Abstract
This study was designed to investigate Morehead and Johnson's hypothesis that mass generalised learning experience in therapy will eliminate carry-over problems. Four subjects who consistently misarticulated the /S/phoneme participated in an intensive six week therapy programme. Two experimental subjects were trained in the production of the entire category of sounds of which the target phoneme is a member. Two matched control subjects received traditional articulation therapy. Pre- and post-therapy measures included an articulation test, competence tests and spectrographic analysis. Sound production tasks and carry-over tasks were administered at regular intervals during therapy to assess generalisation to untrained contexts. Complete carry-over was evidenced by one experimental subject at the end of the sentence phase of therapy. The remaining three subjects demonstrated inconsistent carry-over at the conclusion of the therapy programme. It is suggested that a mass generalised learning procedure may offer an efficient approach to articulation therapy.
Highlights
Raymore[25] notes that most speech therapists use the basic "stimulus method" of therapy t a teach correct production. This technique has its origin in the early work of Travis (1931) but the procedure formulated by Van Riper in 1939 is frequently referred to as the "traditional approach" to articulation therapy
It was hypothesized that emphasis on the entire category of sounds of which the target phoneme is a member will provide the child with more generalised learning experience than the teaching of a single, isolated sound. This in turn will result in more stable changes in articulatory ability, eliminating carry-over difficulties. It was the aim of the present study to employ the principle of mass generalised learning experience in articulation therapy and to observe its effects on the entire therapeutic process
Etiological factors - E2 (Experimental S 2) and C2 (Control S2) were matched for the presence of a tongue thrust swallow pattern and suspected emotional difficulties both of which may be related to articulation disorders.16'34
Summary
This study was designed to investigate Morehead and Johnson's hypothesis that mass generalised learning experience in therapy will eliminate carryover problems. Morehead and Johnson[20] made observations that have shed a new light on the carry-over controversy They attribute the unstable changes that ; occur in therapy to the learning theory framework in which most speech therapy programmes take place. Raymore[25] notes that most speech therapists use the basic "stimulus method" of therapy t a teach correct production This technique has its origin in the early work of Travis (1931) but the procedure formulated by Van Riper in 1939 is frequently referred to as the "traditional approach" to articulation therapy. It was hypothesized that emphasis on the entire category of sounds of which the target phoneme is a member will provide the child with more generalised learning experience than the teaching of a single, isolated sound This in turn will result in more stable changes in articulatory ability, eliminating carry-over difficulties
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