Graduate Program

Communication Disorders and Sciences

Degree Name

Master of Science (MS)

Semester of Degree Completion

2012

Thesis Director

Tina Veale

Thesis Committee Member

Jean Smitley

Thesis Committee Member

Angela Anthony

Abstract

The purpose of this study was to determine the effectiveness of an augmentation of traditional articulation intervention on the acquisition of speech sounds. The study examined the effect of Van Riper's traditional articulation intervention (Van Riper & Erickson, 1996) integrated with See the Sound/Visual Phonics (visual phonics) hand cues, in contrast to Van Riper's traditional articulation intervention alone. One child identified with a phonological disorder participated in a single subject multiple baseline across behaviors study. The subject was a bright, hard working two year-ten month old child who enjoyed all therapy sessions. During the first baseline/treatment phase, the child received Van Riper's articulation intervention as a control condition. During the following three baseline/treatment phases, Van Riper's articulation intervention was supplemented with visual phonics hand cues. Visual Phonics hand shapes (Montgomery, 2008) were integrated with Van Riper' s articulation therapy for three of four behaviors to enhance intervention with visual and kinesthetic cues.

Results showed an advantage to supplementing articulation intervention with visual phonics for preschoolers with phonological disorder. The study showed that production of target sounds took less intervention time when visual phonics hand cues were utilized. Outcomes of the study demonstrated that a preschooler with a • phonological disorder benefited from both traditional articulation intervention coupled with visual phonics and traditional articulation intervention alone as well.

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