Self-Monitoring Effects on Articulation Carryover in School-Age Children

The purpose of this study was to field-test a treatment strategy for bringing about articulation carryover in school-age children. Subjects were 8 elementary school students who misarticulated /s/ or /r/ in conversation outside the treatment setting, but who correctly articulated the target phoneme 80% or more of the time in conversation with the speech-language pathologist in the treatment setting. The self-monitoring treatment strategy of Koegel, Koegel, and Ingham (1986) and Koegel, Koegel, Van Voy, and Ingham (1988) was selected for field-testing. Data were collected in the context of a multiple-baseline-across-subjects research design. Results of this study did not replicate the positive treatment effects found in the Koegel et al. studies. The results are discussed in relation to the subject, treatment, environment, and measurement variables that may have accounted for the discrepancy in treatment effectiveness.