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Mary Ann Bode
Independent Treatment Of Strident Errors With The Cycles ApproachThis study examined the effect of a modified cycles approach on strident class errors, specifically substitution of /T/ for /s, z, sp, S/ in six year old a child with a moderate phonological impairment. Three modifications were made to the recommended approach: 1) amplification was not used, 2) target sounds were pre-selected, and 3) production behavior was charted. Improvement was rapid and consistent across targeted phonemes and statistically significant. Both stimulable and non-stimulable phonemes were targeted effectively. Generalization occurred at the level of treatment in untrained stimuli and in other contexts. Pp. 1-11.
Robyn Book
The Effectiveness of the Cycles Approach on a School Aged Child with a Severe Phonological DisorderThe Cycles Approach was used to train 5 year 10 month-old female with a phonological disorder to correctly produce three consonant /s/ clusters in the initial position of monosyllabic words. Generalization of treatment gains to untrained /s/ clusters and connected speech contexts were measured. Visual inspection, trend analysis and statistical analysis supported the effectiveness of the Cycles Approach for this participant in production of trained and untrained items in single word and connected speech contexts. Pp. 12-21.
Sandra Deane
A Script Based Approach to Speech and Language TherapyThis study investigates a script based treatment approach as an effective treatment program for promoting the development of complex linguistic behaviors during sequential picture description activities. The subject of this study was an 8 year-old female with severe receptive and expressive language impairments in addition to pragmatic and social deficits. Treatment items comprised of three step picture sequences that depicted basic, familiar, routine activities. Skills acquired during the treatment phase of therapy were generalized to a variety of therapeutic settings including untrained routines within the clinical setting, routines included in the home program, story description, and general conversation. A single subject baseline and treatment (AB) design was implemented over a 9-week treatment period. Statistical analysis supports the effectiveness of a script based therapeutic treatment approach. Pp. 22-32.
Veronica Dominguez
Evaluating The Entire World of /R/ (Ristuccia, 2002), A Phonetic Approach to Speech and Language TherapyThis study evaluated the effectiveness of The Entire World of /R/ by targeting one /r/ sound and word position at a time to remediate pre-vocalic /r/ errors at the word level, and to examine generalization to the conversational level. The participant was an 8 year old male diagnosed with a mild to moderate articulation disorder and a severe phonological disorder. The results revealed an increase of 90% - 100% in the correct production of /r/ over baseline measures for treatment targets. Generalization occurred only to prevocalic /r/ in the initial position and not to postvocalic, inter-vocalic, or r-clusters. Pp. 33-40.
Gurpreet Kaur
Increasing Verbalizations for Pre-school child with Autism Using the Picture Exchange Communication SystemThe Picture Exchange Communication System (PECS) has become a widely known and used, but empirically undocumented, augmentative system for teaching functional communication skills to children with autism. The purpose of this study was to examine the effects of PECS on increasing the verbalizations of a 3-year 11-month old male with moderate to severe autism. The effects of PECS were also examined for generalization across home and school. Results indicated an increase in verbalizations in those settings in which PECS was implemented. Pp. 41-46.
Craig S. McIntire
Use Of A Modified Stimulus Method To Eliminate Incorrect Addition Of A Stop Consonant In CVC WordsThe purpose of this study was to investigate the use of a modified form of traditional articulation treatment for a 5 year old child with a mild to moderate phonological disorder. Treatment paired visual and auditory cues to reduce inappropriate insertion of /t/ prior to /s/ in words. Using a single case research design, probe data showed acquisition, maintenance and generalization of the target behavior. CVC words with initial /s/ were produced correctly in word and connected speech contexts. Pp. 47-56.
Jennifer Nishioka
The Effectiveness of Computerized Audio -Visual Feedback on the Intonation Patterns of a 30 year-old Non-Native Speaker of Standard American EnglishThis study examined the effectiveness of computerized audio-visual feedback on the intonation patterns of a 30 year-old non-native speaker of Standard American English, and how the changes in the speaker's intonation patterns affect her intelligibility as perceived by unfamiliar listeners of Standard American English. The participant's intonation patterns were perceived to be more natural after treatment. Intelligibility ratings did not improve however unfamiliar listeners reported anecdotally that they could understand almost all the participant's utterances. Pp. 57-68.
Sasha Petersmeyer
The Effects of the Vocal Function Exercises on the Voice of a Woman with Abductor Spasmodic DysphoniaThis study was examined the effect of the Vocal Function Exercises on the sustained phonation time and acoustical characteristics of the voice of a client diagnosed with abductor spasmodic dysphonia. In addition, the client's self perception of her voice after the VFE regimen were evaluated. On the Vocal Handicap Index the participant's score improved on the Functional subtest. Post-test acoustic measurements showed a change in Mean Fo, SD of Mean Fo, and jitter and shimmer measures that were closer to normative data. Comparison of baseline and treatment data for sustained phonation times for the notes C, D, E, F, and G varied in terms of baseline stability, significant change in baseline to treatment data. Effect size and visual analysis. Pp. 69-78.
Jesusa Rowyna R. Roxas
The Effects of Focused Stimulation Technique on the Acquisition and Use of Spatial Concepts in a Child with a Language DisorderThus, the purpose of this study was to determine the effects of focused stimulation on the acquisition of spatial concepts of a child with a language disorder. A 7-year-old male with a severe language disorder, below average cognitive ability, and significant adaptive behavior delays participated in focused stimulation treatment for the target spatial concepts on - under, in front - behind, and beside - between. Results showed improvement in the participant's ability to follow directions and respond to where questions containing these spatial concepts. Pp.79-90.
James Mathew A. Trinidad
Eliciting Action Words in an Adolescent with Language ImpairmentThe aim of this study was to investigate the effectiveness of combined semantic and phonologic cueing to elicit action words in an adolescent with language impairment. A semantic and phonologic cueing hierarchy was implemented. Results showed an immediate large increase in percentage of correct responses in the treatment phase from baseline, followed by a pattern of plateaus and slight increases. These data suggest that KU responded to the treatment quickly and that further improvements are likely to be consistent but slow. Pp. 91-98.
Winnie W. Yip
Multi-sensory Stimulation: Its Effectiveness on Improving Delayed Auditory Recall of Words in Categories in A Child with Auditory Perceptual DeficitThe purpose of this study was to evaluate whether using multi-sensory stimulation to enhance mental imagery would improve delayed auditory recall of single-word items in categories in a 7 year old child (E.Y.) with auditory perceptual deficit. A cueing hierarchy was used to prompt a correct response for recall of words from four common categories. The results indicated that exposure to visualization training did improve E.Y.'s auditory memory of single-word items in both trained and untrained categories. Pp. 99-109.
Editor's Note
Volume Eleven of Student Research Papers in Communicative Sciences and Disorders continues the tradition of melding theory and practice into clinical research. Volume Eleven rises on the shoulders of the previous editors, William S. Rosenthal and Jan R. Avent, and the many graduate students who contributed their work. All students presented their work in poster format at the Student Research Forum in the Department of Communicative Sciences and Disorders in June 2004. Six students (Deane, Dominguez, Dulce, Kaur, Petersmeyer and Roxas) presented posters at the Distinguished Lecture Series in Communicative Sciences and Disorders in May 2004. One of the papers (Dominguez) was selected to represent the Hayward Hills campus at the California State University Student Research Competition also in May 2004. Several other authors have submitted their work for presentation at the California Speech-Language-Hearing Association Annual Convention in 2005. All contributing authors are to be commended for their efforts and products.
The articles in Volume Eleven continue the theme of evidence-based practice. Each author received Institutional Review Board approval for the project, designed the treatment protocol, and collected and analyzed data using current methods of single-case research design. The data from these reports add evidence to our literature base and support the effectiveness of treatment techniques for individual participants. In the process of completing their studies and preparing their reports, the students learned valuable research skills and tools which can be transferred to their clinical settings. In this way Cal State East Bay students will be among those individuals contributing to the increasing body of evidence on treatment outcome.
Volume Eleven contains eleven papers selected from 31 submissions. The topics address a broad range of communication disorders, including articulation disorders, phonological disorders, Spasmodic Dysphonia and Autism Spectrum Disorder. Treatment techniques included drill-based therapy, script-based therapy, therapy based on the Picture Exchange System, computerized feedback for a person learning English as a second language, and Vocal Function Exercises. All of the research projects were created, implemented, analyzed and written during the Fall Quarter 2003.
The reports in Volume Eleven are distributed on a limited basis to interested individuals and to CSD departments at sister institutions. Individual papers from this and previous volumes may be ordered through inter-library loan. Please direct requests to the Library at California State University, East Bay.
The articles in Volume Eleven represent creativity and depth of thinking by the authors. Selecting papers for inclusion was challenging, because all the papers were well crafted. These students have developed into clinical researchers throughout their academic career at California State University, East Bay. I am proud to know these clinical researchers and look forward to their future efforts.
Janet Patterson, EditorJuly 2004
Ordering information:
To order any of the above papers, send a request through regular inter-library loan to California State University, East Bay Libraries, Hayward, California 94542. Include author, title, volume, call number and page numbers.
