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L V McReynolds

Publications and source records attributed to L V McReynolds.

At least 19 recordsLinked to original sources
PubMed1986

Flexibility of single-subject experimental designs. Part I: Review of the basics of single-subject designs.

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 applied, intervention research. In addition to explaining how the basic AB components function to allow for a controlled evaluation, a short review is included of other factors important to the scientific method such as operational definitions, reliability, repeated measures, and internal and external validity. The article serves as a foundation for the following two articles that are directed at demonstrating the flexibility of single-subject experimental studies.

Humans↗
PubMed1986

Articulation generalization of voiced-voiceless sounds in hearing-impaired children.

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/ and the /d/ and /k/. When /t/ was trained, generalization was tested to (a) untrained words with the /t/ in the final position and (b) untrained words containing /d/ (the cognate) of the /t/. In like manner, when /d/ was trained, generalization was tested to both the /d/ and /t/ words. The /g/ and /k/ received identical treatment. A contrast procedure was used to teach the children to produce the final consonants. When training criterion was reached, generalization was tested. Results showed that 6 of the 8 children generalized both the voiced and unvoiced target sounds to 50% or more of the target sound probe items. Results also indicated that more generalization occurred to the voiceless cognate from voiced target sound training than occurred to voiced cognates from voiceless target sound training.

Child↗
PubMed1986

Wh interrogative production in agrammatic aphasia: an experimental analysis of auditory-visual stimulation and direct-production treatment.

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 morphemes in complete sentence contexts, while the acquisition, response generalization (both within and across interrogative forms), stimulus generalization (to language samples), and maintenance effects of the two treatments were assessed. An alternating treatments design (ATD) in combination with a multiple-baseline design across behaviors and a multiple-baseline design across subjects was employed. Interrogative constructions were counterbalanced across subjects and treatments, and probes were administered daily to assess treatment effects. Results indicated that direct-production treatment was consistently more effective than auditory-visual stimulation treatment in facilitating acquisition of target responses for all subjects. Response generalization within interrogative forms paralleled acquisition regardless of treatment approach. Stimulus generalization to the elicited language-sample condition was not evident, however, trained responses were maintained subsequent to treatment. These data provided support for using direct-production treatment for interrogative intervention with agrammatic aphasic patients and indicated that training a selected number of exemplars of target interrogatives results in generalization of that question form to novel language responses. However, the lack of generalization across interrogatives indicated that wh interrogatives do not constitute a response class and, thus, pointed out a need for programming generalization to untrained members of that linguistic class and to spontaneous language.

Acoustic Stimulation↗
PubMed1981

Criteria for phonological process analysis.

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 differentiate these processes from surface error patterns. The purpose of the present descriptive study was to determine if differences would be found when two kinds of process analyses were employed: a nonquantitative criteria analysis as conducted in the studies reported in the literature, and a quantitative criteria analysis. Speech samples were obtained from 13 children with functional articulation problems. Their errors were submitted to the two analysis procedures. Results indicated that the number of identified processes were reduced when minimum quantitative criteria were used from the number identified when no quantitative criteria were imposed. The decrease occurred in individual children's patterns as well as across the patterns of the 13 children. It is suggested that there is a need to establish reasonable quantitative and qualitative criteria for phonological process identification.

Articulation Disorders↗
PubMed1979

Aspects of phonological acquisition during articulation training.

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 reported to occur in normal acquisition. It was found that the misarticulating children typically shifted their responses from correct to incorrect during the acquisition period; this may be attributed to competing rules operating during the early stages of acquisition similar to the rules proposed to be operating during morphological acquisition. The children varied in the time required to acquire correct production which is comparable to the variability reported in normal acquisition. Individual learning strategies were noted in the children's productions of consonant clusters which correspond to the proposed stages of development in normal phonological acquisition.

Articulation Disorders↗
PubMed1978

An experimental analysis of misarticulating children's generalization.

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 consonants. A functional analysis reversal design was used, and the gernalization patterns were analyzed. The effect of context was found to be less influential than expected while other factors such as stimulability, amount of training, and subject characteristics appeared as important variables in generalization.

Child, Preschool↗
PubMed1975

Articulatory-defective children's discrimination of their production errors.

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 normal children performed equally well in production and discrimination. However, the articulatory-error children performed poorly on the production test but performed almost as well as the normal children on the discrimination test. A discrepancy in articulatory-error children's production and discrimination of their error phonemes was obtained. They discriminated features and phonemes they did not produce. Clinical relevance of these findings are discussed.

Auditory Perception↗
PubMed1975

Transfer of /r/ across contexts.

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 subjects served as controls while six were trained, after which the first six were trained. Each subject received training on a randomly assigned syllable representing a specific allophone of /r/. After training, generalization to the untrained /r/s was assessed. Since most subjects increased the number of correct responses to items in several allophonic categories regardless of the specific allophone taught, the different allophones of /r/ may be members of the same response class rather than independent of one another.

Child↗
PubMed1975

The relationship between discrimination and articulation training in children with misarticulations.

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 two subjects, the conditions were reversed. In production training, the subjects were trained to correctly articulate three consonant-vowel (CV) syllables in response to nonsense pictures. In discrimination training the subjects were trained to find nonsense pictures in response to three CV syllables. Probe measures were administered to determine if changes occurred in one modality after training the other modality. Results indicated that production training was effective in changing both articulation and discrimination; however, discrimination training was effective in changing only discrimination.

Auditory Perception↗