scholarly journals Remediating Residual Rhotic Errors With Traditional and Ultrasound-Enhanced Treatment: A Single-Case Experimental Study

2019 ◽  
Vol 28 (3) ◽  
pp. 1167-1183 ◽  
Author(s):  
Jonathan L. Preston ◽  
Tara McAllister ◽  
Emily Phillips ◽  
Suzanne Boyce ◽  
Mark Tiede ◽  
...  
Keyword(s):  
Individual Variation ◽  
Single Case ◽  
Speech Sound ◽  
Multiple Baseline ◽  
Group Level ◽  
Traditional Treatment ◽  
Treatment Conditions ◽  
Biofeedback Treatment ◽  
Sound Learning ◽  
Treatment Order

Purpose The aim of the study was to examine how ultrasound visual feedback (UVF) treatment impacts speech sound learning in children with residual speech errors affecting /ɹ/. Method Twelve children, ages 9–14 years, received treatment for vocalic /ɹ/ errors in a multiple-baseline across-subjects design comparing 8 sessions of UVF treatment and 8 sessions of traditional (no-biofeedback) treatment. All participants were exposed to both treatment conditions, with order counterbalanced across participants. To monitor progress, naïve listeners rated the accuracy of vocalic /ɹ/ in untreated words. Results After the first 8 sessions, children who received UVF were judged to produce more accurate vocalic /ɹ/ than those who received traditional treatment. After the second 8 sessions, within-participant comparisons revealed individual variation in treatment response. However, group-level comparisons revealed greater accuracy in children whose treatment order was UVF followed by traditional treatment versus children who received the reverse treatment order. Conclusion On average, 8 sessions of UVF were more effective than 8 sessions of traditional treatment for remediating vocalic /ɹ/ errors. Better outcomes were also observed when UVF was provided in the early rather than later stages of learning. However, there remains a significant individual variation in response to UVF and traditional treatment, and larger group-level studies are needed. Supplemental Material https://doi.org/10.23641/asha.8206640

scholarly journals Treatment for Residual Rhotic Errors With High- and Low-Frequency Ultrasound Visual Feedback: A Single-Case Experimental Design

2018 ◽  
Vol 61 (8) ◽  
pp. 1875-1892 ◽  
Author(s):  
Jonathan L. Preston ◽  
Tara McAllister ◽  
Emily Phillips ◽  
Suzanne Boyce ◽  
Mark Tiede ◽  
...  
Keyword(s):  
Visual Feedback ◽  
Speech Therapy ◽  
Single Case ◽  
Speech Sound ◽  
Empirical Work ◽  
Low Frequency ◽  
Treatment Phase ◽  
Small Sample ◽  
Treatment Conditions ◽  
Treatment Order

Purpose The aim of this study was to explore how the frequency with which ultrasound visual feedback (UVF) is provided during speech therapy affects speech sound learning. Method Twelve children with residual speech errors affecting /ɹ/ participated in a multiple-baseline across-subjects design with 2 treatment conditions. One condition featured 8 hr of high-frequency UVF (HF; feedback on 89% of trials), whereas the other included 8 hr of lower-frequency UVF (LF; 44% of trials). The order of treatment conditions was counterbalanced across participants. All participants were treated on vocalic /ɹ/. Progress was tracked by measuring generalization on /ɹ/ in untreated words. Results After the 1st treatment phase, participants who received the HF condition outperformed those who received LF. At the end of the 2-phase treatment, within-participant comparisons showed variability across individual outcomes in both HF and LF conditions. However, a group level analysis of this small sample suggested that participants whose treatment order was HF–LF made larger gains than those whose treatment order was LF–HF. Conclusions The order HF–LF may represent a preferred order for UVF in speech therapy. This is consistent with empirical work and theoretical arguments suggesting that visual feedback may be particularly beneficial in the early stages of acquiring new speech targets.

scholarly journals Efficacy of Visual–Acoustic Biofeedback Intervention for Residual Rhotic Errors: A Single-Subject Randomization Study

2017 ◽  
Vol 60 (5) ◽  
pp. 1175-1193 ◽  
Author(s):  
Tara McAllister Byun
Keyword(s):  
Visual Inspection ◽  
Combined Treatment ◽  
Individual Treatment ◽  
Single Subject ◽  
Randomization Tests ◽  
Traditional Treatment ◽  
Treatment Conditions ◽  
Significant Difference ◽  
Biofeedback Treatment ◽  
Treatment Package

Purpose This study documented the efficacy of visual–acoustic biofeedback intervention for residual rhotic errors, relative to a comparison condition involving traditional articulatory treatment. All participants received both treatments in a single-subject experimental design featuring alternating treatments with blocked randomization of sessions to treatment conditions. Method Seven child and adolescent participants received 20 half-hour sessions of individual treatment over 10 weeks. Within each week, sessions were randomly assigned to feature traditional or biofeedback intervention. Perceptual accuracy of rhotic production was assessed in a blinded, randomized fashion. Each participant's response to the combined treatment package was evaluated by using effect sizes and visual inspection. Differences in the magnitude of response to traditional versus biofeedback intervention were measured with individual randomization tests. Results Four of 7 participants demonstrated a clinically meaningful response to the combined treatment package. Three of 7 participants showed a statistically significant difference between treatment conditions. In all 3 cases, the magnitude of within-session gains associated with biofeedback exceeded the gains associated with traditional treatment. Conclusions These results suggest that the inclusion of visual–acoustic biofeedback can enhance the efficacy of intervention for some individuals with residual rhotic errors. Further research is needed to understand which participants represent better or poorer candidates for biofeedback treatment.

Outcomes of Minimal Pair Intervention in a School-aged Child with a Consistent Phonological Disorder: A Multiple Baseline Single Case Study

2015 ◽  
Vol 22 (1) ◽  
pp. 46-65
Author(s):  
Claire Daly ◽  
Margaret Rodden ◽  
Stanislava Antonijevic-Elliot ◽  
Rena Lyons
Keyword(s):  
Speech Intelligibility ◽  
Single Case ◽  
Speech Sound ◽  
Minimal Pair ◽  
Multiple Baseline ◽  
Single Case Study ◽  
Speech Sound Disorder ◽  
Post Intervention ◽  
Aged Child

Objective: The aim of the study was to evaluate the effectiveness of minimal pair intervention in a school-aged child with consistent phonological disorder, using a multiple baseline single case study design. Method: The participant was a boy aged 8;11 who presented with a consistent phonological disorder. A multiple baseline single case study design was used to measure the effect of six sessions of minimal pair intervention for treating consistent phonological disorder. There was a two-week baseline period prior to the intervention phase. The outcome measures included measures of the severity of the speech sound disorder and speech intelligibility, which were taken pre-, immediately postintervention, and five months post-intervention. Other measures included the monitoring of the accuracy of production of the treated targets /ʃ/ and un-treated targets /ʤ/, /ʧ/, and /ɹ/ during intervention. Main results: There was an increase in accuracy in the production of treated and untreated target sounds post-intervention. There was a reduction in the severity of the speech sound disorder and an improvement in speech intelligibility post-intervention. These changes were maintained five months post-intervention. Conclusion: Minimal pair intervention, when provided over six sessions, can result in positive changes in the severity of speech sound disorder, accuracy of the target phonemes and speech intelligibility in a schoolaged child with consistent phonological disorder.

Programming Rapid Generalization of Correct Articulation through Self-Monitoring Procedures

1986 ◽  
Vol 51 (1) ◽  
pp. 24-32 ◽  
Author(s):  
Lynn Kern Koegel ◽  
Robert L. Koegel ◽  
Janis Costello Ingham
Keyword(s):  
Small Groups ◽  
Speech Therapy ◽  
Speech Sound ◽  
The Self ◽  
Multiple Baseline ◽  
Self Monitoring ◽  
Entire Study ◽  
Treatment Conditions ◽  
Monitoring Activity ◽  
Large Case

The purpose of this study was to investigate the use of a self-monitoring activity in the clinical and natural environment as a method of promoting rapid generalization of a target speech sound to beyond-treatment conditions. The subjects were 13 children who lateralized /s/ and /z/, substituted /Θ/ for /s/ and /ð/ for /z/, and/or substituted /w/ for /r/. The children attended public school speech therapy, individually or in small groups, twice weekly for 15- to 20-min sessions throughout the entire study. The investigation was conducted in the context of a multiple baseline research design replicated across subjects and behaviors (for 1 subject). The results demonstrated that when the self-monitoring activity was implemented, the children began to generalize the use of the correct speech sound to their spontaneous speech outside of the treatment setting. The results are discussed in terms of their theoretical implications for generalization issues and in relation to their applied value for clinicians with large case loads or otherwise limited amounts of time to spend with individual clients.

Bang for Your Buck: A Single-Case Experimental Design Study of Practice Amount and Distribution in Treatment for Childhood Apraxia of Speech

2019 ◽  
Vol 62 (9) ◽  
pp. 3160-3182 ◽  
Author(s):  
Edwin Maas ◽  
Christina Gildersleeve-Neumann ◽  
Kathy Jakielski ◽  
Nicolette Kovacs ◽  
Ruth Stoeckel ◽  
...  
Keyword(s):  
Single Case ◽  
Evidence Base ◽  
Distributed Practice ◽  
Single Subject ◽  
Single Subject Design ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Opposite Pattern ◽  
Massed Practice ◽  
Treatment Conditions

Purpose The aim of this study was to examine 2 aspects of treatment intensity in treatment for childhood apraxia of speech (CAS): practice amount and practice distribution. Method Using an alternating-treatments single-subject design with multiple baselines, we compared high versus low amount of practice, and massed versus distributed practice, in 6 children with CAS. Conditions were manipulated in the context of integral stimulation treatment. Changes in perceptual accuracy, scored by blinded analysts, were quantified with effect sizes. Results Four children showed an advantage for high amount of practice, 1 showed an opposite effect, and 1 showed no condition difference. For distribution, 4 children showed a clear advantage for massed over distributed practice post treatment; 1 showed an opposite pattern, and 1 showed no clear difference. Follow-up revealed a similar pattern. All children demonstrated treatment effects (larger gains for treated than untreated items). Conclusions High practice amount and massed practice were associated with more robust speech motor learning in most children with CAS, compared to low amount and distributed practice, respectively. Variation in effects across children warrants further research to determine factors that predict optimal treatment conditions. Finally, this study adds to the evidence base supporting the efficacy of integral stimulation treatment for CAS. Supplemental Material https://doi.org/10.23641/asha.9630599

Comparing the transfer effects of three nonpharmacological interventions in children with AD/HD: a single-case experimental design

2020 ◽  
Author(s):  
Da-Wei Zhang ◽  
Stuart J. Johnstone ◽  
Hui Li ◽  
Xiangsheng Li ◽  
Li Sun
Keyword(s):  
Experimental Design ◽  
Visual Analysis ◽  
Single Case ◽  
Multiple Baseline ◽  
Neurofeedback Training ◽  
Transfer Effects ◽  
Baseline Phase ◽  
Intervention Phase ◽  
Inhibitory Function ◽  
Home Training

The current study used behavioral and electroencephalograph measures to compare the transferability of cognitive training (CT), neurofeedback training (NFT), and CT combined with NFT in children with AD/HD. Following a multiple-baseline single-case experimental design, twelve children were randomized to a training condition. Each child completed a baseline phase, followed by an intervention phase. The intervention phase consisted of 20 sessions of at-home training. Tau-U analysis and standardized visual analysis were adopted to detect effects. CT improved inhibitory function, and NFT showed improved alpha activity and working memory. The combined condition, who was a reduced 'dose' of CT and NFT, did not show any improvements. The three conditions did not alleviate AD/HD symptoms. While CT and NFT may have near transfer effects, considering the lack of improvement in symptoms, this study does not support CT and NFT on their own as a treatment for children with AD/HD.

scholarly journals Does sports-specific training improve measures of impairment developed for para sport classification? A multiple-baseline, single-case experiment

2021 ◽  
pp. 1-10
Author(s):  
Paula J Wilson ◽  
Mark J Connick ◽  
Iain M Dutia ◽  
Emma M Beckman ◽  
Angelo Macaro ◽  
...  
Keyword(s):  
Single Case ◽  
Multiple Baseline ◽  
Specific Training
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