References
- Adams, S. G., Page, A. D. (2000). Effects of selected practice and feedback variables on speech motor learning. Journal of Medical Speech-Language Pathology, 8, 215–220.
- Austermann Hula, S. N., Robin, D. A., Maas, E., Ballard, K. J., & Schmidt, R. A. (2008). Effects of feedback frequency and timing on acquisition, retention, and transfer of speech skills in acquired apraxia of speech. Journal of Speech, Language, and Hearing Research, 51, 1088–1113.
- Ballard, K. J., Maas, E., Robin, D. A. (2007). Treating control of voicing in apraxia of speech with variable practice. Aphasiology, 21, 1195–1217.
- Baker, E. (2012). Optimal intervention intensity. International Journal of Speech-Language Pathology, 14, 401–409.
- Barratt, J., Littlejohns, P., Thompson, J. (1992). Trial of intensive compared with weekly speech therapy in preschool children. Archives of Disease in Children, 67, 106–108.
- Edeal, D. M., Gildersleeve-Neumann, C. E. (2011). The importance of production frequency in therapy for childhood apraxia of speech. American Journal of Speech-Language Pathology, 20, 95–110.
- Fischman, M. G., Lim, C. H. (1991). Influence of extended practice on programming time, movement time, and transfer in simple target-striking responses. Journal of Motor Behavior, 23, 39–50.
- Fujiki, M., Brinton, B., & Todd, C. M. (1996). Social skills of children with specific language impairment. Language, Speech, and Hearing Services in Schools, 27, 195–202.
- Gierut, J. A. (1998). Natural domains of cyclicity in phonological acquisition. Clinical Linguistics and Phonetics, 12, 481–499.
- Gierut, J. A. (2001). Complexity in phonological treatment: Clinical factors. Language, Speech, and Hearing Services in Schools, 32, 229–241.
- Gierut, J. A. (2007). Phonological complexity and language learnability. American Journal of Speech-Language Pathology, 16, 6–17.
- Keetch, K. M., Lee, T. D. (2007). The effect of self-regulated and experimenter-imposed practice schedules on motor learning for tasks of varying difficulty. Research Quarterly for Exercise and Sport, 78, 476–486.
- Kiran, S. (2007). Complexity in the treatment of naming deficits. American Journal of Speech-Language Pathology, 16, 18–29.
- Knock, T. R., Ballard, K. J., Robin, D. A., Schmidt, R. A. (2000). Influence of order of stimulus presentation on speech motor learning: A principled approach to treatment for apraxia of speech. Aphasiology, 14, 653–668.
- Mass, E., Barlow, J., Robin, D., Shapiro, L. (2002). Treatment of sound errors in aphasia and apraxia of speech: Effects of phonological complexity. Aphasiology, 16, 609–622.
- Park, J. H., Shea, C. H. (2003). Effect of practice on effector independence. Journal of Motor Behavior, 35, 33–40.
- Park, J. H., Shea, C. H. (2005). Sequence learning: Response structure and effector transfer. Quarterly Journal of Experimental Psychology Section A-Human Experimental Psychology, 58, 387–419.
- Prizant, B. M., Audet, L. R., Burke, G. M., Hummel, L. J., Maher, S. R., Theadore, G. (1990). Communication disorders and emotional/behavioral disorders in children and adolescents. Journal of Speech and Hearing Disorders, 55, 179–192.
- Proctor-Williams, K., & Fey, M. E. (2007). Recast density and acquisition of novel irregular past tense verbs. Journal of Speech, Language, and Hearing Research, 50, 1029–1047.
- Ruben, R. J. (2000). Redefining the survival of the fittest: Communication disorders in the 21st century. Laryngoscope, 110, 241–245.
- Rvachew, S., & Nowak, M. (2001). The effect of target-selection strategy on phonological learning. Journal of Speech, Language, and Hearing Research, 44, 610–623.
- Schmidt, R. A., Bjork, R. A. (1992). New conceptualizations of practice: Common principles in 3 paradigms suggest new concepts for training. Psychological Science, 3, 207–217.
- Schmidt, R. A., Lee, T. D. (2005). Motor control and learning: A behavioral emphasis (4th ed.). Champaign, IL: Human Kinetics.
- Schmidt, R. A., Young, D. E. (1991). Methodology for motor learning: A paradigm for kinematic feedback. Journal of Motor Behavior, 23, 13–24.
- Shea, C. H., Kohl, R. M. (1991). Composition of practice: Influence on the retention of motor skills. Research Quarterly for Exercise and Sport, 62, 187–195.
- Shea, J. B., Morgan, R. L. (1979). Contextual Interference Effects on the Acquisition, Retention, and Transfer of a Motor Skill. Journal of Experimental Psychology-Human Learning and Memory, 5, 179–187.
- Thompson, C. K., Shapiro, L. P. (2007). Complexity in treatment of syntactic deficits. American Journal of Speech-Language Pathology, 16, 30–42.
- Thompson, C. K., Ballard, K. J., Shapiro, L. P. (1998). The role of syntactic complexity in training wh-movement structures in agrammatic aphasia: Optimal order for promoting generalization. Journal of the International Neuropsychological Society, 4, 661–674.
- Warren, S. F., Fey, M. E., Yoder, P. J. (2007). Differential treatment intensity research: A missing link to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities Research Reviews, 13, 70–77.
- Winstein, C. J., Schmidt, R. A. (1990). Reduced frequency of knowledge of results enhances motor skill learning. Journal of Experimental Psychology-Learning Memory and Cognition, 16, 677–691.
- Wulf, G., Shae, C., & Matschiner, S. (1998). Frequent feedback enhances complex motor skill learning. Journal of Motor Behavior, 30, 180–92.
- Wulf, G., & Shea, C. H. (2002). Principles derived from the study of simple skills do not generalize to complex skill learning. Psychonomic Bulletin and Review, 9, 185–211.
- Wulf, G., Schmidt, R. A., & Deubel, H. (1993). Reduced feedback frequency enhances generalized motor program learning but not parameterization learning. Journal of Experimental Psychology-Learning Memory and Cognition, 19, 1134–1150.