Herbst Benedette M, Beiting Molly, Schultheiss Martine, Benway Nina R, Preston Jonathan L
Communication Sciences and Disorders, Syracuse University, NY.
Electrical and Computer Engineering, University of Maryland, College Park.
Lang Speech Hear Serv Sch. 2025 Jan 9;56(1):102-117. doi: 10.1044/2024_LSHSS-24-00043. Epub 2024 Dec 2.
This study evaluates the initial efficacy of Chaining SPeech Lessons in Intensive Ten-minute Sessions (SPLITS), an alternative service delivery model for the Speech Motor Chaining treatment approach. We hypothesized that Chaining SPLITS would result in improvements in /ɹ/ accuracy on syllables and untrained words when compared to a no-treatment condition.
Within a randomized controlled trial, thirteen 7-9-year-old children with difficulty producing /ɹ/ were randomized to receive treatment either immediately or after an 8-week delay. Treatment sessions were conducted 4 times a week over 8 weeks. Syllable and word-level recordings were collected at the baseline, 8-week, and 16-week time points. Recordings were rated along a 5-point scale by three masked, independent listeners. The primary outcome was changed score from the baseline to 8-week time point (Interval 1) and 8-week to 16-week time point (Interval 2).
Linear mixed modeling revealed that Chaining SPLITS led to significantly greater improvement in /ɹ/ accuracy at the syllable level for active treatment compared to a period of no treatment. This improvement was replicated in both groups. There was not sufficient evidence of an effect of Chaining SPLITS on untrained words after 8 weeks of treatment.
The current study provides initial evidence of the effectiveness of 8 weeks of Chaining SPLITS on improvement in /ɹ/ accuracy in syllables. Short, frequent sessions may be a viable approach to promote acquisition of /ɹ/ among school-age children; however, longer courses of treatment may be needed to observe further improvement at the word level.
本研究评估了强化十分钟课程中的言语运动链训练（SPLITS）的初始疗效，这是一种言语运动链治疗方法的替代服务提供模式。我们假设，与不治疗的情况相比，言语运动链训练（SPLITS）将导致音节和未训练单词的 /ɹ/ 发音准确性提高。
在一项随机对照试验中，13名难以发出 /ɹ/ 音的7至9岁儿童被随机分为立即接受治疗组或延迟8周后接受治疗组。治疗课程在8周内每周进行4次。在基线、8周和16周时间点收集音节和单词水平的录音。由三名不知情的独立听众按照5分制对录音进行评分。主要结果是从基线到8周时间点（区间1）以及从8周到16周时间点（区间2）的变化分数。
线性混合模型显示，与未治疗期相比，言语运动链训练（SPLITS）在主动治疗组的音节水平上导致 /ɹ/ 发音准确性有显著更大的提高。两组均重复出现了这种改善。治疗8周后，没有足够的证据表明言语运动链训练（SPLITS）对未训练单词有效果。
本研究为言语运动链训练（SPLITS）8周对音节 /ɹ/ 发音准确性改善的有效性提供了初步证据。短时间、频繁的课程可能是促进学龄儿童习得 /ɹ/ 音的可行方法；然而，可能需要更长的治疗疗程才能在单词水平上观察到进一步的改善。
