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The modification of multiple articulation errors based on distinctive feature theory.

J Costello, J M Onstine

    The Journal of Speech and Hearing Disorders
    |May 1, 1976
    PubMed
    Summary
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    This study shows that a distinctive feature program effectively improved speech articulation in preschool children. The treatment led to correct pronunciation of targeted sounds and generalization to untreated sounds.

    Area of Science:

    • Speech-Language Pathology
    • Linguistics
    • Child Development

    Background:

    • Articulation disorders affect many preschool children.
    • Distinctive Feature Theory offers a framework for understanding phonological errors.
    • Previous remediation strategies have varied in effectiveness.

    Purpose of the Study:

    • To evaluate the effectiveness of an articulation remediation program based on distinctive feature theory.
    • To assess the impact of the program on phoneme acquisition and generalization.
    • To investigate the application of distinctive feature analysis in clinical settings.

    Main Methods:

    • Two preschool children with multiple phoneme errors participated.
    • An individualized articulation program based on distinctive feature analysis was administered.

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  • Data were collected on the acquisition of treated and untreated phonemes.

    • Main Results:

    • The treatment program was effective in improving articulation.
    • Children acquired correct articulation of targeted phonemes.
    • Significant across-phoneme generalization to five untreated error phonemes was observed, supporting distinctive feature theory predictions.

    Conclusions:

    • Distinctive feature-based remediation is a viable approach for articulation disorders.
    • The observed generalization suggests the underlying phonological system was impacted.
    • Further research is needed to refine treatment protocols and explore theoretical implications.