Two experiments studied the effectiveness of Imitation and Listener Uncertainty as speech training techniques for profoundly hearing-impaired children. In the first study, a single-subject design was employed with two children who were trained on /$ int$/ and /r/ in words using alternating treatments. Results showed short term benefits for both treatments, but better retention and better generalization to spontaneous speech for the Listener Uncertainty approach. In the second study, 33 children were matched as closely as possible and randomly assigned to the Imitation Group, Listener Uncertainty Group or Control Group. Students in the treatment groups were trained on fricatives in words, phrases and sentences. Plosives were used as control phonemes. Results indicated significant improvement on production of trained and untrained words for both treatments, with higher scores for Listener Uncertainty. However, there was no difference between the treatment groups and control group on ability to generalize target sounds to spontaneous speech. Effects of context and phoneme position were also examined.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.41748 |
| Date | January 1993 |
| Creators | Perigoe, Christina Barris |
| Contributors | Doehring, Donald G. (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (School of Communication Sciences and Disorders.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001397579, proquestno: NN94702, Theses scanned by UMI/ProQuest. |
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