Degree Name

Master of Science (MS)

Semester of Degree Completion

1991

Thesis Director

Jill F. Nilsen

Abstract

Recent research in the area of phonological development has indicated phonemes are mastered earlier than previous research demonstrated. Research has also indicated phoneme discriminatory skills are acquired with a similar pattern of development as phoneme production skills. Additionally, many research studies have demonstrated a relationship between children's ability to discriminate phonemes and their ability to articulate phonemes. Phonological skill development at younger ages implies that children will be eligible for articulation therapy at younger ages. Traditionally, articulation remediation begins with sensory/perceptual or discrimination training. Currently, available research has not addressed the effectiveness of discrimination training at pre-school age levels.

Six subjects were included in the research study. The subjects consisted of one female and five male children between the ages of 3:5 and 4:11. Children meeting the requirements for subject selection were included in the study. Subjects had normal hearing, adequate speech mechanisms, and came from monolingual homes. Subjects had normal receptive and expressive language skills as indicated by the Preschool Language Scale (Zimmerman, Steiner, & Pond, 1979). In addition, subjects scored between the 10th and 75th percentile and misarticulated the /r/ phoneme on the Goldman-Fristoe Test of Articulation (Goldman & Fristoe, 1986).

Pretesting involved two nine item deep tests of articulation and discrimination skills. These tests examined the subjects' ability to articulate the /r/ phoneme and discriminate between the /r/ sound and the /w/ sound in various phonetic contexts. The deep tests and the Goldman-Fristoe Test of Articulation were the dependant variables in the research design.

Three subjects were assigned to the experimental group and the control group by matching similar pretesting scores and age levels in each group. The independant variable, individualized discrimination therapy, was administered to the experimental group during the research time period. The control group, group B, was not involved in the therapy program. Discrimination training was administered during eight 30 minute sessions over four weeks.

Discrimination training concentrated on the sensory-perceptual step of treatment in the traditional model of articulation therapy (Van Riper, 1947). Therapy was administered on an individual basis and focused on discrimination training at the isolation, syllable, and word level. Motivational activities and reinforcers were incorporated into the therapy sessions.

After treatment, the subject's performance on the deep tests of phoneme production, phoneme discrimination and the Goldman-Fristoe Test of Articulation (Goldman & Fristoe, 1986) was analyzed in a pre/post therapy comparison. Post therapy comparisons were made with testing immediately and one month following the conclusion of therapy.

T-tests were used to analyze the pre/post test comparisons for significant changes. These comparisons did not yield any statistically significant differences in the dependant variables. This indicated that a change was not demonstrated as a result of the application of the independant variable. However, improvements were documented during the discrimination stage of therapy at all levels of treatment. This indicated that the experimental group's discrimination skills improved, even though the improvements were not demonstrated in the dependant variables.

The improvements observed through therapy results indicate further research is needed in this area. A replication of the present study may determine if significant differences exist given a larger n or a longer therapy duration or if the use of different phonemes would yield different results. Another related study could be designed to look at the long term effects of a discrimination therapy program on discrimination and articulation skills.

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