First Advisor

Mary Gordon-Brannan

Term of Graduation

Spring 1997

Date of Publication

9-1997

Document Type

Thesis

Degree Name

Master of Science (M.S.) in Speech Communication

Department

Speech Communication

Language

English

Subjects

Speech therapy for children, Articulation disorders in children, Apraxia

DOI

10.15760/etd.7618

Physical Description

1 online resource (vi, 69 pages)

Abstract

The intent of this investigation was to note whether use of Planned Transitions Therapy (PTT) would help to improve the intelligibility of 3 children with developmental verbal dyspraxia (DVD). PTT is an approach that emphasizes the sequencing of lingual movements from one place of articulation to the next for the production of speech. Rather than focusing on the production of sounds, exercises with PTT focus on transitions between sounds.

Three male subjects presenting characteristics of DVD received 30-minute treatment sessions with a traditional intervention approach for 6 weeks. Each subject also received periods of intervention with PTT. Subject A received PTT for the entire 6 weeks of intervention; Subject B, for the last 4 weeks; and Subject C, for the last 2 weeks. Intervention with PTT consisted of drills to practice the smooth transitions between sounds. Remediation first focused on transitions from alveolar to velar sounds; then transitions from labial to alveolar to velar sounds; and then velar to alveolar to labial sounds. The clinician used kinetic, visual, and verbal cues to instruct and assist subjects in successful transitions.

Prior to and following intervention, each subject's percentage of word intelligibility was determined during a 100-word speech sample. Biweekly probes measuring percentage of word intelligibility were also compared. In addition, pre- and posttest measures of the number of phoneme errors were obtained through administration of the Goldman-Fristoe Test of Articulation (Goldman & Fristoe, 1986).

All three subjects demonstrated improvements in percentage of word intelligibility and in the number of phoneme errors. Subject C demonstrated greater gains than Subjects A and B in percentage of word intelligibility. Subject A demonstrated greater gains in the number of phoneme errors than Subjects B and C. Subject B demonstrated the least gains in both measures. He made minimal gains in intelligibility following treatment with and without P'IT. Subject C showed greater gains in intelligibility during treatment with PTT than during treatment with traditional articulation intervention alone. Findings suggest that treatment with PTT in conjunction with traditional articulation intervention was effective in the treatment of Subjects A and C.

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Persistent Identifier

https://archives.pdx.edu/ds/psu/36239

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