TY - JOUR
T1 - Visualizing Syllables
T2 - Real-Time Computerized Feedback Within a Speech–Language Intervention
AU - DeThorne, Laura
AU - Aparicio Betancourt, Mariana
AU - Karahalios, Karrie
AU - Halle, Jim
AU - Bogue, Ellen
N1 - Publisher Copyright:
© 2014, Springer Science+Business Media New York.
PY - 2015/11/1
Y1 - 2015/11/1
N2 - Computerized technologies now offer unprecedented opportunities to provide real-time visual feedback to facilitate children’s speech–language development. We employed a mixed-method design to examine the effectiveness of two speech–language interventions aimed at facilitating children’s multisyllabic productions: one incorporated a novel computerized feedback system, VocSyl, while the other used a traditional noncomputerized pacing board. Eighteen children with a variety of diagnoses, all of whom were at the single word stage of development, enrolled in either one of the two explicit speech–language interventions (VocSyl or Pacing Board) or an active control group. Convergent findings between and within groups supported the effectiveness of the VocSyl condition. For the children with a clinical diagnosis of autism in particular, visual inspection of individual data on treatment versus control targets indicated positive treatment effects for both of the two children enrolled in the VocSyl condition and one of the two children enrolled in the Pacing Board condition. Although the study does not permit definitive conclusions about the effectiveness of any particular treatment tool or strategy in isolation, it offers preliminary support for the integration of real-time computerized feedback within speech–language intervention.
AB - Computerized technologies now offer unprecedented opportunities to provide real-time visual feedback to facilitate children’s speech–language development. We employed a mixed-method design to examine the effectiveness of two speech–language interventions aimed at facilitating children’s multisyllabic productions: one incorporated a novel computerized feedback system, VocSyl, while the other used a traditional noncomputerized pacing board. Eighteen children with a variety of diagnoses, all of whom were at the single word stage of development, enrolled in either one of the two explicit speech–language interventions (VocSyl or Pacing Board) or an active control group. Convergent findings between and within groups supported the effectiveness of the VocSyl condition. For the children with a clinical diagnosis of autism in particular, visual inspection of individual data on treatment versus control targets indicated positive treatment effects for both of the two children enrolled in the VocSyl condition and one of the two children enrolled in the Pacing Board condition. Although the study does not permit definitive conclusions about the effectiveness of any particular treatment tool or strategy in isolation, it offers preliminary support for the integration of real-time computerized feedback within speech–language intervention.
KW - Autism
KW - Computerized feedback
KW - Developmental disorders
KW - Intervention
KW - Language
KW - Speech
KW - Treatment
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U2 - 10.1007/s10803-014-2274-8
DO - 10.1007/s10803-014-2274-8
M3 - Article
C2 - 25344794
AN - SCOPUS:84944511874
SN - 0162-3257
VL - 45
SP - 3756
EP - 3763
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
IS - 11
ER -