不同传递方式的语音干预的比较效率:抽认卡与平板电脑

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly Pub Date : 2020-11-01 DOI:10.1177/1525740119859520

Krystal L. Werfel, Marren Brooks, Lisa Fitton

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引用次数: 2

摘要

尽管语言病理学家在临床实践中越来越多地使用片剂，但迄今为止很少有研究评估片剂用于靶向语音目标的有效性或效率。本研究的双重目的是比较(a)使用平板电脑和使用抽认卡的语音干预的有效性和(b)效率。四名至少有两种类似语音错误的幼儿园学生参与了这项适应性交替治疗单受试者设计研究，探讨了不同传递方式(平板电脑与闪存卡)的语音干预与语音错误小学生语音技能提高之间的功能关系。抽认卡和平板电脑都是有效的单字语音干预方式;然而，对于四名参与者中的三名来说，抽认卡比平板电脑更有效。

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The Comparative Efficiency of Speech Sound Interventions That Differ by Delivery Modality: Flashcards Versus Tablet

Although speech–language pathologists increasingly make use of tablets in clinical practice, little research to date has evaluated the effectiveness or efficiency of tablet use for targeting speech sound goals. The twofold purpose of this study was to compare (a) the effectiveness and (b) the efficiency of speech sound intervention using tablets versus flashcards. Four kindergarten students with at least two similar speech sound errors participated in this adapted alternating treatments single subject design study that explored the functional relation between speech sound intervention that differed by modality of delivery (tablet vs. flashcards) and increased speech sound skill in elementary school children with speech sound errors. Flashcards and tablets were both effective single-word speech sound intervention modalities; however, for three of the four participants, flashcards were more efficient than tablets.

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来源期刊

Communication Disorders Quarterly REHABILITATION-

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.