Dense neighborhoods and mechanisms of learning: evidence from children with phonological delay

Gierut, Judith A.; Morrisette, Michele L.

doi:10.1017/s0305000914000701

Cited by 5 publications

(10 citation statements)

References 61 publications

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“…Collectively, the results demonstrate that auditory priming facilitates the acquisition of word meaning (Merriman & Marazita, 1995), production and phonological generalization (Gierut & Morrisette, 2013 and herein). Convergence of evidence across lexical and phonological domains lends support to Church and Fisher’s hypothesis (1998) that long-term exposure to auditory input through priming affords the experiences necessary to the formation of internal representations of words.…”

Section: Discussionmentioning

confidence: 70%

“…Standard mean difference with correction for continuity (Gierut & Morrisette, 2011) was applied for consistency with other small-n treatment studies (Gierut & Morrisette, 2012a; b; 2013; see also Beeson & Robey, 2006). This statistic is specific to single-subject design (Busk & Serlin, 1992) and not to be confused with effect size for large-N studies (Cohen, 1988).…”

Section: Resultsmentioning

confidence: 99%

“…To our knowledge, there is one report of priming in treatment of PD (Gierut & Morrisette, 2013). That work extended the priming method above, such that children were exposed to stories consisting of words from dense neighborhoods at the start of each treatment session.…”

Section: Promise and Paradoxmentioning

confidence: 99%

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How to meet the neighbors: Modality effects on phonological generalization

Gierut

Morrisette

2014

Clinical Linguistics & Phonetics

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Long-term auditory priming of words from dense neighborhoods has been posited as a learning mechanism that affects change in the phonological structure of children’s lexical representations. An apparent confound associated with the modality of priming responsible for structural change has been introduced in the literature, which challenges this proposal. Thus, our purpose was to evaluate prime modality in treatment of children with phonological delay. Nine children were assigned to auditory-visual, auditory or visual priming of words from dense neighborhoods prior to treatment of production as the independent variable. The dependent variable was phonological generalization. Results showed that auditory priming (with or without visual input) promoted greater generalization on an order of magnitude of 3:1. Findings support the theoretical significance of auditory priming for phonological learning and demonstrate the applied utility of priming in clinical treatment.

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Section: Discussionmentioning

confidence: 70%

Section: Resultsmentioning

confidence: 99%

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How to meet the neighbors: Modality effects on phonological generalization

Gierut

Morrisette

2014

Clinical Linguistics & Phonetics

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“…One group that is heavily represented on school caseloads is children with speech sound disorders (SSD). Children with SSD have a severely reduced consonant inventory, relative to their agematched peers (Gierut & Morrisette, 2014). Along with their impairment in the production of speech, their ability to accurately create phonological (i.e.…”

Section: Introductionmentioning

confidence: 99%

“…For example, a series of studies by Gierut, Morrisette, and colleagues (Gierut & Morrisette, 2012b, 2014Gierut, Morrisette, & Champion, 1999;Morrisette & Gierut, 2002) has found that words coming from dense phonological neighborhoods can improve speech treatment outcomes, but only if certain conditions are met, such as when input cues converge (i.e. phonologically dense words must also be high frequency and early acquired) (Gierut & Morrisette, 2012b) or when phonologically dense words precede or prime words used in treatment (Gierut & Morrisette, 2014). In addition, it has been found that late-acquired words can induce larger amounts of phonological generalization due to treatment than do early-acquired words (Gierut & Morrisette, 2012a).…”

Section: Introductionmentioning

confidence: 99%

Examining the efficacy of complex clusters in real words and nonwords during the treatment of speech sound disorders

Ae¹,

Thompson²

2019

Preprint

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This study compared the treatment efficacy of real words (RW) and non-words (NW) containing complex consonant clusters. Using a single-subject multiple baseline design, six children with speech sound disorders (SSD) (5;3 to 6;2) were split into two treatment groups (RW and NW). Children taught clusters in RWs had more accurate productions and greater generalization of their treatment target, while children in the NW treatment resulted in a greater decrease in error variants. Both groups demonstrated similar changes in their overall percent consonants correct and untreated cluster production accuracy. Thus, complex cluster targets in both RWs and NWs should be considered to be efficient and efficacious options when providing SSD treatment. Since children demonstrated widespread phonological change despite often lacking all cluster segments in their phonemic inventories, previous suggestions of complex cluster target selection may need to be revisited.

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Speech Intervention Outcomes Associated With Word Lexicality and Intervention Intensity

Cummings

Hallgrimson²,

Robinson

2019

LSHSS

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Purpose This study examined how lexical representations and intervention intensity affect phonological acquisition and generalization in children with speech sound disorders. Method Using a single-subject multiple baseline design, 24 children with speech sound disorders (3;6 to 6;10 [years;months]) were split into 3 word lexicality types targeting word-initial complex singleton phonemes: /ɹ l ʧ θ/. Specifically, academic vocabulary words, nonwords (NWs), and high-frequency (HF) words were contrasted. Intervention intensity was examined by comparing the performance of 12 children who completed eleven 50-min sessions (4 children/word type) to the performance of 12 who completed 19 sessions (4 children/word type). Children's production accuracy of their treated phonemes and overall percent consonants correct values were used to measure phonological generalization via percentage accuracy scores and d scores. Results All word lexicality conditions elicited phonological change, suggesting that academic vocabulary words, NWs, and HF words are viable intervention targets. Group mean averages were similarly high for the NWs and HF words, although children in the NW condition demonstrated more consistent phonological gains. Children who received 19 intervention sessions achieved 6 times more gains in treated sound accuracy than did children who received 11 sessions. Conclusions Word lexicality did not significantly influence children's intervention outcomes. More intensive intervention, as characterized by the number sessions, resulted in greater phonological change than did a shorter intervention program. Intervention intensity outcomes should be considered when establishing best practices for speech intervention scheduling. Supplemental Material https://doi.org/10.23641/asha.7336055

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Dense neighborhoods and mechanisms of learning: evidence from children with phonological delay

Cited by 5 publications

References 61 publications

How to meet the neighbors: Modality effects on phonological generalization

How to meet the neighbors: Modality effects on phonological generalization

Examining the efficacy of complex clusters in real words and nonwords during the treatment of speech sound disorders

Speech Intervention Outcomes Associated With Word Lexicality and Intervention Intensity

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