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Related Concept Videos

Reinforcement Schedules01:24

Reinforcement Schedules

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Positive reinforcement is a powerful method for teaching new behaviors to both animals and humans. B.F. Skinner demonstrated this with his experiments using rats in a Skinner box. When a rat pressed a lever, it received a food pellet. This immediate reward encouraged the rat to repeat the behavior. This method, where a reward follows every instance of the behavior, is known as continuous reinforcement. It is highly effective for establishing new behaviors quickly.
Once a behavior is learned,...
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Language Development01:22

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Related Experiment Video

Updated: Nov 10, 2025

Foreign Accent and Forensic Speaker Identification in Voice Lineups: The Influence of Acoustic Features Based on Prosody
09:09

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Published on: September 27, 2024

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Service Delivery Schedule Effects on Speech Sound Production Outcomes.

David M Rehfeld1, Tracey N Sulak1

  • 1Department of Educational Psychology, Baylor University, Waco, TX.

Language, Speech, and Hearing Services in Schools
|April 6, 2021
PubMed
Summary
This summary is machine-generated.

Speech sound disorder services in schools are effective regardless of frequency. Both twice-weekly 30-minute sessions and four-times-weekly 15-minute sessions yielded similar positive outcomes for children.

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Area of Science:

  • Pediatric Speech-Language Pathology
  • School-Based Interventions
  • Speech Sound Disorders

Background:

  • Speech sound disorders (SSDs) are common in school-aged children.
  • Speech-language pathologists (SLPs) in schools often manage SSD caseloads with limited session frequency (e.g., 20-30 min once or twice weekly).
  • Optimizing service delivery models is crucial for effective intervention in school settings.

Purpose of the Study:

  • To compare the effectiveness of two different school-based speech therapy scheduling models for children with SSDs.
  • To examine outcomes for services provided at 30 minutes twice weekly versus 15 minutes four times weekly.
  • To inform SLPs about flexible service delivery options for efficient and effective SSD remediation.

Main Methods:

  • A total of 35 elementary school students with SSDs were recruited.
  • Participants were randomly assigned to one of two service schedules: 30 min twice weekly or 15 min four times weekly.
  • Outcomes were measured by the percentage of Individualized Education Program (IEP) goals mastered and percentage of sounds produced correctly in isolation after one academic year.

Main Results:

  • No significant differences were observed between the two scheduling groups in IEP goal mastery.
  • Similarly, negligible differences were found in the percentage of sounds produced correctly in isolation between groups.
  • Both service delivery schedules demonstrated effectiveness in addressing students' speech sound disorder needs.

Conclusions:

  • School-based speech therapy for children with SSDs can be effective across various scheduling configurations.
  • Speech-language pathologists can utilize flexible scheduling options to provide efficient and effective services.
  • Further research into service delivery models in applied settings is warranted.