Evaluation of Core Vocabulary Intervention for Treatment of Inconsistent Phonological Disorder: Three Treatment Case Studies

Autor/inn/en	McIntosh, Beth; Dodd, Barbara
Titel	Evaluation of Core Vocabulary Intervention for Treatment of Inconsistent Phonological Disorder: Three Treatment Case Studies
Quelle	In: Child Language Teaching and Therapy, 25 (2009) 1, S.9-29 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659008100811
Schlagwörter	Articulation (Speech); Intervention; Phonology; Error Patterns; Case Studies; Males; Language Acquisition; Speech Impairments; Children; Severity (of Disability); Vocabulary; Outcomes of Treatment; Identification; Individual Differences + Suchen Sie Ihr Suchwort? Fonologie; Fehlertyp; Case study; Fallstudie; Case Study; Male; Männliches Geschlecht; Sprachaneignung; Spracherwerb; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Child; Kind; Kinder; Schweregrad; Wortschatz; Identifikation; Identifizierung; Individueller Unterschied
Abstract	Children with unintelligible speech differ in severity, underlying deficit, type of surface error patterns and response to treatment. Detailed treatment case studies, evaluating specific intervention protocols for particular diagnostic groups, can identify best practice for children with speech disorder. Three treatment case studies evaluated the efficacy of Core Vocabulary intervention for three boys with inconsistent speech disorder. The cases examined the effects of previous intervention, use of default preferred word plans and behaviour disorder on intervention outcome. Inconsistent speech disorder was diagnosed after Diagnostic Evaluation of Articulation and Phonology assessment. A Core Vocabulary approach to intervention was selected to focus on planning whole word production rather than surface error patterns or specific sound features. Individual differences between cases led to different amounts of intervention and the number of words taught during intervention. All three boys showed gains in intelligibility, accuracy and consistency of word production. Core Vocabulary intervention was shown to be appropriate for all three children, although their individual differences required clinical adaptation of the approach. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10