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Related Experiment Videos

Differential feedback used by speech and language clinicians

S I Wright, G H Schuckers

    Journal of Communication Disorders
    |January 1, 1980
    PubMed
    Summary

    Speech-language clinicians in schools showed limited use of differential feedback techniques. Their feedback varied greatly in frequency and consistency during articulation therapy for young children.

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    Area of Science:

    • Speech-language pathology
    • Clinical linguistics
    • Pediatric audiology

    Background:

    • Differential feedback is crucial for effective speech therapy.
    • Understanding clinician practices in school settings is essential for improving interventions.
    • Previous research has not fully detailed the application of feedback in pediatric articulation therapy.

    Purpose of the Study:

    • To investigate and describe the differential feedback practices of school-based speech and language clinicians.
    • To analyze the categories, frequency, and consistency of feedback provided during articulation therapy sessions.

    Main Methods:

    • Eleven speech and language clinicians were audio-recorded during three consecutive therapy sessions.
    • Therapy groups included second- or third-grade children with articulation disorders.
    • Recordings were systematically analyzed for feedback type, usage frequency, and consistency.

    Main Results:

    • Clinicians demonstrated restricted use of various feedback categories.
    • Significant variability was observed in the frequency of feedback administration.
    • Inconsistent application of feedback strategies was a notable finding.

    Conclusions:

    • School-based clinicians may benefit from expanded training in differential feedback techniques.
    • Standardizing feedback consistency could enhance the efficacy of articulation therapy.
    • Further research should explore methods to improve feedback practices in pediatric speech therapy.

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