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Kealy AdamsOutcomes of a Horizontal Attack Strategy on Speech and Language Deficits in a Client with Developmental Apraxia of Speech
The purpose of this study is to assess the outcomes of a horizontal goal attack strategy which focuses on improving expressive language, specifically the usage of plurals and speech, specifically the production of /r/ clusters in a child with Development Apraxia of Speech. several different analysis methods indicated that the participant made positive changes during therapy and her articulation of /r/ clusters improved. However, despite these gains, little change occurred in the participant's use of /r/ clusters outside of therapy and only minor generalization occurred. Pp. 1-8.
Alison AndersonThe Effects of Fading Cueing Levels on the Production of the Voiced and Voiceless /th/
at the Carrier Sentence LevelTraditional approaches to treating articulation errors have followed the Van Riper method. Given the current demands placed on school speech-language pathologists, this time-consuming approach may not always be practical. New research has shown that teaching complex targets may help clients generalize behavior to less complex structures. For example, patients with aphasia who learned syntactically complex sentences generalized learning to less complex sentences. This study invoked the complexity theory to examine the effects of fading cueing levels on the production of the voiced and voiceless /th/ at the carrier sentence level for a child with an articulation disorder. Generalization of the correct production of /th/ at the conversational level was also examined. The results of this study support previous work, indicating that complexity theory is an appropriate treatment consideration for children with articulation delays. Pp. 9-21.
Teri DavisUsing Verb-Focused Training of Sentence Production in Remediation of Agrammatism in an Individual with Broca's Aphasia
This study examined if training of sentence production would reduce the effects of agrammatism in an individual with Broca's aphasia. Although the participant remained agrammatic after treatment, increased mean length of utterance (MLU) and sentence production of the trained sentence type were shown in the context of picture description; no carryover effect was shown for conversation. Pp. 22-32.
Marguerite FoongSound Production Treatment for Apraxia of Speech: Acquisition and Generalization Effects
This study was designed to replicate the effects of Sound Production Treatment applied in word level repetition contexts on sound production in trained and untrained words. As a measure of stimulus generalization response, an extension of target sound production was elicited in words through sentence completion from a speaker with apraxia of speech. Treatment application consisted of modeling repetition, integral stimulation and articulatory placement cueing that was applied to three sounds in a multiple baseline design context. Treatment resulted in positive changes for target sounds in treated and untreated words. Positive across-sound generalization did not occur for the three sounds which were all voiceless, differing in place of production and for /?/ in the manner of production. The sounds /p/ and /?/ obtained significant positive changes while the sound /k/ did not. This study lends support to the application of sound production treatment program which have previously shown promise in the treatment of apraxia of speech. Pp. 33-42..
* Maria Cristina GuerreroThe Effect of Speech Therapy Provided in L2 for a 5.9 year old Bilingual Child with Consonant Cluster Reduction Errors Present in both L1 and L2, at the Word Level
Second language teaching by monolingual clinicians to language-impaired bilingual children is practiced daily in this country, but we have yet little understanding of its effects (Kayser, 1995). The purpose of this study was to evaluate whether targeting a common underlying phonological deficit for both languages (L1 and L2) resulted in the reduction of that process for both Spanish and English, even if only English was used for therapy. The participant was a 5.9 year old female native Spanish speaker, diagnosed with an articulation disorder. This child received classroom instruction in a public school in English only. Results revealed an increase of 90 - 100% correct production of consonant clusters with /s/ at the word level in English, but only minimal increase in correct productions in Spanish (40 - 50%), when compared to baseline measures. Generalization occurred only at the word level, and not at the carrier phrase level. Pp. 43-52.
*Paper presented at the Annual Convention of the American Speech- Language-Hearing Association, November, 2005, San Diego.
Stacey HinnachA Semantic Approach to Naming Therapy for Aphasia
An individual diagnosed with anomic aphasia was treated for naming deficits. A variation of divergent and convergent naming treatment was administered using atypical items as exemplars within several categories. It was hypothesized that by treating complex items, generalization to less complex items would occur. A single-subject, multiple baseline design was used. The participant showed improvements in social validation measures and on Western Aphasia Battery scores. Treatment probes indicated treatment effectiveness. Generalization probes did not show a significant increase in number of items named, however, percent of atypical items named did increase. Pp. 53-61.
Rasneet KaurMultiple Input Phoneme Therapy: Treatment Effectiveness in Improving Intelligibility of Repeated Sentences in an Individual with Apraxia of Speech and Aphasia.
This study investigates the effectiveness of modified Multiple Input Phoneme Therapy (MIPT) in improving intelligibility of repeated sentences in an individual with apraxia of speech (AOS) and aphasia. The subject of this study was a 63 year-old male with severe AOS and aphasia. A single-subject baseline and treatment (AB) design was implemented over a 9-week treatment period. A total of 103 words, 62 phrases, and 73 four-to-six word simple, affirmative, and descriptive sentences; representing 13 English consonants, commonly occurring in connected speech, served as treatment stimuli. Statistical analysis of data; post-treatment standardized test scores; and interview with the client; together provide strong support for the effectiveness of modified MIPT in improving intelligibility in an apractic-aphasic individual. Generalization occurred above the level of treatment for repeated sentences. Pp. 62-73.
Summer NesporThe Effectiveness Of Training A Carrier Phrase On Increasing Correct Content Units (CUs) In Spontaneous Speech Of An Individual With Broca's Aphasia
The aim of the study was to investigate the effectiveness of training a carrier phrase on increasing the number of correct content units and grammatical morphemes produced in spontaneous speech of a 45-year old woman with Broca's Aphasia. Treatment involved the use of a fading cue schedule and 30 picture stimuli. Language samples taken pre-post treatment were obtained along with baseline, treatment, and probe data. Results revealed gains in participant's performance across treatment and probe trials. The participant consistently formulated greater number of grammatically correct sentences and obtained higher scores on a listener's perceptual rating scale. Analysis of language samples taken pre-post treatment indicated an overall increase in number of words produced, correct content units, correct words in correct content units, endings in correct content units, and word-to-content ratio, supporting generalization. Pp. 74-83.
*Julia SprattThe Effects of Using an Eye Gaze Board to Increase Group Participation in a Female with Rett Syndrome
This article presents the effects of using an eye gaze board to increase group participation in a
14-year-old female, with Rett Syndrome in the late motor deterioration stage (Stage IV). The participant was asked questions, in a turn taking format, regarding six sets of four pictures of familiar items, presented on the four corners of an eye gaze board. This study showed that the improvement in the participant's ability to give a response to questions presented in group settings was the result of the effects of treatment. Results of maintenance data provided similar findings. Although the group setting provided a natural context for use of the eye gaze board, the variability of responses from session to session can be accounted for by the nature of the participant's disability and numerous health problems that accompany it. Pp. 84-95.*Paper presented at the Annual Convention of the American Speech- Language-Hearing Association, November, 2005, San Diego.
Editor's Note
Volume Twelve of Student Research Papers in Communicative Sciences and Disorders continues the tradition of melding theory and practice into clinical research. For a dozen years graduate students in the Department of Communicative Sciences and Disorders at California State University, East Bay (formerly CSU Hayward) have been learning about the clinical research process and how to become astute consumers and producers of clinical research. This endeavor dovetails with the American Speech-Language-Hearing Association Focused Initiative on Evidence-based Practice and the trend in speech-language pathology to demonstrate treatment efficacy and effectiveness. Student authors also presented their work in poster format at the Student Research Forum in the Department of Communicative Sciences and Disorders in December 2004 and at the Distinguished Lecture Series in Communicative Sciences and Disorders in May 2005. One of the papers (Spratt) was selected as a member of the East Bay campus Student Research Team at the California State University Student Research Competition also in May 2005. Spratt and Guerrero will present their papers at the American Speech-Language-Hearing Association Annual Convention in San Diego, CA in November 2005. 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 Twelve 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 emanating 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 CSUEB students will be among those individuals contributing to the increasing body of evidence on treatment outcome.
Volume Twelve contains nine papers selected from 29 submissions. The topics address a broad range of communication disorders, including articulation disorders, developmental apraxia of speech, agrammatism, child language disorders in a bilingual individual, and AAC. All of the research projects were created, implemented, analyzed and written during the Fall Quarter 2004.
The reports in Volume Twelve 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. Abstracts of this and previous volumes may be accessed online at http://class.csueastbay.edu/commsci/abtstres.htm.
These articles represent creativity and depth of thinking by the authors. Selecting papers for inclusion was a difficult task, as all the papers were well crafted. I am proud to know these clinical researchers and look forward to their future contributions to speech-language pathology. Pp. iv.
July 2005 Janet Patterson, Editor
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.
