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Say It Best Speech Articulation Software is Research Based

Ela Britchkow, Speech and Language Pathologist

Summary

This paper provides research and discussion supporting that the instructional approach used with Say it Best articulation programs is effective in improving articulation and communication skills. Research shows that articulation skills benefit from computer based programs. Say it Best software’s volume control and social reinforcement features improve articulation therapy. Research demonstrates that amplification is an integral component in articulation programs for children and social reinforcement is highly effective in strengthening production of articulation skills.
Say it Best articulation software comprehensively utilizes the “traditional approach” model for articulation therapy which is the professional standard in the field of speech and language pathology. It is used at speech therapy clinics, schools, hospitals, universities and locations where speech therapists provide services in private practice. The writer has used the “traditional approach” model for articulation therapy for over thirty years as a speech therapist in private clinical practice and public school settings and has found it to be extremely effective.
Say it Best articulation software incorporates this approach in fun engaging stories that focus on individual phonemes in a variety of word positions. In a review of treatment approaches, Bernthal and Bankson, (2004) stated “The traditional approach for articulation therapy has stood the test of time because it has worked for many clinicians and many clients. Many research investigators have reported phonological change in association with intervention that has been based on this approach.” It stresses targeting speech sounds to improve accuracy in isolation, in single word contexts, and into increasingly complex speech units as phrases and sentences. A research study conducted by Helmick in1976 studied the progress of elementary school children receiving articulation therapy and specifically credits using the traditional techniques of articulation such as described by Van Riper (1963). Charles Van Riper, who is internationally known as a pioneer in the development in the field of speech pathology, first formally introduced the “traditional approach” model to improve accuracy of target articulation sounds in words, phrases and sentences. Helmick used a research model to measure the effectiveness of articulation therapy over progress that might accrue from maturational effects without therapy. His research included twenty-six second grade children who demonstrated four or more articulation errors on the Templin-Darley Tests of Articulation and enrolled in articulation therapy. These children were compared with twenty-three other second-grade children attending four elementary schools that did not receive clinical speech services (due to the school district lacking the funds to hire enough speech therapists) and who had demonstrated four or more errors on the Templin-Darley Tests of Articulation. Children in both groups successfully passed a hearing screening examination and were enrolled in regular classes. Children included in the therapy group received remediation in articulation for the entire school year or until all identified error sounds had been eliminated. At the end of the school year the group that did not receive intervention reduced their errors by 1.96 speech sounds. The group that received articulation intervention, based on the traditional approach, reduced their articulation error productions by an average of 6.6 speech sounds. This resulted in an 88.47% improvement.
Say it Best articulation software programs (1) fully meets the criteria for the traditional approach model discussed above and (2) includes other important features supported by research (2.a) social reinforcement and (2.b) increased auditory input) that further allows this model to be utilized in a more effective and enjoyable  manner.
(1) Video links provide guidance and instruction on the formation of the initial target sound, e.g. /initial R/. The student learns using the software program to build from word, to phrase, and eventually sentence level productions of the sound. Uniquely, Say it Best teaches these competencies through interactive engaging stories. By presenting each of these sounds in a story format, the program simulates real-life interaction with these sounds. A particular strength of the software is to provide strong motivation for sustained practice. Motivating teaching tools, e.g. high quality software, are needed in articulation therapy because to achieve success many repetitions are needed and it is hard to sustain the effort and concentration required. The software allows parents to effectively reinforce in a fun way articulation therapy in a setting outside of school. This helps with stronger generalization of learning. As recommended by ASHA NOMS (American Speech Language-Hearing Association National Outcomes Measurement System), the continual repetition of targeted sounds in different environments improves successful learning. The outcome data from ASHA NOMS studies stated that children who practiced at home were significantly more likely to generalize than children who did not. Children as well as adults like using computers so compliance is more likely. We at Say it Best believe that practice sheets are also important in reinforcing learning and have included downloadable colorful materials to be printed as needed.
(2.a) Children and adults use our software (e.g. ESL) gain from the social reinforcement built into our programs. Hedge Pena-Brooks & Hegde (2000) state that social reinforcement is a highly effective method to strengthen production of articulation skills. Say it Best programming includes social reinforcement through auditory feedback to the user for effort in making responses such as:
  • “Doing great job,”
  • “Keep on working”
  • Recorded Applause 
  • Cheering for effort
  • Points for trying
  • The software program’s reinforcement amplifies that given by the parents and speech therapists working with the student.
    (2.b) Our software allows the auditory volume to be increased. Research indicates that this is a well researched and important variable. The headset/microphone option allows this feature to be used without disturbing others nearby. An important aspect of the Say It Best programs is enhanced by using a headset/microphone (the program actually produces a slight delay) so the child can hear his/her voice better as others hear it.
  • Research by Clifton and Elliot (1982) determined that a higher stimulus presentation level is necessary for children with articulation disorders to achieve more accurate productions when compared to individuals without articulation disorders.
  • Elliot, Longinotti, Clifton, & Meyer (1981 ) found that normal-hearing 6-and 10-year-olds required higher intensity levels than adults to identify syllables. With poorer detection of these sounds, increased volume was needed to correctly process these sounds for successful modeling and production.
  • Researchers such as Shriberg (1983) have also long advocated increased auditory input as an integral component in articulation programs for children.
  • Hodson and Paden (1983) also demonstrated children benefit from amplification of words and stories that contain target sounds.  Amplification was felt to direct the child's attention to the target and to be more successful than other methods for improving the production of sounds. A barrier to providing increased auditory input in therapy is the potential dullness of the needed frequent repetition to achieve success for a therapist or parent. The advantage of good interactive motivating software is that children are more apt to attend better and longer to the auditory input. This makes it more motivating and practical to achieve the higher stimulation level required for successful therapy.
  • Elissa Zylla‐Jones (2009) completed a study to determine benefits of computers to increase language and social skills.  She found a twenty percent improvement in all goals was measured for the 16 typical children and eight with special needs in the study.  She cited the interactive nature of computers as an important contributing factor. Use of computer programs to improve articulation skills has been broadly documented. Listed below are research articles on this topic.

    References

    American Speech-Language Hearing Association (n.d.) National Outcome Measurement System. October 1, 2011,http://www.asha.org/members/research/NOMS/noms data.htm
    Bernthal, J.E. & Bankson, N.W. (2004). Articulation and Phonological Disorders. Boston, MA: Pearson
    Clifton, L., & Elliot, L. (1982). CV identification thresholds for speech-language-learning disordered listeners. Journal of the Acoustical Society of America, 71, 857
    Elissa Zylla‐Jones (2009), Technology Can Be Fun: Students and Clients Benefit from Computers, Auburn University Department of Communication Disorders
    Elliot, L., Longinotti, C., Clifton, L., & Meyer, D. (1981). Detection and identification thresholds for consonant-vowel syllables. Perception and Psychophysics, 30, 411–416.
    Helmick, J.W. (1976). Effects of Therapy on Articulation Skills in Elementary-School Children.  Language, Speech, and Hearing Services in Schools, 7, 169-172
    Hodson, B., & Paden, E. (1983). Targeting intelligible speech. San Diego: College-Hill Press.
    Houle, G.R. (1988) Computer usage by speech-language pathologists in public schools. Language, Speech and Hearing Services in Schools, 19, 423-427.
    Masterson, J.J. (1995) Computer applications in the schools: What we can do - what we should do. Language, Speech, and Hearing Services in Schools 26(3), 211-212.
    Pena-Brooks, A. & Hegde, M.N. (2000). Assessment & Treatment of Articulation and Phonological Disorders in Children, page 413,Austin, Texas: Pro-ed
    Russell, S.J., Corwin, R., Mokros, J.R. & Kapisovsky, P.M. (1988) Beyond drill and practice: Expanding the computer mainstream. Reston, VA: Council for Exceptional Children
    Schery, T.K. and O'Connor, L.C. (1992). The effectiveness of school-based computer language intervention with severely handicapped children. Language, Speech and Hearing Services in Schools, 23(1), 43-47
    Shriberg, L. (1983). Natural phonologic process approach. In W. Perkins (Ed.), Phonologic-articulatory disorders. New York, NY: Theime-Stratton
    Van Riper, C. (1963). Speech Correction: Principles and Methods. (4th ed.). Englewood Cliffs, NJ: Prentice-Hall
    Zylla‐Jones, E., Marghitu, D. (2006). Enhancing Client’s Communication Skills & Student’s Professional Skills Using Computer Technology, ASHA Conference, Miami, FL.
    Zylla-Jones, E., & Marghitu, D. (2009).  Technology Can Be Fun: Students & Clients Benefit From Computers: ASHA 2009 Conference. New Orleans, LA
    Visit Ela at http://www.speakeffectively.com/
    Apraxia | Articulation | Disorder | Dysarthria | Stuttering | Voice Conditions