Self-monitoring effects on articulation carry-over in school-age children

Persistent Link:
http://hdl.handle.net/10150/277057
Title:
Self-monitoring effects on articulation carry-over in school-age children
Author:
Gray, Shelley Irene Larimore, 1953-
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to identify and field test a successful treatment method for bringing about articulation carry-over. Subjects were 8 elementary school students who misarticulated /s/ or /r/ in conversation outside the therapy setting, but correctly articulated the target phoneme 80% or more of the time in conversation with the speech-language pathologist in the therapy setting. The self-monitoring treatment method of Koegel, Koegel, & Ingham (1986) and Koegel, Koegel, Van Voy, & Ingham (1988) was selected for field testing. Data were collected in the context of a multiple baseline across subjects research design. Results of the study did not replicate the positive treatment effects found in the Koegel, et al. studies. The results are discussed in relationship to the subject, treatment, environmental, and measurement variables that may account for the discrepancy in treatment effectiveness. Additional data on accuracy of self-monitoring are discussed.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Speech therapy for children.
Degree Name:
M.S.
Degree Level:
masters
Degree Program:
Graduate College; Speech and Hearing Sciences
Degree Grantor:
University of Arizona
Advisor:
Shelton, Ralph L.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleSelf-monitoring effects on articulation carry-over in school-age childrenen_US
dc.creatorGray, Shelley Irene Larimore, 1953-en_US
dc.contributor.authorGray, Shelley Irene Larimore, 1953-en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to identify and field test a successful treatment method for bringing about articulation carry-over. Subjects were 8 elementary school students who misarticulated /s/ or /r/ in conversation outside the therapy setting, but correctly articulated the target phoneme 80% or more of the time in conversation with the speech-language pathologist in the therapy setting. The self-monitoring treatment method of Koegel, Koegel, & Ingham (1986) and Koegel, Koegel, Van Voy, & Ingham (1988) was selected for field testing. Data were collected in the context of a multiple baseline across subjects research design. Results of the study did not replicate the positive treatment effects found in the Koegel, et al. studies. The results are discussed in relationship to the subject, treatment, environmental, and measurement variables that may account for the discrepancy in treatment effectiveness. Additional data on accuracy of self-monitoring are discussed.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectSpeech therapy for children.en_US
thesis.degree.nameM.S.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpeech and Hearing Sciencesen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorShelton, Ralph L.en_US
dc.identifier.proquest1337476en_US
dc.identifier.oclc22515196en_US
dc.identifier.bibrecord.b17450019en_US
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