The functional speech sound disorder, American English /r/ articulation errors, presents a unique and confounding clinical challenge as "therapy resistant" residual errors persist into adolescence and adulthood in many cases. Finding paucity of empirical research for /r/ treatment, evidence-based practice (EBP) exploration in motor-related disorders informed clinical practice and research directions. This study investigated the efficacy of "manual mimicry" (a kinesthetic, gestural, and visual cue) in treating intractable /r/ errors in a young adult using a single subject ABAB design. Perceptual accuracy judgments of three types of listeners (experts, graduate clinician, and na��ve listeners) indicated a positive treatment effect of manual mimicry cueing on vocalic /r/ sound productions. Electropalatograpy (EPG) outcome measures showed limited ability to accurately reflect perceptual changes quantitatively. These findings from an exploratory study provide initial evidence that perceptual saliency of /r/ productions may be potentially remediated using a kinesthetic, gestural, and visual cue during treatment. / Rangos School of Health Sciences / Speech-Language Pathology (SLP) / MS / Thesis

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 80-92).

Thèse d'exercice : Chirurgie dentaire : Université de Nantes : 2004. / Bibliogr. f. 62-63 [14 réf.].

Thèse de doctorat : Informatique : Nancy 1 : 2008. / Titre provenant de l'écran-titre.

Thesis (M. Aud.)--University of Canterbury, 2009. / "March 2009." Typescript (photocopy). Includes bibliographical references (leaves 62-71). Also available via the World Wide Web.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains v, 131 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 132-143).

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 152-181).

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 77-84).

Thesis (Ph. D.)--University of Wisconsin--Madison, 2000. / Includes bibliographical references (p. 281-286). Also available on the Internet.

This study examined the institutional articulation patterns among three different levels of educational institutions: high school, two-year college, and four-year university. The purpose of the study was to determine if there were differences between articulation patterns which affected students in general and articulation patterns which specifically affected Mexican American students to pursue higher education. This study was also concerned with determining whether such articulation patterns were hindering or encouraging the enrollment of Mexican American students at The University of Arizona. The methodologial approach of the study was a descriptive research design and included the use of questionnaires and interviews. The sampling methodology used was double stratified random sampling which took into account: (1) three participating educational institutions and (2) sampling a portion of the personnel at the three institutions and students at the four-year university. The sample consisted of: (1) 45 randomly selected personnel involved in articulation activities in three educational areas (administrative, curricular, and student services) at three different institutional levels: senior high school district, community college, and four-year university, and (2) 15 randomly selected first-year students at the four-year university. An open-ended questionnaire was developed for the personnel sample. The articulation practices identified from this questionnaire were classified into specific categories for the purpose of developing a second questionnaire for interviewing the student respondents. Descriptive data were collected, presented, and discussed. Tabulation of percentages and frequencies were studied, interpreted, and presented in 20 tables and six figures. There were 455 articulation activities identified. These were classified into 25 different articulation categories. Two different articulation systems were reported: one directed to all students and another for Mexican American students. The findings strongly suggest that insufficient articulation efforts are in existence. Curricular personnel were found to be doing the least articulating efforts to help all students and specifically Mexican American students. Based on the results of this study, various recommendations were made. There is a need for better interinstitutional planning to provide continuum that will allow more access to post-secondary education for Mexican American students.