Effects of integral stimulation therapy on speech - Portland State ...

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Strand, E. A. (1995). Treatment <strong>of</strong> motor speech disorders in Children. Seminars in Speech and Language, 16, 126-137. Strand, E.A., & Debertine, P. (2000). The efficacy <strong>of</strong> <strong>integral</strong> <strong>stimulation</strong> intervention with developmental apraxia <strong>of</strong> speech. Journal <strong>of</strong> Medical Speech-Language Pathology, 8, 295-300. Strand, E. A., & Skinder, A., (1999). In Caruso, A.J., & Strand, E.A. (eds.), Clinical management <strong>of</strong> motor speech disorders in children, (pp. 145-185) New York: Thieme Medical Publishers, Inc. Strand, E.A., Stoeckel, R., & Baas, B. (2006). Treatment <strong>of</strong> severe childhood apraxia <strong>of</strong> speech: A treatment efficacy study. Journal <strong>of</strong> Medical Speech-Language Pathology, 14, 297-306. Velleman, S. L. (2003). Childhood apraxia <strong>of</strong> speech resource guide. Clifton Park, NY: Thomson Delmar Learning Velleman, S. L., & Strand, K. (1994). Developmental verbal dyspraxia. In J. E. Bernthal & N. W. Bankson (Eds.), Child phonology: Characteristics, assessment, and intervention with special populations (pp. 110-139). New York: Thieme. Wambaugh, J.L., Kalinyak-Fliszar, M.M., West, J.E., & Doyle, P.J. (1998). <strong>Effects</strong> <strong>of</strong> treatment for sound errors in apraxia <strong>of</strong> speech and aphasia. Journal <strong>of</strong> Speech, Language, & Hearing Research, 41, 725-744. Yorkston, K.M., Beukelman, D.R., Strand, E.A., & Bell, K.R. (1999). Management <strong>of</strong> motor speech disorders in children and adults. Austin, TX: Pro-ed. Zimmerman, I.L., Steiner, V.G., & Ponds, R.E. (2002). Preschool Language Scale Fourth Edition. TX: Psych-Corp. 80
Dear Parents/Guardians, Appendix A PARET IFORMED COSET FORM I am contacting you to invite you to participate in a project involving children with childhood apraxia <strong>of</strong> speech. My name is Rain Daniel, and I am a graduate student in the Portland State University Speech and Hearing Sciences program. Conducting research helps us to identify effective treatment interventions for children affected by (CAS). This project is part <strong>of</strong> a master’s thesis and will evaluate the effectiveness <strong>of</strong> Integral Stimulation Speech Therapy which is a promising treatment approach but has little research to prove its efficacy. Participation in this project would include an assessment <strong>of</strong> your child’s speech and communication abilities so that we may identify the best treatment goals for your child. Assessment activities may involve pointing to and naming pictures, playing with toys, responding to questions, and participating in joint play conversations. With your input, we will determine your child’s greatest areas <strong>of</strong> speech needs and the most prominent error patterns would be treated with <strong>integral</strong> <strong>stimulation</strong> <strong>therapy</strong>. Therapy will occur two times per week for 50 minutes at Portland State University where your child will receive <strong>therapy</strong> free <strong>of</strong> charge during the fall and winter terms. There will be approximately 30 treatment sessions (make-up sessions will be at the discretion <strong>of</strong> the participant’s parents). Each session will consist <strong>of</strong> 45 minutes <strong>of</strong> <strong>therapy</strong> and 5 minutes <strong>of</strong> data collection by repeating sentences. I will audiotape and videotape each treatment session so that I can review speech clarity and intelligibility afterwards. At the beginning <strong>of</strong> each session I will describe the day’s activities to your child and ask him if he’d like to participate. Activities will be designed to appeal to your child’s particular interests. Your participation and your child’s participation are completely voluntary. If your child is uncomfortable or does not want to complete a task, his wishes will be respected. Participation in this project should not be harmful in any way to your child. Treatment sessions will resemble other treatment he has previously received at PSU Child Speech Clinic. When the project is complete, we will give you a report that summarizes your child’s progress and reviews the results <strong>of</strong> the study. We will keep confidential both your and your child’s name and all the information gathered during this project by using pseudonyms on all materials used in this project. All materials will be kept in a locked cabinet in the Speech and Hearing Department at PSU. These tapes will be used for educational and research purposes only. You may withdraw from the project at any point in time if you do not want to continue in the project, and this will not affect your relationship with PSU. The participant will have the option <strong>of</strong> receiving speech and hearing services through PSU as a regular client at the first available clinic opening. Fees 81
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EFFECTS OF INTEGRAL STIMULATION THE
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stimulation <stron
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Table of Contents
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List of Figures Fi
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The committee recognized that ident
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melodic support to overcome sound s
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Literature Review The differential
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part affect the numbers diagnosed a
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discrepancy suggests the probabilit
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neuromuscular impairment (Caruso &
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execute smooth and accurate speech.
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Table 1. Rosenbek et al.’s Hierar
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methodologies have yielded less con
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associated with the practice or exp
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very nature of spe
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Integral Stimulation and Childhood
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stimulation <stron
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period of no treat
Page 38 and 39: diagnosis of moder
Page 40 and 41: Table 3. Summary of</strong
Page 42 and 43: Table 4. Summary of</strong
Page 44 and 45: Word Shapes Simple word shapes such
Page 46 and 47: Hearing Hearing evaluations were co
Page 48 and 49: target sounds would allow CP a mana
Page 50 and 51: adjective, and a noun or verb (see
Page 52 and 53: welcomed from CP’s parents who we
Page 54 and 55: simultaneously with the child, prov
Page 56 and 57: to restart the mental processes nee
Page 58 and 59: Analysis of speech
Page 60 and 61: Results This study examined the eff
Page 62 and 63: Post-Treatment Results for /s/ Clus
Page 64 and 65: Data Results for Labiodentals Frica
Page 66 and 67: Data Results for Affricates: /ȴ/ &
Page 68 and 69: Data Results for Interdental Fricat
Page 70 and 71: Figure 4. Percent correct for /θ/
Page 72 and 73: Discussion This discussion examines
Page 74 and 75: practice his motor speech skills in
Page 76 and 77: Indicators that motor learning had
Page 78 and 79: Conclusion The results of</
Page 80 and 81: A number of sessio
Page 82 and 83: References American Speech-Language
Page 84 and 85: Delaney, A.L., & Kent, R.D. (2004,
Page 86 and 87: Powell, T. W. (1996). Stimulability
Page 90 and 91: for regular treatment are determine
Page 92: Appendix C -Data Tracking Form TX T
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