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Concurrent task sequencing in single-phoneme phonologic treatment and generalization.

Steven L Skelton1

  • 1Department of Communicative Disorders and Deaf Studies, California State University, Fresno, 5048 N. Jackson Ave. M/S LS80, Fresno, CA 93740-8022, USA. sskelton@csufresno.edu

Journal of Communication Disorders
|March 12, 2004
PubMed
Summary

Concurrent Treatment, which mixes easy and hard speech tasks, rapidly improved /s/ sound acquisition in young children. This approach may be more beneficial than traditional easy-to-hard sequences for speech sound learning.

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Area of Science:

  • Speech-language pathology
  • Childhood speech sound disorders
  • Phonological intervention

Background:

  • Traditional phonologic treatments progress from easy to hard tasks.
  • The efficacy of this incremental approach for speech sound acquisition is widely accepted.
  • Alternative task sequencing methods warrant investigation.

Purpose of the Study:

  • To evaluate the effectiveness of Concurrent Treatment for single-phoneme acquisition.
  • To assess generalization and maintenance of speech sound learning with Concurrent Treatment.
  • To compare Concurrent Treatment with traditional incremental task sequencing.

Main Methods:

  • A multiple-baseline-across-subjects design was employed.
  • Participants were 4- to 7-year-old children with /s/ misarticulations.

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  • Concurrent Treatment randomly intermixed presumed easy and hard teaching tasks.

    • Main Results:

    • All participants achieved rapid /s/ phoneme acquisition.
    • Generalization occurred from syllables to connected speech.
    • Two participants demonstrated generalization to conversational speech in clinic and other settings.

    Conclusions:

    • An easy-to-hard task sequence may not be necessary for successful speech sound treatment.
    • Concurrent Treatment appears beneficial for phoneme acquisition, generalization, and maintenance.
    • Findings have implications for designing more effective speech therapy interventions.