One preschool male who was highly unintelligible was enrolled in two cycles of direct intervention utilizing the phonological cycling approach (Hodson & Paden, 1991). Prior to treatment in cycles 1 and 2, the Assessment of Phonological Processes-Revised (APP-R) (Hodson, 1986) was administered to the subject to assess phonological deficiencies and to determine the target phonological patterns. A continuous speech sample was collected prior to cycle 1 to rate speech intelligibility. Based on the results obtained from the APP-R, target patterns, target words, and an individualized treatment plan were developed for each cycle. For the first cycle of intervention, the subject participated in 60 minutes of direct intervention twice a week for 5 weeks, and in cycle 2, the subject participated in 60 minutes of direct intervention twice a week for 4 1/2 weeks. Each treatment session followed the procedures as outlined by Hodson and Paden (1991). Baseline measures were administered at the beginning of each session and probes were administered once a week. At the conclusion of both cycles, the APP-R was re-administered and a 100-word speech sample was collected. The results of the pre- and post-tests for cycles 1 and 2, baseline measures, weekly probes, and the intelligibility ratings were analyzed to determine the effectiveness of the phonological cycling approach in achieving a decrease in severity level of unintelligibility after two cycles. Results from the APP-R indicate that the subject's severity interval rating decreased from profound to severe. A comparison of pre- and post-intelligibility ratings showed an increase in intelligibility of 1.5 points on a 7-point rating scale. Based on the probes, generalization to nontreatment words in targeted and nontargeted patterns was noted in both cycles for some patterns. Overall, the phonological cycling approach was effective in achieving a decrease in severity level of intelligibility after two cycles of intervention for this subject.

Thesis (Ph.D.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 243-263). Also available via the World Wide Web.

Thesis (M.S.L.T.)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (p. 75-84). Also available via the World Wide Web.

Thesis (M.S.)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 62-70).

Thesis (M.(Augmentative and Alternative Communication)), Universiteit van Pretoria, 1999. / Includes bibliographical references.

Thesis (Ph.D.)--Kent State University, 2009. / Title from PDF t.p. (viewed Mar. 8, 2010). Advisor: Anita Varrati. Keywords: Speech language services; perceptions; principals; integrated classroom-based services. Includes bibliographical references (p. 147-162).

Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2009. / Title from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 244-259).

Thesis (M.S.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 61-70).

Thesis (M. Aud.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 70-75). Also available via the World Wide Web.

A single subject, diagnosed as having severe oral apraxia and dysarthria, participated in an eight-week research experiment designed to study the effects of singing on speech articulation. A simultaneous treatment design was used in which the subject participated in both the e xperimental and control conditions. In the control condition spoken words were repeated by the subject, while in the experimental condition the words were sung. The words used were the lyrics to two popular folk songs. Articulatory accuracy (intelligibility) was judged by two graduate level speech therapists, based on audiotape samples of the subject's responses, recorded on a "Language Master" machine. Judges were also asked to rate their degree of confidence about their judgements. Results indicated significantly higher scores at the .05 level for the singing condition than for the non-singing condition. Degree of confidence ratings were similar for both conditions. It was also observed that a significantly greater number of consonant blends were correctly articulated in the singing condition than in the nonsinging condition.