( ).. -. 1997, 2, 65-88.,.,,, (1), (2) (/,,,, / ), (3).,, / /, / / / /..,, / / / /.. I., (verbal apraxia), (dysarthria).,. DSM- IV (Diagnostic and Statistical Manuals of Mental Dis- orders IV).., (1), (2), (3)., (Elbert & Gierut, 1986; Hodson & Paden, 1983; Weiner, 1981). (1) (Van Riper, 1984;, 1994), (2) (Van Riper, 1984), (3) (key w ord), (4)
(shaping). (Ingram, 1981)., (, ) (Rockman & Elbert, 1984a; Rockman & Elbert, 1984b ; Wolfer, Blocker & Prater, 1988). 80.., (Grunw ell, 1982; Young, 1983). Hodson and Paden (1983),., (Hodson, 1994). 3-4,,.. (Montgomery & Bonderman, 1989; Hodson, Chin, Redmond & Simpson, 1983; T yler, Edw ard & Saxman, 1987; Weiner, 1981).. ( : ),, (), (), (), (), ( : )(Bernthal & Bankson, 1981; Elbert & McReynolds, 1978; Rockman & Elbert, 1984a; Kent, 1982). Griffiths and Craighead (1972)(extratherapy generalization), McRey- nolds (1981) (linguistic context generalization) (situational generalization).
20, (F ey & Stalker, 1986; Olsw ang & Bain, 1985; Shriberg & Kwiatkow ski, 1987). Elbert, Dinnsen, Lander, and Chin (1990).,, 3. Bankson and Byrne (1972)Costello and Bosler (1976), Olsw ang and Bain (1985). (Elbert & Mc- Reynolds, 1978; Gierut, Elbert & Dinnsen, 1987; McReynolds & Bennett, 1972; Weiner, 1981).,. Stokes and Baer (1977), Elbert, Pow ell, and Sw artzlander (1991) 59% (3 ).,,. II. 1. 6 7, 5. (OSMSE, 1994) - (Preschool Language Scale,, 1994) 1...
2. (1), (2), (3), (4)..., 43 24, (< - 1> ). (, 1996), 62% (1996) - 3SD. / / - (/,, / ), / / - (/, / ), / / - (/,, / ), (/ / ). - / / / /, / / / l/., 20% (52%), (55%), (22%). / /, / /, / / 3.. (), ( ), ( ), ( ) ( <- 1> <- 2> ).. < - 1> ( )
- -,,,,,,, ( ) ( ),,,,,, ( / ) 22% 2/ 9 6% 1/ 16 22% 2/ 9 52% 13/ 25 ( ) 59% 7/ 17 ( ) 50% 4/ 8 ( ) 50% 4/ 8 4% 1/ 24 ( :? ),... 1 2 3, Hodson and Paden (1983). Hodson and Paden,, (<- 2> )., Hodson and Paden,.,,,.. (I, II, III), (/ / / / / / ), 4., 4., III III / / 3. / / / /
12, / / 11, 35. 1 4. <- 3>(1), (2), (3), (4). (1) 2-3 15,. ( : ). <- 2>. (2) <- 1>., ( : ),. ( : ) (self- monitoring)... : / <- 1>
(<- 2> ). 2-3 ( : ). ( : )( :, )( :... / ). 1 (<- 3> ). (3) (probing).,,,. (4). 15 (4 ).. 2, 3.. 3. (multiple baseline design )(mul- tiple probing design) (Cuvo, 1979; Horner & Baer, 1978; Murphey & Bryan, 1980; T awney & Gast, 1984). +(1 ), (), - (0 ) 3,,,.,.
= - - - - - - - - - - - - - - - - - - - - - 100 ( ) = - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 100. (1), (2), (3),.,, 1-2. 4. 25% ( ). 95%, 87.2%. III. 1.. / / 3, / / 7, / / 11. 0%. 2.. (1) / /- / / - I 22.6% (0-59.2% ), II 58.7% (13.1-85.7% ), III 82.5% (72-97% ) (0%). <- 2>, 3., II 13% I(59.2%)
I,. IIIII II. / /. (probe I, II, III) I I 61% (13-88% ), II II 91.7% (75-100% ), III III 72% (63-75% ). / / (/ /, / / ) (probe I & II ), / /, / /. (probe III). (2) / /- / / - I 49.8% (19-97% ), II 51.8% (20.5-71.2% ), III 61.1% (43.8-75% ), / / (0%). / / I, II III (<- 2> ). I II III I., I 4. II III.
<- 2>,
<- 3>,, I I17.6% (0-25% ), II II 72.3% (63-88% ), III III 50%. / /, I / /., / / I, / / II. I/ / - I. II IIII.
(3) / /- / / - I 34.5% (15-46.8% ), II II 47.6% (23-73% ), III III 47.8% (23-73% ),,. / / / /, (0%). / / / /, / /,., I I 17% (13-25% ), II II 55% (25-75% ). / / / /, I II.. / / - I 29% (0-72.3% ), II 57.7% (12.2-100% ), III 80.8% (62.5-94% ),,. (0%). <- 3>, II I 100%. III,. / / - I 54% (22.2-100% ), II 59.6% (41-81% ), III 49.9% (56-76% ), I. II, I. III, I II. / / - I 35.9% (22.5-68.7% ), II 49.3% (47-50% ), III 37.7% (28-48% ),, (0%). III, / / -,, II. 3.. 8.
/ / - 52.5% (40-60% ), / / - 47.5% (30-80% ) / / - 32.5% (30-100% )., 33-53%.,., / /,.., 8. / / - 20% (55% 28.9%), / / - / / - 10% (/ / 54.5 49%, / / 40.1 31%). 28-55%., / /...,. / /, (25.5% 32% 54.3%) III 100%., (0%). / /. / / (26.3% 51.3% 62.5%),., / /. / /,, / / (39.3% 41% 57.7%),.. () ( ) /,,,, / 8. 0%, 50% 20-30%
. / / - 5.6% 29.7%., / / 23.5%, / / 11.2% 35.9%,. / / / / 17.4%, 13.3%. / / - / /, / / 4.7%, 32.3%, / / -, / / / /..., 17.9%, 33.5%, 35%,. 4. 2., / / - 91.7% III (82.5%). 75%, III (80.8%) (0%). / / - 60%, III (61.1%). 30% III (49.9%)., (0%) I (29%). / / - 66.5%, 53%, III ( 47.6%, 37.7%)..
IV.,,. (/,, / ),,,.,..,, (0%)., / /, / /, / /,. / / / / 90%, / / 70%.., (1) 2, (2), (3) 4., (I),. II III.,, ( : / / ) ( : / / )., (, ) (4-5)..,,. ()., / / / / / /.,
,..., ( 17%) 2 35%., 4.,,. 2.,, 3. ( : 4 ).,,..,.,.
(1994).. :. (1996).. -, 1, 7-33. (1994).. :. American Psychiatric Association (1995). D iagnostic and Statistical Manuals of M ental D isorders, (4th ed). Washington. D.C.: American Psychiatric Association. Bankson, N. W. & M. C. Byrne (1972). T he effects of a timed correct sound production task on carryover. Journal of Sp eech and H earing D isorders, 15, 160-168. Bernthal, J. & N. Bankson (1981). A rticulation Disorders. Englewood Cliffs, NJ: Prentice- Hall. Costello, J. & S. Bosler (1976). Generalization and articulation instruction. Journal of Sp eech and H earing D isorders, 41, 359-373. Cuvo, A. J. (1979). Multiple- baseline design in instructional research: Pitfalls of measurement and procedural advantages. A m erican Journal of M ental D ef iciency, 84, 219-228. Elbert, M., D. A. Dinnsen, P. S. Lander & S. B. Chin (1990). Generalization to conversational speech. Journal of Sp eech and H earing D isorders, 55, 694-699. Elbert, M. & J. A. Gierut (1986). Handbook of Clinical Phonology: App roaches to A ssessm ent and Treatm ent. San Diego: College- Hill Press. Elbert, M., T. W. Powell & P. Swartzlander (1991). T oward a technology of generalization: How many exemplars are sufficient? Journal of Sp eech and H earing R esearch, 34, 81-87. Elbert, M. & L. V. McReynolds (1978). An experimental analysis of misarticulating children s generalization. Journal of Sp eech and H earing R esearch, 21, 136-150. Fey, M. & C. Stalker (1986). A hypothesis- testing approach to treatment of a child with an idiosyncratic (morpho)phonological system. J ournal of Sp eech and H earing D isorders, 51, 24-336. Gierut, J. A., M. Elbert & D. A. Dinnsen (1987). A functional analysis of phonological knowl- edge and generalization learning in misarticulation children. Journal of Sp eech and H ear- ing R esearch, 30, 462-479. Gray, S. I. & R. L. Shelton (1992). Self- monitoring effects on articulation carryover in school- children. Language, Speech, and H earing Services in Schools, 23, 334-342. Griffiths, H. & W. E. Craighead (1972). Generalization in operant speech therapy for misarctic- ulation. Journal of Sp eech and H earing D isorders, 37, 485-494 Grunwell, P. (1982). Clinical Phonology. Rockville, MD: Aspen. Hodson, B. W. (1994). Helping individuals become intelligible, literate, and articulate: The role of phonology. Top ics in Lang uag e D isorders, 14, 1-16. Hodson, B. W. & E. P. Paden (1983). Targ eting Intellig ible Sp eech. San Diego: College- Hill Press. Hodson, B. W., L. Chin., B. Redmond & R. Simpson (1983). Phonological evaluation and remedi- ation of speech deviations of a child with a repaired cleft palate: A case study. Journal of Sp eech and H earing D isorders, 48, 93-98. Honer, R. D. & D. M. Baer (1978). Multiple- probe technique: A variation of the multiple baseline. J ournal of App lied B eahvior A nalysis, 11, 189-196. Ingram, D. (1981). P rocedures f or the Phonolog ical A nalysis of Children s Lang uag e. Baltimore: University Park Press. Kent, R. D. (1982). Contextual facilitation of correct sound production. Lang uag e, Sp eech, and H earing S ervices in Schools, 13, 66-76. McReynolds, L. V. (1981). Generalization in articulation training. A nalysis and Intervention in D evelopm ental D isabilities, 1, 245-258. age
McReynolds, L. V. & S. Bennet (1972). Distinctive feature generalization in articulation training. Journal of Sp eech and H earing R esearch, 37, 462-470. Montgomery, J. K. & I. R. Bonderman. (1989). Serving preschool children with severe phonologi- cal disorders. Lang uag e, Sp eech, and H earing S ervices in Schools, 20, 76-84. Murphey, R, J. & A. J. Bryan (1980). Multiple- baseline and multiple probe design: Practical alternatives for special education assessment and evaluation. The Journal of Sp ecial Edu- cation, 4, 325-335 Olswang, L. B. & B. A. Bain (1985). The natural occurrence of generalization in articulation treatment. J ournal of Comm unication D isorders, 18, 109-129. Rockman, B. K. & M. Elbert (1984a). Generalization in articulation training. In H. Winitz (Ed.). A rticulation D isorders: F or Clinicians by Clinicians. Baltimore; University Park Press. Rockman, B. K. & M. Elbert (1984b). Untrained acquisition of / s/ in a phonologically disordered child. Journal of Sp eech and H earing D isorders, 29, 246-253. Shriberg, L. D. & J. Kwiatkowski (1987). A retrospective study of generalization in speech- delayed children. Lang uag e, Sp eech, and H earing S ervices in Schools, 18, 144-157. Stokes, T. F. & D. M. Baer (1977). An implicit technology of generalization. Journal of App lied B eahvior A nalysis, 10, 349-367. T awney, J. W. & D. L. Gast (1984). S ingle S ubj ect R esearch in Sp ecial Education. Columbus: Bell & Howell Company. T yler, A. A., M. L. Edwards & J. H. Saxman (1987). Clinical application of two phonologically based treatment procedures. J ournal of Sp eech and H earing D isorders, 52, 393-409. Van Riper, C. & L. Emerick (1984). Sp eech Correction: A n Introduction to Sp eech Pathology and A udiology. Englewood Cliffs, NJ: Prentice- Hall. Weaver- Spurlock, S. & J. Brasseur (1985). T he effects of simultaneous sound- position training on the generalization. Lang uag e, Sp eech, and H earing S ervices in Schools, 19, 259-271. Weiner, F. F. (1981). Treatment of phonological disability using the method of meaningful min- imal contrast: Two case studies. Journal of Sp eech and H earing D isorders, 46, 97-103. Wolfe, V. I., S. D. Blocker & N. J. Prater (1988). Articulatory generalization in two word- medial, ambisyllabic contexts. Lang uag e, Sp eech, and H earing S ervices in Schools, 19, 251-258. Young, E. C. (1983). A language approach to treatment of phonological process problems. Lang uag e, Sp eech, and H earing S ervices in Schools, 14, 47-53.
<- 1>.
<- 2> Cycle 1 1-2 :,,,,,,,,,,,,,, 3-4 :,,,,,,,,,,,,,, 5-6 :,,,,,,,,,,,,,,, Cycle 2 7-8 :,,,,,,,,,,,,, 9-10 :,,,,,,,,,,,,,,, 11-12 :,,,,,,,,,,,,,,, Cycle 3 13-14 :,,,,,,,,,,,,,,, 15-16 :,,,,,,,,,,,,,,, 17-18 :,,,,,,,,,,,,,,,
<- 3> 1 2 Cy cle 1 (play - doh)...... / /,. (,... ).....,,,... / /,.... / / Cy cle 2 / / / / / /....?...... ( :?)..... ( :...?).
Cycle 3 / / / / / / 1 2 (play - doh). ( :.?).... (., )..., ( :.,...?).. ( :