Self-monitoring effects on articulation carry-over in school-age children
| dc.contributor.advisor | Shelton, Ralph L. | en_US |
| dc.contributor.author | Gray, Shelley Irene Larimore | |
| dc.creator | Gray, Shelley Irene Larimore, 1953- | en_US |
| dc.date.accessioned | 2013-03-28T10:27:05Z | |
| dc.date.available | 2013-03-28T10:27:05Z | |
| dc.date.issued | 1989 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/277057 | |
| dc.description.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. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.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. | en_US |
| dc.subject | Speech therapy for children. | en_US |
| dc.title | Self-monitoring effects on articulation carry-over in school-age children | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| dc.identifier.oclc | 22515196 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1337476 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Speech and Hearing Sciences | en_US |
| thesis.degree.name | M.S. | en_US |
| dc.identifier.bibrecord | .b17450019 | en_US |
| refterms.dateFOA | 2018-09-04T03:44:26Z | |
| html.description.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. |
