An integrated multimodal intervention approach to support

King, Amie M.

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https://hdl.handle.net/2142/16098 Copy

Description

Title

An integrated multimodal intervention approach to support

Author(s)

King, Amie M.

Issue Date

2010-05-19T18:34:47Z

Director of Research (if dissertation) or Advisor (if thesis)

Hengst, Julie A.

Doctoral Committee Chair(s)

Hengst, Julie A.

Committee Member(s)

• DeThorne, Laura S.
• Halle, James W.
• Johnson, Cynthia J.
• Duff, Melissa C.

Department of Study

Speech & Hearing Science

Discipline

Speech & Hearing Science

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• augmentative and alternative communication
• severe speech impairment
• childhood apraxia of speech
• integrated intervention
• treatment
• single subject methods

Abstract

Augmentative and alternative communication (AAC) is often viewed as a “last resort” for children with severe speech sound impairments, with AAC consideration only occurring after years of failed traditional speech therapy. Two main reasons this occurs is because (a) parents view AAC as “giving up” on speech, and (b) parents and speech-language pathologists (SLPs) often believe that implementing AAC will negatively affect natural speech development. These views have consequently led SLPs to dichotomize intervention for these children; either work on natural speech or implement AAC. Recent research has suggested this may not have to be a choice SLPs have to make. This study’s purpose was to examine the effects of an integrated multimodal intervention designed to increase the quantity and quality of natural speech production in children who are multimodal communicators due to severe speech sound impairment. A hybrid research design was used to determine the treatment’s effectiveness, including single-subject design methodology and qualitative methodology. Three children served as participants, with each child participating in a series of baseline and intervention sessions. The data obtained from the participants suggested the intervention had positive effects on their speech production abilities. Theoretical and clinical implications of these findings are discussed.

Graduation Semester

2010-5

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http://hdl.handle.net/2142/16098

Copyright and License Information

Copyright 2010 Amie M. King

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