Montclair State University Digital Commons - Student Research Symposium: Investigating Generalization Patterns in Children with Residual Speech Sound Disorders
 

Investigating Generalization Patterns in Children with Residual Speech Sound Disorders

Presentation Type

Poster

Faculty Advisor

Elaine Hitchcock

Access Type

Event

Start Date

26-4-2023 9:45 AM

End Date

26-4-2023 10:44 AM

Description

It is commonly known that generalization of newly acquired speech sounds is a challenging task in speech intervention, particularly for school-aged children with residual speech sound disorder (RSSD). It is also widely accepted that children will establish and generalize a newly acquired phoneme if 90% accuracy is achieved in spontaneously generated sentence-level utterances (Hodson & Paden, 1991). However, many RSSD treatment studies document lower than 90% accuracy post-treatment suggesting the potential for regression in the absence of ongoing treatment. A subset of studies using visual biofeedback intervention to establish/generalize target phonemes at the word and sentence level report probe measures post-treatment and at a 1-2 month follow-up session. The inclusion of a follow-up probe offers the opportunity to examine accuracy when intervention is discontinued prior to achieving 90% accuracy in novel contexts. Examining the trajectory of generalization provides clinically relevant data that may support clinicians in determining discharge criteria. This retrospective analysis of selected treatment studies includes post-treatment data and a pre-determined follow-up session for 9 children, ages 6;10-11;2. Inclusionary criteria consisted of a standardized speech, language, and hearing evaluation. Participants were excluded if they demonstrated more than three speech sound errors (/r/, /l/, /s/). Preliminary findings suggest gains as small as 10% in untreated probe measures are maintained or lead to spontaneous improvement in accuracy during the follow-up period. Importantly, meaningful differences in accuracy gains were observed across participants suggesting generalization is a multifaceted process of learning.

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Apr 26th, 9:45 AM Apr 26th, 10:44 AM

Investigating Generalization Patterns in Children with Residual Speech Sound Disorders

It is commonly known that generalization of newly acquired speech sounds is a challenging task in speech intervention, particularly for school-aged children with residual speech sound disorder (RSSD). It is also widely accepted that children will establish and generalize a newly acquired phoneme if 90% accuracy is achieved in spontaneously generated sentence-level utterances (Hodson & Paden, 1991). However, many RSSD treatment studies document lower than 90% accuracy post-treatment suggesting the potential for regression in the absence of ongoing treatment. A subset of studies using visual biofeedback intervention to establish/generalize target phonemes at the word and sentence level report probe measures post-treatment and at a 1-2 month follow-up session. The inclusion of a follow-up probe offers the opportunity to examine accuracy when intervention is discontinued prior to achieving 90% accuracy in novel contexts. Examining the trajectory of generalization provides clinically relevant data that may support clinicians in determining discharge criteria. This retrospective analysis of selected treatment studies includes post-treatment data and a pre-determined follow-up session for 9 children, ages 6;10-11;2. Inclusionary criteria consisted of a standardized speech, language, and hearing evaluation. Participants were excluded if they demonstrated more than three speech sound errors (/r/, /l/, /s/). Preliminary findings suggest gains as small as 10% in untreated probe measures are maintained or lead to spontaneous improvement in accuracy during the follow-up period. Importantly, meaningful differences in accuracy gains were observed across participants suggesting generalization is a multifaceted process of learning.