L V McReynolds

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The discussion in this article is directed at a brief review of the basic components of single-subject experimental designs. It sets out to present some of the technical and practical advantages in developing single-subject designs to evaluate potential treatment variables and treatments. The point is made that the designs are specifically structured for(More)
In the context of a training study, the functional relationship between discrimination and production was investigated. Four subjects were selected for study. For two subjects, Condition I consisted of production training followed by a discrimination probe and Condition II consisted of discrimination training followed by a production probe. For the other(More)
Investigators have proposed that children with functional articulation disorders should be relabelled phonologically disordered. To support this proposal, evidence has been presented in the literature demonstrating that children's error patterns reflect the operation of phonological processes. No quantitative or qualitative criteria have been offered to(More)
This study was designed to determine if training on any one specific /r/ allophone would result in transfer to other /r/ allophones without specific training. Twelve grade school children who were unable to imitate correctly the /r/, /sigma/, and /gamma/ allophones in 40 stimulus items during baseline served as subjects. A multiple baseline was used: six(More)
Five children who produced /theta/ for /s/ substitutions as a misarticulation were trained to produce /s/ correctly in three syllables. Untrained exemplars of syllables and words were tested throughout baseline and training. The 60 probe items contained both spontaneous and imitated words and syllables combined with high, low, front, back, vowels, and(More)
The effects of auditory-visual stimulation treatment derived from principles associated with a stimulation approach for aphasia treatment and direct-production treatment derived from a behavioral or learning approach were examined in 4 neurologically stable agrammatic aphasic subjects. Subjects were trained to produce selected exemplars of wh interrogative(More)
Discrimination and production performance of seven severely misarticulating children was analyzed in terms of errors in distinctive features and phonemes. Their performance on the McDonald Deep Test of Articulation and a minimal pairs discrimination test was also compared to the performance of children without articulation errors on the same measures. The(More)
Acquisition of correct /s/ over time was studied in five misarticulating children and compared to data reported for younger children during normal phonological development. Changes in production of /s/ as the children were learning to produce /s/ were examined in untrained syllables session by session. These longitudinal data were explored for patterns(More)
Eight hearing-impaired children participated in a study exploring the effect of training (+) or (-) voicing on generalization to cognates. In an experimental multiple baseline study across behaviors, children were trained on pairs of voiced and voiceless target sounds that they had previously omitted in final position. The pairs consisted of the /t/ and /g/(More)
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