Intervention Dose Frequency: Phonological Generalization Is Similar Regardless of Schedule

Autor/inn/en	Cummings, Alycia; Giesbrecht, Kristen; Hallgrimson, Janet
Titel	Intervention Dose Frequency: Phonological Generalization Is Similar Regardless of Schedule
Quelle	In: Child Language Teaching and Therapy, 37 (2021) 1, S.99-115 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cummings, Alycia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659020960766
Schlagwörter	Intervention; Phonology; Generalization; Phonemes; English; Native Language; Speech Impairments; Language Acquisition; Preschool Children; Comparative Analysis; Measures (Individuals); Teaching Methods; Evidence Based Practice; Auditory Perception; Psychomotor Skills; Articulation (Speech); Speech Tests; Language Tests; Speech Therapy; Goldman Fristoe Test of Articulation; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Fonologie; Fonem; English language; Englisch; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Teaching method; Lehrmethode; Unterrichtsmethode; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Psychomotorische Aktivität; Sprechtest; Language test; Sprachtest; Entwicklungsproximale Sprachtherapie; Logotherapie
Abstract	This study examined how intervention dose frequency affects phonological acquisition and generalization in preschool children with speech sound disorders (SSD). Using a multiple-baseline, single-participants experimental design, eight English-speaking children with SSD (4;0 to 5;6) were split into two dose frequency conditions (4 children/condition) targeting word-initial complex singleton phonemes: /[voiced alveolar approximant] [voiced alveolar lateral approximant] [voiceless palato-alveolar affricate]/. All children received twenty 50-minute sessions that were either provided twice a week (2×/week) for ten weeks or four times a week (4×/week) for five weeks. Tau-U effect sizes for two generalization measures, treated phoneme and percent consonants correct (PCC), were calculated for each participant. Group d-scores were calculated to measure generalization of the treated phoneme in untreated words for each condition. All eight children demonstrated gains in their phonological measures. Two children in 2×/week condition demonstrated significant changes in generalization of treated phonemes in untreated words. One child in each condition demonstrated significant changes in PCC scores. Group d-scores were similar suggesting children in both conditions generalized their treated phoneme in untreated words to a similar level. Regardless of whether speech intervention occurred 2×/week or 4×/week, children demonstrated similar phonological gains. This suggests that both dose frequencies are viable intervention schedules for preschoolers with SSD. Children in the 4×/week condition made their phonological gains in approximately half the time of children in the 2×/week condition. Thus, more frequent weekly speech intervention sessions could be more efficient in teaching phonological information than less frequent sessions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01