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…

Twelve grade school children who were unable to imitate correctly the three /r/ allophones in 40 stimulus items during baseline participated in a study designed to determine if training on any one specific /r/ allophone would result in transfer to other /r/ allophones without specific training. (Author)

Compared in a 2-year study were four establishment of fluency programs in a public school setting with 40 7- to 16-year-old children who stuttered. The programs included programmed traditional (PT), delayed auditory feedback (DAF), pause (P), and gradual increase in length and complexity of utterance (GILCU). During the first year, eight speech…

Describes how the use of the catalyst system increases the effectiveness of speech and language disorder therapy by allowing for increased case loads. (MG)

Thirty-two junior high school students with severe communication defects were provided with speech therapy--which included videotape feedback techniques, phonic mirror, tape recorder, "s" meter, pitch meter, language master, bicom, and other sensory aids--in the Speech and Language Resource Room (Queens, New York). Evaluation procedures included…

Described are the rationale, procedures, and evaluation results of a 3-year-project in which paraprofessionals were trained to administer programed materials to students (in grades 1-5) who had articulatory errors. Evaluation of the program's effectiveness with 134 students is said to have revealed a total correction rate of 83.5 percent for the…

Individualized and intensive daily therapy was provided to 870 New York City pupils with severe speech handicaps in this summer program funded by the Elementary and Secondary Education Act, Title I. The evaluation focuses on pupil's progress in correction of speech problems, the effectiveness of the clinical methods, the reactions of the staff and…

Evaluated was a speech improvement program for kindergarten students in which speech improvement lessons were summarized for teachers, and the services of itinerant speech therapists were shared by classroom teachers. Teacher and therapist agreed upon specific speech lessons which were conducted on a weekly basis. Program development involved…

Investigated with a 26-year-old male graduate student were the immediate and long-term effects of social reinforcement and feedback on the incidence of stuttering. The S's speech dysfluencies were recorded under baseline and intervention conditions in three settings: two classes the S taught and a weekly hour-long conversation period with peers.…

TO DETERMINE THE MOST EFFICIENT USES OF THE PUBLIC SCHOOL SPEECH CORRECTIONIST'S SKILLS AND TIME, A STUDY WAS UNDERTAKEN TO INVESTIGATE THE EFFECTIVENESS OF THE INTERMITTENT SYSTEM AND THE BLOCK SYSTEM OF SCHEDULING SPEECH CASES. WITH THE INTERMITTENT SYSTEM THE CORRECTIONIST IS ASSIGNED TO A NUMBER OF SCHOOLS AND GENERALLY SEES CHILDREN TWICE A…

This speech calls for an end to prolonged debate about integration of preschool children in early intervention programs, discusses what is known from research on integration, describes quality indicators of early intervention programs, and makes suggestions for institutionalizing quality early intervention services. (JDD)