Glossometry, a method of providing visual feedback of tongue positions, was used to teach four vowel sounds to six profoundly hearing-impaired children. After 15 to 20 50-minute training sessions, all subjects showed greater diversification of tongue postures for the vowels. Listener identifications were also generally better after therapy.…

Two operant speech treatment programs for establishing fluent speech--Delayed Auditory Feedback and Gradual Increase in Length and Complexity of Utterance--were compared, with 24 elementary-secondary level students. Both programs produced important improvement in fluency in a reasonable time period and resulted in similar levels of transfer and…

Five profoundly hearing-impaired children were taught to speak seven consonant sounds using palatometry which allows learners to see tongue-to-palate contact patterns used in sound production. Results demonstrated that visual articulatory modeling and feedback of linguapalatal contact patterns is an effective means of teaching consonants and…

Purpose: The aims of this study were to evaluate the efficacy of telehealth delivery of the Lidcombe Program of Early Stuttering Intervention, compared with a control group, and to determine the number of children who could be regarded as "responders." Method: A speech-language pathologist provided telehealth delivery of the Lidcombe…

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…

A study compared a naturalistic versus an analog teaching model, with speech sounds equated within and across conditions for five children (ages 4-7) with autism. Both methods increased correct production of target sound under some conditions; functional use of the target sounds in conversation occurred only with the naturalistic approach.…

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…

Efficacy of individualized training using a distinctive feature model of therapy was evaluated with 75 hearing-impaired postsecondary students. Significant improvements in vowel, word and sentence production, and word and sentence perception were observed. (Author/DB)

A study of 36 children (ages 3-5) compared traditional and phonological treatment of 36 children with multiple articulation disorders. Results found that the response of children in the traditional therapy group was substantially inferior; the children in the phonological therapy group showed more improvement with fewer therapy sessions. (CR)

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…

This volume contains five papers presented at a conference on developmental and environmental factors related to the onset of stuttering, evaluation and treatment procedures, and the measurement of therapy outcomes. In "The Development of Fluency in Normal Children," C. W. Starkweather considers evaluation of the fluency of young…

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…