2) ◽  
pp. 113-126 ◽  
Author(s):  
V. Mark Durand ◽  
Daniel B. Crimmins ◽  
Marie Caulfield ◽  
Jill Taylor
Keyword(s):  
Developmental Disabilities ◽  
Problem Behavior ◽  
Social Attention ◽  
Multiple Baseline ◽  
Reinforcer Assessment ◽  
Alternating Treatments Design ◽  
Self Injury ◽  
Time Out ◽  
Severe Developmental Disabilities ◽  
Procedural Time

We tested the hypothesis that knowledge of the variables controlling problem behavior could be used to select reinforcers. Students with severe developmental disabilities who exhibited frequent aggression, self-injury, and/or tantrums participated in the study. One group (N = 7) was assessed to engage in problem behavior maintained by social attention, and the second group (N = 7) was assessed to engage in problem behavior maintained by escape from unpleasant situations. A combined multiple baseline and alternating treatments design demonstrated that (a) praise was a reinforcer for the group with attention-maintained behavior and appeared to serve as a punisher for the students with escape-maintained behavior, (b) a procedural “time-out” was a reinforcer for the latter group, and (c) problem behavior was lowest when students with attention-maintained problem behavior were praised and students with escape-maintained problem behavior received the procedural time-out. This study suggests that stimuli that are functionally related to problem behavior (e.g., social attention, escape from tasks) can be used effectively as reinforcers. These findings further emphasize the need to individually select reinforcers because, for some individuals, a presumably positive consequence such as social praise can serve as a punisher.

Intervention dose frequency: Phonological generalization is similar regardless of schedule

2020 ◽  
pp. 026565902096076
Author(s):  
Alycia Cummings ◽  
Kristen Giesbrecht ◽  
Janet Hallgrimson
Keyword(s):  
Speech Sound ◽  
Multiple Baseline ◽  
Phonological Information ◽  
Phonological Acquisition ◽  
Speech Sound Disorders ◽  
Dose Frequency ◽  
Speech Intervention ◽  
Participant Group ◽  
English Speaking ◽  
Group D

This study examined how intervention dose frequency affects phonological acquisition and generalization in preschool children with speech sound disorders (SSD). Using a multiple-baseline, single-participants experimental design, eight English-speaking children with SSD (4;0 to 5;6) were split into two dose frequency conditions (4 children/condition) targeting word-initial complex singleton phonemes: /ɹ l ʧ/. All children received twenty 50-minute sessions that were either provided twice a week (2×/week) for ten weeks or four times a week (4×/week) for five weeks. Tau- U effect sizes for two generalization measures, treated phoneme and percent consonants correct (PCC), were calculated for each participant. Group d-scores were calculated to measure generalization of the treated phoneme in untreated words for each condition. All eight children demonstrated gains in their phonological measures. Two children in 2×/week condition demonstrated significant changes in generalization of treated phonemes in untreated words. One child in each condition demonstrated significant changes in PCC scores. Group d-scores were similar suggesting children in both conditions generalized their treated phoneme in untreated words to a similar level. Regardless of whether speech intervention occurred 2×/week or 4×/week, children demonstrated similar phonological gains. This suggests that both dose frequencies are viable intervention schedules for preschoolers with SSD. Children in the 4×/week condition made their phonological gains in approximately half the time of children in the 2×/week condition. Thus, more frequent weekly speech intervention sessions could be more efficient in teaching phonological information than less frequent sessions.

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