a,bPurpose: This investigation was designed to provide a quantification and synthesis of a series of single-case experimental design investigations into the effects of sound production treatment, an articulatory-kinematic treatment for acquired apraxia of speech (AOS). The main purpose was to perform a meta-analysis of aggregated sound production treatment data in order to provide benchmarks to serve as indicators of magnitude of change. Additional analyses explored various factors influencing effect sizes and level of performance. Method: Effect sizes were calculated for treated and untreated items for 24 participants across 10 investigations. Benchmarks were calculated as the quartiles of the distributions of the effect sizes. Correlational analyses were performed to examine (a) end-of-treatment performance relative to follow-up performance, (b) response of trained items relative to untrained items, and (c) effect size relative to participant variables. Results: Effect sizes were predominantly large and positive; benchmarks for treated items were larger than those for untreated items. End of treatment and follow-up performance were positively correlated, and response generalization was positively correlated with AOS severity. Conclusion: These benchmarks may assist in evaluating the effects of interventions for individuals with AOS utilizing similar outcome measures in both clinical and research settings.

This study examines the effects of contextual similarity or dissimilarity of interruptions during task performance. Participants engaged in a series of working memory tasks using a computer interface. While performing these tasks they were intermittently interrupted and required to perform a different task. Each participant was interrupted with four different tasks that varied in context from identically related information given during the primary task to unrelated contextual information. Performance was assessed based on the total number of errors during each task before and after an interruption. Results revealed an increase in error rate when a participant was interrupted with a contextually dissimilar task compared to the primary task. These findings suggest that a person who experiences an interruption by a task with contextually identical information to the primary task will make fewer errors following the completion of the interruption compared to a task with contextually dissimilar information.

No abstract