Clinical Application of Two Phonologically Based Treatment Procedures

Tyler, Ann A.; Edwards, Mary Louise; Saxman, John H.

doi:10.1044/jshd.5204.393

Cited by 88 publications

(83 citation statements)

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“…The results showed that the error patterns were suppressed in more than 90% of probes, and that there was local and within set generalization. Similar findings were made by Tyler, Edwards and Saxman (1987) who reported on two children receiving three 1-hour sessions per week. Three error patterns were suppressed using 5-10 minimal pairs per error pattern in a total of 8 and 9 hours of therapy.…”

Section: S89)supporting

confidence: 75%

“…The mean increase in PCC was over 16%; on average children suppressed two major error patters (e.g., stopping, cluster reduction) and added four singleton speech sounds and six clusters to their phonetic repertoires. The rate and extent of progress is similar to that reported for minimal contrasts by Crosbie, Holm, and Dodd (2005), Tyler, Edwards, and Saxman (1987) and Weiner (1981). These clinical research studies provided between 6 and 14 hours of intervention.…”

Section: Progress In Interventionsupporting

confidence: 65%

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The impact of selecting different contrasts in phonological therapy

Dodd

Crosbie

McIntosh

et al. 2008

International Journal of Speech-Language Pathology

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Previous research indicates that the extent of progress made by children with phonological disorders depends upon the nature of the word pairs contrasted in therapy. For example, phonemes that differ maximally in terms of place, manner, voicing and sound class (e.g., fan -man) in comparison to therapy where the word pairs presented differ minimally (e.g., fan -van). To investigate the implications of target selection within a typical clinical context (as opposed to a rigorous research setting) eight speech-language pathologists implemented intervention with appropriate children from their caseloads. Nineteen children each received 6 hours of therapy over one school term. They were randomly allocated to two groups. One group (of nine children) received intervention based on a traditional minimal pair approach, targeting homonymy as well as distinctive feature contrast. The other group (ten children) received intervention targeting contrasts differing across a range of distinctive features. Children made considerable progress in therapy in terms of speech accuracy and number of error patterns suppressed. However, there was no difference between the progress of the two groups. Followup assessment of 14 of the 19 children indicated maintenance of progress by both groups. Reasons for the lack of difference between the groups in the current study are considered and clinical implications are drawn.

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Section: S89)supporting

confidence: 75%

Section: Progress In Interventionsupporting

confidence: 65%

The impact of selecting different contrasts in phonological therapy

Dodd

Crosbie

McIntosh

et al. 2008

International Journal of Speech-Language Pathology

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“…As applied to the clinical domain, complexity at an epistemic level begins with the assessment process in the initial description of a child's errored sound system. For example, to adequately characterize a given child's pattern of errors, it may be necessary to appeal to multiple and varied phonological processes, and these may further interact (e.g., Dean, Howell, Waters, & Reid, 1995;Greenlee, 1974;Tyler, Edwards, & Saxman, 1987). This phonological description, in turn, may warrant an increased number of treatment goals to bring the child's sound system into conformity with the target language.…”

Section: Operational Definition Of Complexitymentioning

confidence: 99%

Phonological Complexity and Language Learnability

Gierut

2007

Am J Speech Lang Pathol

103

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Purpose-To extend formal models of language learnability to applications in clinical treatment of children with functional phonological delays.Method-The focus of the narrative review is on phonological complexity. This follows from learnability theory, whereby complexity in the linguistic input to children has been shown to trigger language learning. Drawing from the literature, phonological complexity is defined from epistemic, ontological, and functional perspectives, with specific emphasis on the application of language universals in the selection of target sounds for treatment.Results-The cascading effects of phonological complexity on children's generalization learning are illustrated, and frequently asked questions about complexity in treatment are addressed. Conclusion-The role of complexity in cognitive development is introduced to demonstrate the apparent robustness of effects.Keywords linguistic complexity; phonological acquisition; treatment efficacy Children's acquisition of language occurs rapidly, with relatively few errors and seemingly without effort. In a matter of just about 36 months, a child typically produces novel sentences that involve complicated constructions, words that reference abstract ideas or absent entities, and sound sequences that mark the distinctive contrasts of the native language. In order to achieve this, a child must attend to the available input of the surrounding speech community (Morgan & Demuth, 1996). Linguistic input is thus the primary evidence for language learning, whether one views language as innately guided (Chomsky, 1999) or computationally derived (Bates & MacWhinney, 1987).Despite its importance, the linguistic input that a child receives is often variable, degraded, or even lacking in cues that would help to uncover the structure and organization of the language being learned (Gleitman & Newport, 2000). How then does a child use less-than-perfect input to guide language learning in extracting salient islands of information that are, in turn, revealing of linguistic structure? And importantly, for children with language delays, how can the input best be structured and presented in clinical treatment so as to facilitate the language learning process? These questions form the basis of learnability theory and its explicit focus on complexity as the trigger of language learning. In this article, complexity is examined within this broader theoretical context to best illustrate its clinical utility. This complements and extends prior discussions of the developmental and clinical factors that are associated with complexity (Gierut, 2001;Gierut, Morrisette, Hughes, & Rowland, 1996). The emphasis herein is on the phonological properties of language and their acquisition by children with functional Operational Definition of ComplexityComplexity has been the focus of study in a broad range of disciplines, including but not limited to linguistics (Dahl, 2004;Mohanan, 1992), cognitive and developmental psychology (Casti, 1994;Thelen & Smith, 1994), education (G...

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“…Dentre os modelos de terapia com base fonológica mais utilizados destacam-se: o de Ciclos Modificado 12 ; o ABAB-Retirada e Provas Múltiplas 13 ; e o de Oposições Máximas Modificado 14 . O Modelo de Ciclos Modificado é composto de ciclos de terapia, sendo que, em cada ciclo, três processos alvos são trabalhados, através de dois sons-alvo.…”

Section: Descritoresunclassified

Terapia fonológica: a generalização para outra posição na palavra

Ceron

Keske‐Soares

2009

Rev. CEFAC

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(2) RESUMO Objetivo: analisar a eficácia de três modelos de terapia com base fonológica em sujeitos com diferentes gravidades do desvio fonológico. Métodos: o grupo pesquisado foi constituído de 21 crianças, 11 do sexo masculino e dez do feminino, com média de idade de 5:7 anos. Os dados da fala dos sujeitos foram analisados por meio da avaliação fonológica. Após a realização da análise contrastiva, foi calculado o Percentual de Consoantes Corretas proposto por Shriberg e Kwiatkowski (1982) e os sujeitos foram classificados em diferentes gravidades do desvio fonológico em desvio severo, moderado-severo, médio-moderado e médio. Sendo seis sujeitos submetidos ao Modelo de Ciclos Modificado, oito ao Modelo ABAB-Retirada e Provas Múltiplas, e sete ao Modelo Oposições Máximas Modificado. Fez-se uma comparação da generalização para outras posições da palavra entre os três modelos de terapia em cada gravidade. Resultados: a generalização a outras posições na palavra ocorreu em todos os modelos estudados, todavia, os maiores percentuais de acertos obtidos foram no Modelo ABAB-Retirada e Provas Múltiplas, no grupo com desvio severo; no Modelo Oposições Máximas Modificado, nos grupos com desvio moderado-severo e médio-moderado; e nos Modelos Oposições Máximas Modificado e ABAB-Retirada e Provas Múltiplas, no grupo com desvio médio. Conclusão: todos os sujeitos apresentaram evoluções no sistema fonológico e quanto à generalização para outras posições na palavra, sendo em maior percentual nos modelos ABAB-Retirada e Provas Múltiplas e Oposições Máximas Modificado.

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Clinical Application of Two Phonologically Based Treatment Procedures

Cited by 88 publications

References 0 publications

The impact of selecting different contrasts in phonological therapy

The impact of selecting different contrasts in phonological therapy

Phonological Complexity and Language Learnability

Terapia fonológica: a generalização para outra posição na palavra

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