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The efficacy of classroom-based inte...

Murphy, Kathleen Mulligan.

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The efficacy of classroom-based intervention for preschool children with severe phonological impairment.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The efficacy of classroom-based intervention for preschool children with severe phonological impairment./
作者:	Murphy, Kathleen Mulligan.
面頁冊數:	250 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-06, Section: B, page: 2996.
Contained By:	Dissertation Abstracts International58-06B.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9738327
ISBN:	0591491397

The efficacy of classroom-based intervention for preschool children with severe phonological impairment.
Murphy, Kathleen Mulligan.

The efficacy of classroom-based intervention for preschool children with severe phonological impairment. - 250 p.

Source: Dissertation Abstracts International, Volume: 58-06, Section: B, page: 2996.

Thesis (Ph.D.)--Arizona State University, 1997.

The purpose of this study was to determine the efficacy of a classroom-based service delivery model for the treatment of severe phonological impairment in preschool children. Four children ages, 4:4-4:11 years, with moderate to profound phonological impairment were selected from the group of children enrolled in Head Start for the 1996-97 academic year in the Phoenix metropolitan area to participate in this study. A within-subject design was used that combined experimental design elements from alternating treatment, multiple baselines across behaviors, and multiple probes across program steps models. Three behaviors, including two training targets and one control sound, were selected for each child based on the individual child's phonotactic constraints. In addition to the biweekly generalization probes, a comprehensive set of formal and adapted experimental measures were obtained during pre- and post-treatment measurement points to assess the impact of the intervention on the children's performance in a variety of areas.

ISBN: 0591491397Subjects--Topical Terms:

1017530
Education, Early Childhood.

The efficacy of classroom-based intervention for preschool children with severe phonological impairment.
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520 $a The purpose of this study was to determine the efficacy of a classroom-based service delivery model for the treatment of severe phonological impairment in preschool children. Four children ages, 4:4-4:11 years, with moderate to profound phonological impairment were selected from the group of children enrolled in Head Start for the 1996-97 academic year in the Phoenix metropolitan area to participate in this study. A within-subject design was used that combined experimental design elements from alternating treatment, multiple baselines across behaviors, and multiple probes across program steps models. Three behaviors, including two training targets and one control sound, were selected for each child based on the individual child's phonotactic constraints. In addition to the biweekly generalization probes, a comprehensive set of formal and adapted experimental measures were obtained during pre- and post-treatment measurement points to assess the impact of the intervention on the children's performance in a variety of areas.
520 $a The intervention was 16 weeks in duration and included a collaborative model between clinicians and teachers for implementation. The overall intervention goal was to create a classroom environment of heightened sound awareness that was conducive for targeting individual speech goals. A cyclic strategy was used to train the target behaviors; sounds were targeted one at a time in two week sound cycles. Intervention procedures implemented to foster sound awareness, included environmental manipulation, teacher-directed activities to enhance phonological awareness skills at group circles, and a set of individually-directed procedures for one-on-one interactions.
520 $a Results from the investigation indicate that a classroom-based service delivery model is efficacious for the treatment of severe phonological impairment in young children. Two different acquisition patterns emerged when generalization probe data was examined, a gradual, noisy acquisition pattern and a sudden, quickly generalized pattern. Results from speech measures, including the Assessment of Phonological Processes-Revised and a detailed phonological analyses, revealed widespread change throughout the children's phonological systems and corresponding improvement with respect to severity levels. Positive gains in expressive language abilities, sociability, intelligibility, and phonological awareness were also demonstrated by the participating children.
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