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

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for regular treatment are determined by a sliding scale with a maximum charge <strong>of</strong> $250 per term. I would be glad to talk with you about the project, and answer any questions you might have. You may contact me at (503) 289-8152. You may contact my adviser, Christina Gildersleeve-Neumann at (503) 725-3230. If you are willing to participate, please sign one copy <strong>of</strong> the attached consent form and return it to me in the enclosed envelope. Please keep the second copy for your record. If you have concerns about your participation or about this study, please contact either Dr. Christina Gildersleeve-Neumann at (503) 725- 3230 or the Human Subjects Review Committee, Office <strong>of</strong> Research and Sponsored Projects, 111 Cramer Hall, Portland State University, (503) 725-4288. Thank you so very much for considering participating in our project. We feel strongly that these kinds <strong>of</strong> projects will help us better understand speech difficulties experienced by children. This will help us provide better services to help children overcome articulation and phonological difficulties. Sincerely, Rain Daniel, Graduate Student, Speech and Hearing Sciences Program, Portland State University I give my permission for my child, ______________________________, to participate in the research on speech <strong>therapy</strong> intervention. _____________________________ Parent/Guardians Name _____________________________ Signature The project was explained to __________________________________ and he was willing to participate. ______________________________ Child’s Name ______________________________ Child’s Signature (if appropriate) _____________________________ Witness to child’s agreement 82
Appendix B CHILD ASSET FORM Child’s name ____________________________________________________________ Hi my name is Rain and I’m a speech teacher. I help lots <strong>of</strong> kids say hard sounds and words better. Your mom said it would be okay if I worked with you on speech this year. If you choose to, we’ll do lots <strong>of</strong> different activities to help make your speech get better. We’ll do some fun activities with toys and games that help us make really good sounds, and work on those sounds when we speak. I will also ask you to copy what I say each time we meet. We’ll work together for 50 minutes a day, two days a week here at PSU. At the beginning <strong>of</strong> every day, I’ll turn on the tape recorder so I can tape you saying some words to see how much clearer your speech is. If you want to rest or stop, just tell me- you won’t get into any trouble. In fact, if you don’t want to do it at all, you don’t have to. Just say so. If you are curious about some <strong>of</strong> the activities we will be doing, I can show you a few. I’ll explain why we do them and how they can help your speech. Do you want to try coming to speech classes with me? (Child agrees / does not agree to participate) 83
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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
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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 88 and 89: Strand, E. A. (1995). Treatment <st
Page 92: Appendix C -Data Tracking Form TX T
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