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Teaching speech sounds to young children using randomly ordered, variably complex task sequences.

Steven L Skelton1, Tracy E Funk

  • 1Department of Communicative Disorders and Deaf Studies, California State University, Fresno, 93740-8022, USA. sskelton@csufresno.edu

Perceptual and Motor Skills
|November 25, 2004
PubMed
Summary

This study shows that a concurrent treatment approach, involving randomized easy-to-hard speech sound tasks, effectively improved children's speech sound accuracy and generalization to new tasks.

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Area of Science:

  • Speech-Language Pathology
  • Childhood Speech Development
  • Applied Behavior Analysis

Background:

  • Children with speech sound disorders often require intensive therapy.
  • Traditional speech therapy may not always lead to rapid generalization.
  • Variable task sequencing is a potential therapeutic strategy.

Purpose of the Study:

  • To investigate the efficacy of a concurrent treatment approach for speech sound acquisition.
  • To determine if a randomized easy-to-hard task sequence improves learning efficiency.
  • To assess generalization of speech sound production to untrained tasks.

Main Methods:

  • Employed an AB research design replicated across three participants (ages 4:8 to 5:11).
  • Utilized a randomly ordered, variably complex task sequence (concurrent treatment).

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  • Included practice in randomized easy-to-hard tasks targeting a specific speech sound.

    • Main Results:

    • Children rapidly achieved 60% accuracy in producing the target speech sound.
    • Significant generalization of the speech sound to untrained tasks was observed.
    • The concurrent treatment approach demonstrated rapid learning and generalization.

    Conclusions:

    • Concurrent treatment with a randomized easy-to-hard sequence is an effective method for teaching speech sounds.
    • This approach facilitates efficient learning and generalization in young children.
    • Findings support the use of variable task sequencing in speech therapy.