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.

Self-Monitoring of Attention as a Treatment for a Learning Disabled Boy's Off-Task Behavior

1979 ◽  
Vol 2 (3) ◽  
pp. 24-32 ◽  
Author(s):  
Daniel P. Hallahan ◽  
John Lloyd ◽  
Marianne Myron Kosiewicz ◽  
James M. Kauffman ◽  
Anne W. Graves
Keyword(s):  
Response Rate ◽  
Learning Disabled ◽  
Multiple Baseline ◽  
Self Monitoring ◽  
Task Behavior ◽  
Treatment Conditions ◽  
External Reinforcement ◽  
The Subject ◽  
On Task Behavior ◽  
High Level

A 7-year, 11-month-old, learning disabled boy with attentional problems was taught to self-monitor his on- and off-task behavior by using an audiotape recorder to cue his self-recording. Using a combination of multiple baseline across responses (handwriting and math) and reversal designs, on-task behavior increased dramatically under treatment conditions for both handwriting and math. Academic response rate also increased for handwriting and, especially, math. In an attempt to “wean” the child from possible reliance on the external (tape recorder) signal to self-record, two other treatment conditions were added. The subject was first instructed to self-record without the aid of tape-recorded signals; then, self-recording was discontinued and he was simply to praise himself for being on task. Both conditions led to high levels of on-task behavior and academic output. A one-month followup for math after the experiment found a continued high level of on-task behavior. The relative efficacy of external reinforcement treatments versus more cognitively based approaches such as self-monitoring is discussed.

scholarly journals Study protocol of the self‐monitoring activity program: Effects of activity on incident dementia

2019 ◽  
Vol 5 (1) ◽  
pp. 303-307 ◽  
Author(s):  
Hiroyuki Shimada ◽  
Sangyoon Lee ◽  
Takehiko Doi ◽  
Seongryu Bae ◽  
Keitaro Makino ◽  
...  
Keyword(s):  
Study Protocol ◽  
The Self ◽  
Self Monitoring ◽  
Activity Program ◽  
Incident Dementia ◽  
Program Effects ◽  
Monitoring Activity

Comparison of Cognitive and Behavioral Self-Control Treatments of Depression

1987 ◽  
Vol 60 (3) ◽  
pp. 975-982 ◽  
Author(s):  
J. Randy Thomas ◽  
Robert A. Petry ◽  
Jacquelin R. Goldman
Keyword(s):  
Group Treatment ◽  
The Self ◽  
Self Control ◽  
Control Treatment ◽  
Self Monitoring ◽  
Cognitive Treatment ◽  
Self Evaluation ◽  
Treatment Conditions ◽  
Treatment Of Depression

A self-control treatment of depression was evaluated against a cognitive treatment of depression. 30 depressed female volunteer subjects were randomly assigned to one of two 6-wk. group treatment conditions. The self-control treatment focused on self-monitoring, self-evaluation and self-reinforcement. The cognitive treatment emphasized identifying and altering irrational thoughts. The self-control treatment was as effective as the cognitive treatment in producing significant reductions in depression. Results remained stable at a 6-wk. follow-up. Discussion focused on the efficacy of the self-control model and implications for research.

Generalization of Social Skills through Self-Monitoring by Adults with Mild Mental Retardation

1992 ◽  
Vol 58 (6) ◽  
pp. 495-507 ◽  
Author(s):  
Anjali Misra
Keyword(s):  
Mental Retardation ◽  
Social Skills ◽  
Maintenance Phase ◽  
The Self ◽  
Multiple Baseline ◽  
Mild Mental Retardation ◽  
Self Monitoring ◽  
Phase Data ◽  
Natural Settings ◽  
Five Phases

The effects of self-monitoring on generalization and maintenance of social skills were investigated. Participants were one female and two male adults with mild mental retardation. A multiple-baseline-across-subjects design with five phases was employed. After an initial baseline condition, the subjects were trained in individualized social skills. Following return to baseline, subjects were taught to self-monitor their behavior, in both training and natural settings. Finally, the use of the self-monitoring device was faded, and all intervention contingencies were withdrawn for the maintenance phase. Data were collected in the analogue and generalization settings throughout all phases of the study. Self-monitoring assisted in generalization of trained social skills across settings and people; however, maintenance results were variable.

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 Auditory Perception and Ultrasound Biofeedback Treatment Outcomes for Children With Residual /ɹ/ Distortions: A Randomized Controlled Trial

2020 ◽  
Vol 63 (2) ◽  
pp. 444-455 ◽  
Author(s):  
Jonathan L. Preston ◽  
Elaine R. Hitchcock ◽  
Megan C. Leece
Keyword(s):  
Auditory Perception ◽  
Speech Therapy ◽  
Controlled Trial ◽  
Speech Sound ◽  
Prognostic Indicator ◽  
Perceptual Training ◽  
Self Monitoring ◽  
Fine Grained ◽  
Before And After ◽  
Perceptual Acuity

Purpose This study evaluated whether outcomes from treatment, which includes ultrasound visual feedback (UVF), would be more or less effective when combined with auditory perception training for children with residual /ɹ/ errors. Method Children ages 8–16 years with /ɹ/ distortions participated in speech therapy that included real-time UVF of the tongue. Thirty-eight participants were randomized to speech therapy conditions that included a primary focus on articulation using UVF or a condition that included auditory perceptual training plus UVF (incorporating category goodness judgments and self-monitoring). Generalization of /ɹ/ production accuracy to untrained words was assessed before and after 14 hr of therapy. Additionally, the role of auditory perceptual acuity was explored using a synthetic /ɹ/–/w/ continuum. Results There was no difference between the treatment groups in rate of improvement of /ɹ/ accuracy (increase of 34% for each group; p = .95, η p 2 = .00). However, pretreatment auditory acuity was associated with treatment progress in both groups, with finer perceptual acuity corresponding to greater progress ( p = .015, η p 2 = .182). Conclusion Similar gains in speech sound accuracy can be made with treatment that includes UVF with or without auditory perceptual training. Fine-grained perceptual acuity may be a prognostic indicator with treatment. Supplemental Material https://doi.org/10.23641/asha.11886219

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

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