Promoting Speech Intelligibility in Autism Spectrum Disorder through the Implementation of Phonologically Similar Stimuli
Journal
Folia Phoniatrica et Logopaedica
Date Issued
May 2021
Author(s)
DOI
10.1159/000511346
Abstract
Objectives: The study focused on promoting expressive
phonological skills in 1 Greek-speaking child with autism
spectrum disorder (ASD) and comorbid speech sound disorder (SSD). Based on the phonological neighborhood density
framework, it was hypothesized that the experimental manipulation through clinical implementation of phonologically overlapping stimuli would yield positive expressive
phonology gains relevant to ASD. Participant and Methods:
A multiple-baseline single-subject design was implemented.
Three baseline sessions measured expressive phonology
variables. Sixteen biweekly 30-min intervention sessions
were carried out for a period of 2 months. Dependent variables included phonetic inventory size, proportion of consonants correct, occurrences of phonological processes, and
percentage of whole word matches elicited via specific word
probe stimuli. The Intelligibility in Context Scale was completed by the child’s teacher prior to the initiation of intervention and at a follow-up session. Experimental stimuli
were grouped together in phonologically dense cohorts. Results: Comparison between pre-test and post-test measures
revealed expressive phonology gains across all measured
variables. Follow-up session results showed generalization
of expressive phonology gains on untreated targets. Conclusions: Significant expressive phonology gains were achieved
through the implementation of phonologically similar word
stimuli within a systematic intervention protocol with the
implementation of specific word-level variables. The findings supported this treatment approach for a child with ASD
and SSD, while providing evidence for the phonological density advantage from a cross-linguistic perspective.
phonological skills in 1 Greek-speaking child with autism
spectrum disorder (ASD) and comorbid speech sound disorder (SSD). Based on the phonological neighborhood density
framework, it was hypothesized that the experimental manipulation through clinical implementation of phonologically overlapping stimuli would yield positive expressive
phonology gains relevant to ASD. Participant and Methods:
A multiple-baseline single-subject design was implemented.
Three baseline sessions measured expressive phonology
variables. Sixteen biweekly 30-min intervention sessions
were carried out for a period of 2 months. Dependent variables included phonetic inventory size, proportion of consonants correct, occurrences of phonological processes, and
percentage of whole word matches elicited via specific word
probe stimuli. The Intelligibility in Context Scale was completed by the child’s teacher prior to the initiation of intervention and at a follow-up session. Experimental stimuli
were grouped together in phonologically dense cohorts. Results: Comparison between pre-test and post-test measures
revealed expressive phonology gains across all measured
variables. Follow-up session results showed generalization
of expressive phonology gains on untreated targets. Conclusions: Significant expressive phonology gains were achieved
through the implementation of phonologically similar word
stimuli within a systematic intervention protocol with the
implementation of specific word-level variables. The findings supported this treatment approach for a child with ASD
and SSD, while providing evidence for the phonological density advantage from a cross-linguistic perspective.