Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 181-188).

Thesis (M.S.)--University of Wisconsin--Madison, 1964. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. [87]-90.

Thesis (M.Ed.(Educational Psychology))--University of Pretoria, 1985. / Includes bibliographical references.

The purpose of this study was to identify and field test a successful treatment method for bringing about articulation carry-over. Subjects were 8 elementary school students who misarticulated /s/ or /r/ in conversation outside the therapy setting, but correctly articulated the target phoneme 80% or more of the time in conversation with the speech-language pathologist in the therapy setting. The self-monitoring treatment method of Koegel, Koegel, & Ingham (1986) and Koegel, Koegel, Van Voy, & Ingham (1988) was selected for field testing. Data were collected in the context of a multiple baseline across subjects research design. Results of the study did not replicate the positive treatment effects found in the Koegel, et al. studies. The results are discussed in relationship to the subject, treatment, environmental, and measurement variables that may account for the discrepancy in treatment effectiveness. Additional data on accuracy of self-monitoring are discussed.

No description available.

No description available.

Thesis (M.Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 2-4) Also available in print.

Not available / text

There is no abstract available for this thesis.