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.

The effects of intensive multisensory speech training, with and without the use of Visual Phonics techniques, on the speech production of a profoundly hearing-impaired child were studied over a period of 6 weeks. A nine-year-old profoundly hearing-impaired child received 30-40 minutes of intensive speech training daily. Three target phonemes were trained using only multisensory speech training techniques and three target phonemes were trained using multisensory and Visual Phonics training techniques. The subject's productions of target phonemes in trained words and syllables were audio-taped at the end of each training period. Audio-taped productions were rated as correct or incorrect. The number of correct productions in words and syllables were tallied daily. Results show a general trend of improved production for all phonemes trained. There was no differential effect for the training technique used. It was concluded that intensive training, regardless of the technique used, has a positive effect on the speech productions of a profoundly hearing-impaired child.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Kenneth Jerich (chair), Adel AL-Bataineh, Fabiola Ehlers-Zavala, Heidi Harbers. Includes bibliographical references (leaves 93-98) and abstract. Also available in print.

No description available.

Thesis (M.S.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2007. / Includes bibliographical references (p. 57-61).

This study investigated the advisability of utilizing parents to provide treatment for their dysfluent preschoolers. It involved the development, implementation and evaluation of a specific treatment program involving indirect language stimulation techniques. The primary question asked was whether or not parents can be successful in significantly reducing or eliminating dysfluent speech in their children. The secondary question was whether or not parents can be trained successfully to provide treatment.

Thesis (Ph.D.)-Umeå Universitet, 2006. / Includes bibliographical references and index.

Thesis (M.S.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 44-57). Also available online.

Thesis (M.S.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 57-62).

Thesis (Ph. D.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 203-213).