Forty children (grades 2-5) with consistent misarticulations on one to three phonemes participated in a self-monitoring program. Ss were taught to discriminate their own correct vs. incorrect articulations and then self-monitoring of correct responses was transferred to the children's natural environments. Data were collected by trained observers…

The booklet discusses generalization issues and the use of self-monitoring to promote generalization of articulation treatment. Following an explanation of generalization and its varieties (such as response generalization, stimulus-response generalization, and generalization across time), units cover measurement of generalization, materials, and…

To investigate the use of a self-monitoring activity as a method of promoting generalization of a target speech sound to nontraining conditions, 40 children (grades 2-7) with articulation impairments (sound substitutions) attended individual or small group speech therapy sessions. Self-monitoring activity focused on the child recording correct…

Seven children in grades two-four self-monitored their articulation during conversation in a clinic setting where treatment was implemented. After varying intervals, self-monitoring outside of the clinic setting was introduced. Self-monitoring outside the clinic setting resulted in rapid and widespread generalization; monitoring of speech within…