2008: 153), and a 'single persistent articulatory defect' (Shawker and Sonies 1985: 90). 2015: 579), 'residual speech impairment' (e.g., Bernhardt et al. Other studies included participants with 'persistent primary SSDs' (e.g., Cleland et al. There was evidence of retention during post-treatment probes, including at a two-month follow-up.Ĭonclusions: A motor-based treatment program that includes ultrasound visual feedback can facilitate learning of speech sounds in individuals with residual speech sound errors. Generalization between onset singletons and clusters was observed, as well as generalization to sentence-level accuracy. Results: For most participants, increases in accuracy of target sound contexts at the word level were observed with the treatment program regardless of whether prosodic cueing was included. Word-level probes assessing untreated words were used to evaluate retention and generalization. Sessions included ultrasound visual feedback as well as non-ultrasound treatment.
#I hear a lisp when im recordee plus
For each participant, one sound context was treated with ultrasound plus prosodic cueing for 7 sessions, and another sound context was treated with ultrasound but without prosodic cueing for 7 sessions. Method: A multiple baseline single subject design was used, replicated across 8 participants. Purpose: The goals were to (1) test the efficacy of a motor-learning based treatment that includes ultrasound visual feedback for individuals with residual speech sound errors, and (2) explore whether the addition of prosodic cueing facilitates speech sound learning. The outcomes suggest that direct training was more effective than the AS approach however, the client's ability to self-monitor in phase 2, rapid acquisition of the targets and maintenance at 4 months post-intervention possibly reflected the knowledge gained in phase 1 about AS. These improvements were substantially maintained at assessment 4 months post-intervention. Trained listener evaluations of pre-intervention, post-phase 1 and post-phase 2 assessments showed no improvement after phase 1, but notable improvement in all treatment targets immediately after phase 2.
The second phase used traditional articulation therapy, online visual-acoustic biofeedback and fluency strategies to target the frontal lisp directly (specifically /s/, /z/, /ʃ/ and /ʧ/). The first phase used ultrasound imagery and acoustic, phonetic and voice education to provide information about articulatory setting (AS) and general awareness of the speech production process. An adolescent with a persistent frontal lisp participated in a two-part 11-session intervention case study.
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