Concurrent Task Sequencing in Single-Phoneme Phonologic Treatment and Generalization

Autor/in	Skelton, Steven L.
Titel	Concurrent Task Sequencing in Single-Phoneme Phonologic Treatment and Generalization
Quelle	In: Journal of Communication Disorders, 37 (2004) 2, S.131-155 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9924
DOI	10.1016/j.jcomdis.2003.08.002
Schlagwörter	Phonology; Phonemes; Difficulty Level; Articulation Impairments; Outcomes of Treatment; Teaching Methods; Speech Instruction; Speech Therapy; Young Children + Suchen Sie Ihr Suchwort? Fonologie; Fonem; Schwierigkeitsgrad; Artikulationsstörung; Teaching method; Lehrmethode; Unterrichtsmethode; Speech training; Sprechübung; Entwicklungsproximale Sprachtherapie; Logotherapie; Frühe Kindheit
Abstract	Phonologic treatments have traditionally been designed to teach a target speech sound starting with presumed easy teaching tasks and progressing to harder tasks. This investigation evaluated the effects on single-phoneme acquisition, generalization, and maintenance of Concurrent Treatment, which randomly intermixed presumed easy and hard teaching tasks were utilized. A multiple-baseline-across-subjects design was used with 4- to 7-year-old participants with /s/ misarticulations. All four participants rapidly acquired /s/ and showed generalization to untaught exemplars ranging from syllables to connected speech. Two participants showed generalization to within-clinic conversations and across settings. Results suggested that an easy-to-hard task sequence may be unnecessary for successful treatment outcomes and that the concurrent sequence may be beneficial. Implications for treatment design and future research are discussed. Learning outcomes: (1) As a result of this activity, the participant will be able to explain the difference between incremental and concurrent task sequence. (2) As a result of this activity, the participant will be able to explain the procedures of Concurrent Treatment. (3) As a result of this activity, the participant will be able to explain the results of the experimental investigation of Concurrent Treatment. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10