In particular, it has been combined with stuttering therapy ( Conture, Louko, and Edwards, 1993), phonological awareness intervention ( Gillon, 2005), and speech perception and stimulability training ( Rvachew, Rafaat, and Martin, 1999, Study 2) in studies investigating subpopulations and sucharacteristics of children with SSDs. Not only is it one of the most frequently implemented phonological methods in clinical practice ( Rvachew, Nowak, & Cloutier, 2004), but it has also been accepted as a standard method for treating SSDs in research studies. The Cycles Phonological Remediation Approach ( Hodson & Paden, 1991 Hodson, 2010 Prezas & Hodson, 2010) is a prominent intervention method for treating severe speech sound disorders (SSD) in preschool and school age children. Individual differences in performance were examined at the participant level and the target pattern level. Phonologically known target patterns showed greater generalization than unknown target patterns across all phases. The third participant exhibited significant gains at follow-up. Two of the three participants exhibited statistically and clinically significant gains by the end of the intervention phase and these effects were maintained at follow-up. Generalization probes were administered during baseline, intervention, and follow-up phases to assess generalization and maintenance of learned skills. Three phonological patterns were targeted for each child. Three children (ages 4 3 to 5 3) with moderate-severe to severe SSDs participated in two cycles of therapy. A multiple baseline design across behaviors was used to examine intervention effects. The purpose of this study was to evaluate the efficacy of the Cycles Phonological Remediation Approach as an intervention for children with speech sound disorders (SSD).
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