Diagnosis and intervention of adult articulation errors based on distinctive feature theory and the Mysak feedback model of therapy.

This article explores the applicability of distinctive feature theory to the phonological problems of high school and college students and to a feedback model of therapy. Results suggest that high school and college students with numerous substitutions have phonological errors that can be accounted for on a distinctive feature basis. Therefore, diagnosis of such students should include a distinctive feature analysis. Pilot data also indicate that a client can be taught to differentiate between correct and incorrect features rather than correct and error phonemes, and that distinctive feature theory is applicable to a feedback model of therapy.