title: Phonological learning and lexicality of treated stimuli.
abstract: The purpose was to evaluate the lexicality of treated stimuli relative to phonological learning by preschool children with functional phonological disorders. Four children were paired in a single-subject alternating treatments design that was overlaid on a multiple baseline across subjects design. Within each pair, one child was taught one sound in real words and a second sound in non-words; for the other child of the pair, lexicality was reversed and counterbalanced. The dependent variable was production accuracy of the treated sounds as measured during the session-by-session course of instruction. Results indicated that production accuracy of the treated sound was as good as or better using non-word as opposed to real word stimuli. The clinical implications are considered, along with potential accounts of the patterns of learning.
authors.affiliation: Department of Speech and Hearing Sciences, Indiana University, Bloomington, IN 47405-7002, USA. gierut@indiana.edu
authors.forename: Judith A
authors.initials: JA
authors.lastname: Gierut
authors.forename: Michele L
authors.initials: ML
authors.lastname: Morrisette
mesh_terms: D002663:Child Language; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D010700:Phonetics; D013060:Speech; D013064:Speech Disorders / Q000628:therapy*; D013068:Speech Production Measurement; D013070:Speech Therapy / Q000379:methods*; D016896:Treatment Outcome