Expansion Points Intervention in Young Children with Speech Sound Disorders: A Multiple Baseline Design

2021 ◽  
Vol 42 (05) ◽  
pp. 419-430
Author(s):  
Klaire M. Brumbaugh ◽  
Ashley Gibson
Keyword(s):  
Outcome Measures ◽  
Speech Sound ◽  
Multiple Baseline ◽  
Single Subject ◽  
Conversational Speech ◽  
Speech Sound Disorders ◽  
Post Intervention ◽  
Baseline Design ◽  
Intervention Efficacy ◽  
Study Intervention

AbstractThe purpose of this investigation was to evaluate the efficacy of expansion points (EXP) intervention with a modified criterion for preschool children with speech sound disorders (SSD). Three preschool-aged children were enrolled in a single-subject multiple baseline intervention study. Intervention took place over 16 sessions. Pre- and post-intervention data are provided. Three outcome measures (generalization to probe words and gains in percent consonants correct, PCC, in words and in conversation) were evaluated to measure the effectiveness of the EXP intervention. All three of the participants demonstrated gains by the end of the intervention phase when measuring PCC in single words. Two of the three participants demonstrated gains in PCC in conversational speech. Progress on individual phonemes was variable across participants. Utilizing the EXP approach, two of the three children showed gains in all three outcome measures. One child showed variable performance in one outcome measure, improvement in one, and a decrease in one. Findings suggest that EXP should be further explored to evaluate intervention efficacy.

scholarly journals Examining the efficacy of complex clusters in real words and nonwords during the treatment of speech sound disorders

2019 ◽  
Author(s):  
Alycia Erin Cummings ◽  
Heidi Thompson
Keyword(s):  
Target Selection ◽  
Speech Sound ◽  
Multiple Baseline ◽  
Single Subject ◽  
Speech Sound Disorders ◽  
Treatment Target ◽  
Baseline Design ◽  
Treatment Groups ◽  
Complex Cluster ◽  
Phonological Change

This study compared the treatment efficacy of real words (RW) and non-words (NW) containing complex consonant clusters. Using a single-subject multiple baseline design, six children with speech sound disorders (SSD) (5;3 to 6;2) were split into two treatment groups (RW and NW). Children taught clusters in RWs had more accurate productions and greater generalization of their treatment target, while children in the NW treatment resulted in a greater decrease in error variants. Both groups demonstrated similar changes in their overall percent consonants correct and untreated cluster production accuracy. Thus, complex cluster targets in both RWs and NWs should be considered to be efficient and efficacious options when providing SSD treatment. Since children demonstrated widespread phonological change despite often lacking all cluster segments in their phonemic inventories, previous suggestions of complex cluster target selection may need to be revisited.

scholarly journals The case for morphophonological intervention: Evidence from a Greek-speaking child with speech difficulties

2018 ◽  
Vol 35 (1) ◽  
pp. 5-23 ◽  
Author(s):  
Eleftheria Geronikou ◽  
Maggie Vance ◽  
Bill Wells ◽  
Jenny Thomson
Keyword(s):  
Speech Sound ◽  
Single Subject ◽  
Inflectional Morphology ◽  
Speech Sound Disorders ◽  
Post Intervention ◽  
Assessment Scores ◽  
Single Subject Research ◽  
Language Difficulties ◽  
English Speaking ◽  
And Control

Intervention with children with speech and language difficulties has been proven beneficial compared with no treatment yet, knowing what type of intervention to provide remains a challenge. Studies of English-speaking children indicate that intervention targeting the production of morphological targets may have a positive effect on phonological aspects and vice versa. However, studies have not reported on generalization effects to untreated morphemes and little is yet known about morphological intervention in the context of a highly inflected language. The purpose of the current intervention case study was to investigate the effect of intervention in relation to phonological and morphological targets in Greek, a language characterized by complex inflectional morphology. A single subject research design was used with pre- and post-intervention assessment carried out. The participant was a four-year-old Greek-speaking boy with speech difficulties. The production of /s/, a phoneme used in multiple phonological and morphological contexts was targeted with alternating focus of intervention between phonological and morphological targets. Assessment took place at two levels: macro-assessment to monitor broad changes in speech; micro-assessment to measure therapy-specific changes in the production of treated targets and generalization to untreated targets and control items. There were four phases of intervention with a total of 24 hours of therapy. Significant improvement in performance accuracy was found between assessment scores immediately pre- and post-intervention. Intervention targeting the production of a phoneme in the word stem was not sufficient to accomplish the accurate production of morphemes requiring the same phoneme; intervention directly targeting morphemes was successful. Within-domain generalization was observed in both domains. Improved naming accuracy was observed post-intervention that was maintained at follow-up. The present study supports the case for morphophonological intervention. Morphological elements should be addressed in a comprehensive intervention for speech sound disorders.

Examining the effectiveness of an imagery intervention in enhancing athletes’ eudaimonic well-being

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Despina Kouali ◽  
Craig Hall ◽  
Sarah Deck
Keyword(s):  
Positive Impact ◽  
Well Being ◽  
Statistical Analyses ◽  
Soccer Players ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Post Intervention ◽  
Baseline Design ◽  
Intervention Phase

AbstractObjectivesThe purpose of the present study was to examine the effectiveness of an imagery intervention on eudaimonic well-being (EWB) of soccer players using a single-subject multiple baseline design.MethodsFive female varsity level soccer players (Mage=19.80, SD=1.64) participated in the study. Each athlete engaged in eight individual imagery sessions (i.e., intervention phase) aimed at increasing EWB.ResultsVisual and statistical analyses demonstrated a small increase on EWB for two participants. However, post-intervention interviews revealed that all the players believed the intervention was beneficial and had a positive impact on their EWB.ConclusionsThe utility of employing imagery interventions for enhancing athletes’ EWB in various contexts within and outside sport was highlighted.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Facilitating Prelinguistic Communication Skills in Young Children With Developmental Delay

1993 ◽  
Vol 36 (1) ◽  
pp. 83-97 ◽  
Author(s):  
Steven F. Warren ◽  
Paul J. Yoder ◽  
Gail E. Gazdag ◽  
Kyoungran Kim ◽  
Hazel A. Jones
Keyword(s):  
Communication Skills ◽  
Multiple Baseline ◽  
Single Subject ◽  
Classroom Teachers ◽  
Baseline Design ◽  
Intervention Approach ◽  
Vocal Imitation ◽  
Milieu Teaching ◽  
Prelinguistic Communication ◽  
Stimulus Materials

Very little research has focused on the development and evaluation of intervention strategies designed to facilitate the acquisition of prelinguistic communication skills. We conducted two experiments to determine the effects of a milieu teaching approach on the acquisition and generalization of specific prelinguistic communication skills. In the first experiment, we utilized this intervention approach within a multiple baseline design to teach prelinguistic requesting, commenting, and vocal imitation to a single subject with Down syndrome and language delay. The results indicated that the intervention approach was effective at facilitating the child’s use of these skills within the treatment setting. Therefore, in the second experiment we conducted a more comprehensive analysis of this approach with 4 subjects with mental retardation. Three of these subjects were taught to request, and 1 subject was taught both to request and to comment. The effects were experimentally evaluated with multiple baseline across subjects design. The results indicated that the intervention was effective in eliciting the intervention targets within the training setting for all 4 subjects. All 4 subjects showed evidence of generalization across stimulus materials, setting, teachers, and interaction style. There was also evidence of reciprocal effects on how classroom teachers in the generalization setting interacted with the subjects as a result of changes in the child’s communication behavior.

Systematic Individualized Narrative Language Intervention on the Personal Narratives of Children With Autism

2014 ◽  
Vol 45 (1) ◽  
pp. 67-86 ◽  
Author(s):  
Douglas B. Petersen ◽  
Catherine L. Brown ◽  
Teresa A. Ukrainetz ◽  
Christine Wise ◽  
Trina D. Spencer ◽  
...  
Keyword(s):  
Personal Narratives ◽  
Children With Autism ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Single Subject ◽  
Story Grammar ◽  
Baseline Design ◽  
Verbal Scaffolding ◽  
Narrative Language ◽  
Systematic Reduction

Purpose The purpose of this study was to investigate the effect of an individualized, systematic language intervention on the personal narratives of children with autism. Method A single-subject, multiple-baseline design across participants and behaviors was used to examine the effect of the intervention on language features of personal narratives. Three 6- to 8-year-old boys with autism participated in 12 individual intervention sessions that targeted 2–3 story grammar elements (e.g., problem, plan) and 3–4 linguistic complexity elements (e.g., causal subordination, adverbs) selected from each participant's baseline performance. Intervention involved repeated retellings of customized model narratives and the generation of personal narratives with a systematic reduction of visual and verbal scaffolding. Independent personal narratives generated at the end of each baseline, intervention, and maintenance session were analyzed for presence and sophistication of targeted features. Results Graphical and statistical results showed immediate improvement in targeted language features as a function of intervention. There was mixed evidence of maintenance 2 and 7 weeks after intervention. Conclusion Children with autism can benefit from an individualized, systematic intervention targeting specific narrative language features. Greater intensity of intervention may be needed to gain enduring effects for some language features.

Instructing Facilitators to Support the Communication of People Who Use Augmentative Communication Systems

1992 ◽  
Vol 35 (4) ◽  
pp. 865-875 ◽  
Author(s):  
Janice Light ◽  
John Dattilo ◽  
Jane English ◽  
Lisa Gutierrez ◽  
Jane Hartz
Keyword(s):  
Natural Environment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Significant Others ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Alternative Communication ◽  
Baseline Design ◽  
Turn Taking

A single-subject multiple-baseline design, replicated across three dyads, was used to examine the efficacy of instructing facilitators (i.e., significant others) to promote communication with people who use augmentative and alternative communication (AAC) systems. Facilitators were instructed in four 1-hour sessions to decrease their conversational control and provide more opportunities for the participants using AAC systems to communicate. Following instruction, facilitators decreased their rates of turn-taking and initiations and increased the proportion of turns that were responsive. Participants using AAC systems increased the frequency of their initiations. Following intervention, turn-taking and initiation patterns in the dyads were more reciprocal. Generalization occurred to the natural environment. Results suggest that facilitator instruction is an effective and efficient means of promoting greater participation in daily interactions by people who use AAC systems.

The Effects of Centering on the Free-Throw Shooting Performance of Young Athletes

2009 ◽  
Vol 23 (1) ◽  
pp. 118-136 ◽  
Author(s):  
Karen Haddad ◽  
Patsy Tremayne
Keyword(s):  
Age Groups ◽  
Multiple Baseline ◽  
Single Subject ◽  
Psychological Skills ◽  
Young Athletes ◽  
Basketball Players ◽  
Convenience Sample ◽  
Baseline Design ◽  
Free Throw ◽  
Sydney Australia

The present study investigated the effectiveness of a centering breath on the free throw shooting percentage of young athletes age 10–11 years. A convenience sample was used involving young representative basketball players (juniors who were trialed, selected, and identified as the most talented basketball players in their age group). They consisted of 2 females and 3 males (M = 10 years and 7 months, SD = 6months), from a basketball stadium located in Sydney, Australia. The participants trained at least twice a week and played representative games against other metropolitan associations on the weekends. A single subject multiple-baseline design was used, and through the use of visual inspection the centering breath was shown to be a useful tool for improving all participants’ performance to varying degrees. The findings indicate that it may be advantageous to explore the effectiveness of centering or other psychological skills in a variety of sport skills (closed versus open), and for children of different age groups.

scholarly journals Targeting Complex Orthography in the Treatment of a Bilingual Aphasia with Acquired Dysgraphia: The Case of a Malay/English Speaker with Conduction Aphasia

2020 ◽  
Vol 10 (7) ◽  
pp. 109
Author(s):  
Mohd Azmarul A Aziz ◽  
Rogayah A Razak ◽  
Maria Garraffa
Keyword(s):  
Spoken Language ◽  
Multiple Baseline ◽  
Single Subject ◽  
Single Word ◽  
Systematic Treatment ◽  
Baseline Design ◽  
Incremental Improvement ◽  
Conduction Aphasia ◽  
Bilingual Aphasia ◽  
Word Writing

Background: Disruption of spoken language in people with aphasia tends to interfere with the ability to write, which is referred to as dysgraphia. This study examined the effectiveness of the anagram and copy treatment (ACT), administered in English on a bilingual Malay/English patient with conduction aphasia (GM). ACT is the arrangement of component letters presented in scrambled order (i.e., an anagram) so that the patient could use the letters to form target words, followed by repeated copying of the word. Methods: A single-subject multiple-baseline design was used with sets of English words (both nouns and verbs) sequentially targeted for treatment. Prior to the treatment, a series of single word writing and reading baselines were conducted in two languages: English and Malay. The ACT treatment was done in English, the language reported as more dominant for reading by the patient. Probes assessing generalizations to untrained pictures were presented at 8th, 13th, and 18th sessions. Results: GM showed steady and incremental improvement in the writing of trained nouns and verbs, with generalizations to untrained English nouns and verbs. Conclusions: Single word writing treatment in a non-transparent language may improve dysgraphia among adults with bilingual aphasia through the administration of a structured and systematic treatment.

Sign in / Sign up

Export Citation Format

Share Document