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dc.contributor.authorLopes, Turia Costa
dc.date.accessioned2014-03-03T20:21:04Z
dc.date.available2014-03-03T20:21:04Z
dc.date.issued2002-12
dc.identifier.otherlopes_turia_c_200212_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/lopes_turia_c_200212_ma
dc.identifier.urihttp://hdl.handle.net/10724/20619
dc.description.abstractThe purpose of the current study was to investigate: (a) the effects of direct feedback during conversation training on generalization of treatment targets to conversational contexts, and (b) the effects of a combined treatment on generalization learning. A variation of an ABA withdrawal single-subject design was used with two children with severe phonological disorders, ages 4:10 and 5:4. Both children received 20 minutes of maximal opposition treatment and 20 minutes of conversation training in each session. The conversation training was divided into two types: one with direct feedback and the other with indirect feedback. Results indicated that conversation training with direct feedback had positive effects on treatment targets during treatment for both children, and on generalization of treatment targets to conversational contexts for one child. Moreover, both children generalized treated sounds across word positions, to untreated words, and within sound classes. One child also generalized across sound classes.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectMaximal opposition treatment
dc.subjectConversation training
dc.subjectPhonological intervention
dc.subjectSingle-subject design
dc.subjectGeneralization
dc.subjectDirect Feedback
dc.titleEffects of a combined treatment with direct feedback on generalization learning in children with phonological disorders
dc.typeThesis
dc.description.degreeMA
dc.description.departmentCommunication Sciences and Disorders
dc.description.majorCommunication Sciences
dc.description.advisorAdelaida Restrepo
dc.description.committeeAdelaida Restrepo
dc.description.committeeAnne Bothe
dc.description.committeeRichard Andreatta


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