The Comparison of the Intervention Effect of Nonwords and Words Intervention for Children with Speech Sound Disorders.
| Autor: | SHIN, YU-MEI, 辛毓梅 |
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| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 In this study, we mainly compare the intervention effects of words and nonwords intervention methods for children with speech sound disorders. The intervention effects are as follows: the articulation error rate of the target consonants, the articulation correct rate of the all consonants, the correct rate of nonwords repetition, the discrimination correct rate of the target consonants, the correct rate of nonwords discrimination, and the generalization effect. Besides, this study further analyzes the relationship between receptive vocabulary ability, memory breadth, nonword discrimination and repetition ability and the intervention effects. Participants were four children at the middle class in the kindergarten, with two children receiving nonwords intervention method and the other two children receiving words intervention method. Each participant was required to receive the evaluation for the articulation error rate of the target consonants at the baseline, intervention and maintenance periods, as well as the pre-intervention receptive vocabulary ability and the span of memory. Besides, the evaluation for nonwords discrimination and repetition performance, all consonants articulation performance, target consonants discrimination performance and the effect of generalization before and after the intervention were also included. The results of the study are as follows: (1) The articulation correct rate of the all consonants have increased of both groups after the intervention, but the progress of the nonwords group is much larger than that of the words group. (2) Both groups of children have progressed on target consonant auditory discrimination performance after the intervention, but the progress of the nonwords group is smaller than that of the words group. (3) After the intervention, the progress of the nonwords group is smaller than that of the words group in the correct rate of nonwords audiyory discrimination and repetition. (4) All children have progressed on target consonants articulation performance in the intervention period, and there is a retention effect in the maintenance period, but the nonwords group achieve the target effect faster than the words group. (5) The generalization effect of the non-target syllables is better in the nonwords group than that of the words group, and the generalization effect of the target syllables is better in the words group than that of the nonwords group. (6) Receptive vocabulary ability, nonwords discrimination and repetition ability may be related to the intervention effect of all consonants. According to the results of this study, both intervention methods can promote articulation ability of the children. The nonwords intervention method for children with speech sound disorders may have more comprehensive and rapid intervention effect than the words intervention method. Also, the generalization effect of the nonwords intervention method may be better in the non-target syllables than that of the words intervention method. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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