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Effect Size for Single-Subject Design in Phonological Treatment.

Judith A Gierut, Michele L Morrisette, Stephanie L Dickinson

    Journal of Speech, Language, and Hearing Research : JSLHR
    |July 18, 2015
    PubMed
    Summary

    Effect size (ES) in single-subject designs for children with phonological disorders was validated. ES correlates with phonological learning and diagnostic scores, aiding evidence-based practice.

    Area of Science:

    • Speech-Language Pathology
    • Developmental Psychology
    • Applied Behavior Analysis

    Background:

    • Functional phonological disorders affect preschool children's speech sound development.
    • Single-subject designs are crucial for evaluating interventions in this population.
    • Standardized interpretation of effect size (ES) is needed for clinical decision-making.

    Purpose of the Study:

    • To document, validate, and corroborate effect size (ES) for single-subject designs in treating children with functional phonological disorders.
    • To evaluate child-specific variables influencing ES.
    • To establish benchmarks for interpreting ES in this population.

    Main Methods:

    • Data from 135 preschool children with phonological disorders were extracted from the Developmental Phonologies Archive.

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  • Standard mean difference (with continuity correction) was computed to quantify longitudinal generalization gain from treatment.
  • Data were aggregated for statistical analyses.

    • Main Results:

    • Effect size (ES) ranged from 0.09 to 27.83.
    • ES positively correlated with phonological learning measures and diagnostic assessment performance.
    • Benchmarks for small, medium, and large learning effects were estimated at 1.4, 3.6, and 10.1, respectively.

    Conclusions:

    • The findings support the utility of ES in single-subject research for phonological disorders.
    • Validated ES benchmarks aid the translation of research into evidence-based practice.
    • ES is a valuable metric for assessing treatment outcomes in children with phonological disorders.