Shriberg L D, Kwiatkowski J, Snyder T
University of Wisconsin-Madison.
J Speech Hear Disord. 1990 Nov;55(4):635-55. doi: 10.1044/jshd.5504.635.
This is the third in a series of studies on the use of microcomputers with speech-delayed children. Two repeated-measures designs (n = 15) and five case studies were completed to compare tabletop management at early and late stages of the response development phase with two comparable, computer-assisted drill-and-practice activities. Discrimination of correct articulatory responses was mediated by the clinician in all modes, rather than by speech recognition hardware, but all contingent reinforcement in the computer modes was presented by animation graphics. The two computer modes were identical except for the addition of fantasy involvement in one of the modes. Findings indicated that the three modes of intervention were equally effective, efficient, and engaging. Subject-level analyses suggested that microcomputer software has excellent potential to engage children in drill-and-practice for late-phase response evocation, when the target sound is stimulable, but limited usefulness with young children at early-phase response evocation, when specific articulatory behaviors need to be cued. Discussion considers learning, child, and hardware/software factors in microcomputer-assisted speech management.
这是关于对语言发育迟缓儿童使用微型计算机的系列研究中的第三项。完成了两项重复测量设计（n = 15）和五项案例研究，以比较反应发展阶段早期和晚期的桌面管理与两项类似的计算机辅助操练活动。在所有模式下，正确发音反应的辨别均由临床医生介导，而非通过语音识别硬件，但计算机模式下的所有偶然强化均通过动画图形呈现。两种计算机模式除了在其中一种模式中增加了幻想元素外完全相同。研究结果表明，三种干预模式在有效性、效率和吸引力方面同样出色。个体水平分析表明，当目标音可被激发时，微型计算机软件在促使儿童参与晚期反应诱发的操练方面具有巨大潜力，但在早期反应诱发阶段，当需要提示特定发音行为时，对年幼儿童的作用有限。讨论考虑了微型计算机辅助语音管理中的学习、儿童以及硬件/软件因素。
