Cross-linguistic generalization in the treatment of two sequential Spanish–English bilingual children with speech sound disorders

References

• American Speech-Language-Hearing Association. (2007). Childhood apraxia of speech [Technical Report]. ASHA. www.asha.org/policy. Rockville, MD.
   Google Scholar
• American Speech-Language-Hearing Association. (2010). Demographic profile of ASHA members providing bilingual and Spanish-language services. ASHA. http://www.asha.org/uploadedFiles/Demographic-Profile-Bilingual-Spanish-Service- Members.pdf.
   Google Scholar
• Ballard, K. J., Robin, D. A., McCabe, P., & McDonald, J. (2010). A treatment for dysprosody in childhood apraxia of speech. Journal of Speech, Language, and Hearing Research, 53, 1227–1245.
   PubMed Web of Science ®Google Scholar
• Campos, S. J. (1995). The Carpinteria Preschool Program: A long-term effects study. In E. Garcia, & B. McLaughlin (Eds.), Meeting the Challenge of Linguistic and Cultural Diversity in Early Childhood Education. New York: Teacher’s College.
   Google Scholar
• Cobo-Lewis, A. B., Eilers, R. E., Pearson, B. Z., & Umbel, V. C. (2002). Interdependence of Spanish and English knowledge in language and literacy among bilingual children. In D. K. Oller, & R.E. Eilers (Eds.), Language and literacy in bilingual children (pp. 118–134). Clevedon, UK: Multilingual Matters.
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Duhon, G. J., Mesmer, E. M., Atkins, M. E., Greguson, L. A., & Olinger, E. S. (2009). Quantifying intervention intensity: A systematic approach to evaluating student response to increasing intervention frequency. Journal of Behavioral Education, 18, 101–118.
   Google Scholar
• Edeal, D., & 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.
   PubMed Web of Science ®Google Scholar
• Elbert, M., Powell, T. W., and Swartzlander, P. (1991). Toward a technology of generalization. How many exemplars are sufficient? Journal of Speech and Hearing Research, 34, 81–87.
   PubMedGoogle Scholar
• Fabiano-Smith, L., & Goldstein, B. (2010). Phonological acquisition in bilingual Spanish-English speaking children. Journal of Speech, Language, and Hearing Research, 53, 160–178.
   PubMed Web of Science ®Google Scholar
• Gershkoff-Stowe, L., & Thelen, E., (2004). U-shaped changes in behavior: A dynamic systems perspective. Journal of Cognition & Development, 5, 11–36.
   Web of Science ®Google Scholar
• Gierut, J. (1998). Treatment efficacy: Functional phonological disorders in children. Journal of Speech, Language, and Hearing Research, 41, S85–S100.
   PubMed Web of Science ®Google Scholar
• Gierut, J. (2005). Phonological intervention: The how or the what? In A. Kamhi, & K. Pollock (Eds.), Phonological disorders in children: Clinical decision making in assessment and intervention (pp. 201–210). Baltimore, MD: Brookes Publishing.
   Google Scholar
• Gierut, J., & Champion, A. (2001). Syllable onsets II: Three- element clusters in phonological treatment. Journal of Speech, Language, and Hearing Research, 44, 886–904.
   PubMed Web of Science ®Google Scholar
• Gierut, J., Elbert, M., & Dinnsen, D. (1987). A functional analysis of phonological knowledge and generalization learning in misarticulating children. Journal of Speech and Hearing Research, 30, 462–479.
   PubMedGoogle Scholar
• Gierut, J., Morrisette, M., Hughes, M., & Rowland, S. (1996). Phonological treatment efficacy and developmental norms. Language, Speech, and Hearing Services in Schools, 27, 215–220.
   Web of Science ®Google Scholar
• Gildersleeve-Neumann, C. E. (2014). Phonology and Articulation Bilingual Assessment (PABA). [Unpublished assessment tool]. Portland, OR: Portland State University.
   Google Scholar
• Gildersleeve-Neumann, C. E., & Wright, K. E. (2010). English phonological acquisition in 3- to 5-year-old children learning Russian and English. Language, Speech, and Hearing Services in Schools, 41, 429–444.
   PubMed Web of Science ®Google Scholar
• Gildersleeve-Neumann, C. E., Peña, E. P., Davis, B. L., & Kester, E. S. (2009). Effects on L1 during early acquisition of L2: Speech changes in Spanish at first English contact. Bilingualism: Language and Cognition, 12, 259–272.
   Web of Science ®Google Scholar
• Holm, A., & Dodd, B. (2001). Comparison of cross-language generalisation following speech therapy. Folia Phoniatrica et Logopaedica, 53, 166–172.
   PubMed Web of Science ®Google Scholar
• Holm, A., Ozanne, A., & Dodd, B. (1997). Efficacy of intervention for a bilingual child making articulation and phonological errors. International Journal of Bilingualism, 1, 55–69.
   Google Scholar
• Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.
   Web of Science ®Google Scholar
• Howell, P., & Au-Yeung, J. (2007). Phonetic complexity and stuttering in Spanish. Clinical Linguistic and Phonetics, 21, 111–127.
   PubMed Web of Science ®Google Scholar
• Howell, P., Au-Yeung, J., Yaruss, S. J., & Eldridge, K. (2006). Phonetic difficulty and stuttering in English. Clinical Linguistics and Phonetics, 20, 703–716.
   PubMed Web of Science ®Google Scholar
• Jakielski, K. J. (1998). Motor organization in the acquisition of consonant clusters. Unpublished doctoral dissertation, University of Texas at Austin. Ann Arbor, MI: UMI Dissertation services.
   Google Scholar
• Kazdin, A. E. (2011). Single-case research designs: methods for clinical and applied settings. New York: Oxford University Press.
   Google Scholar
• Keshavarz, M., & Ingram, D. (2002). The early phonological development of a Farsi-English bilingual child. International Journal of Bilingualism, 6, 255–269.
   Google Scholar
• Kohnert, K. (2013). Language disorders in bilingual children and adults (2nd ed.). San Diego, CA: Plural Publishing.
   Google Scholar
• Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children.Journal of Consulting and Clinical Psychology, 55, 3–9.
   PubMed Web of Science ®Google Scholar
• Maas, E., & Farinella, K. A. (2012). Random versus blocked practice in treatment for childhood apraxia of speech. Journal of Speech, Language, Hearing and Research, 55, 561–578.
   PubMed Web of Science ®Google Scholar
• Maas, E., Robin, D. A., Hula, S. N. A., Freedman, S. N., Wulf, G., Ballard, K. J., et al. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology, 17, 277–298.
   PubMed Web of Science ®Google Scholar
• Markham, C., & Dean, T. (2006). Parents’ and professionals’ perceptions of quality of life in children with speech and language difficulty. International Journal of Disorders of Language and Communication, 41, 189–212.
   PubMed Web of Science ®Google Scholar
• Markham, C., van Laar, D., Gibbard, D., & Dean, T. (2009). Children with speech, language and communication needs: Their perceptions of their quality of life. International Journal of Language and Communication Disorders, 44, 748–768.
   PubMed Web of Science ®Google Scholar
• McCormack, J., McLeod, S., McAllister, L., & Harrison, L. J. (2010). My speech problem, your listening problem, and my frustration: The experience of living with childhood speech impairment. Language, Speech, and Hearing Services in Schools, 41, 379–392.
   PubMed Web of Science ®Google Scholar
• Oller, K., & Delgado, R. (2000). Logical International Phonetics Programs (v. 2.02). Miami, FL: Intelligent Hearing Systems.
   Google Scholar
• Paradis, J. (2001). Do bilingual two-year-olds have separate phonological systems?International Journal of Bilingualism, 5, 19–38.
   Google Scholar
• Perozzi, J. A., & Sanchez, M. I. C. (1992). The effect of instruction in L1 on receptive acquition of L2 for bilingual children with language delay. Language, Speech, and Hearing Services in Schools, 23, 348–352.
   Google Scholar
• Powers, B. L. (2010). Bilingual Spanish-English speaking 4-year-old children: English normative data and correlations with parent reports. (Unpublished master's thesis). Portland State University, Portland, OR.
   Google Scholar
• Ray, J. (2002). Treating phonological disorders in a multilingual child: A case study. American Journal of Speech-Language Pathology, 11, 305–315.
   Web of Science ®Google Scholar
• Restrepo, M. A., Morgan, G., & Thompson, M. (2013). The efficacy of vocabulary intervention for dual language learners with language impairment. Journal of Speech, Language, and Hearing Research, 56, 748–765.
   PubMed Web of Science ®Google Scholar
• Robey, R. R. (1998). A meta-analysis of clinical outcomes in the treatment of aphasia. Journal of Speech, Language, and Hearing Research, 41, 172–187.
   PubMed Web of Science ®Google Scholar
• Rumberger, R. W., & Larson, K. A. (1998). Toward explaining differences in educational achievement among Mexican American language-minority students. Sociology of Education, 71, 68–92.
   Web of Science ®Google Scholar
• Rvachew, S., & Bernhardt, B. M. (2010). Clinical implications of dynamic systems theory for phonological development.American Journal of Speech Language Pathology, 19, 34–50.
   PubMed Web of Science ®Google Scholar
• Rvachew, S., & Nowak, M. (2001). The effect of target-selection strategy on phonological learning. Journal of Speech, Language, and Hearing Research, 44, 610–623.
   PubMed Web of Science ®Google Scholar
• Rvachew, S., & Nowak, M. (2004). Effect of phonemic perception training on the speech production and phonological awareness skills of children with expressive phonological delay. American Journal of Speech-Language Pathology, 13, 250–263.
   PubMed Web of Science ®Google Scholar
• Saben, C., & Ingham, J. (1991). The effects of minimal pairs treatment on the speech-sound production of two children with phonologic disorders. Journal of Speech and Hearing Research, 34, 1023–1040.
   PubMedGoogle Scholar
• Shin, H. B., & Kominski, R. A. (2010). Language use in the United States: 2007. American community survey reports ACS-12. Washington, DC: U. S. Census Bureau.
   Google Scholar
• Shriberg, L. D. (1993). Four new speech and prosody-voice measures for genetics research and other studies in developmental phonological disorders. Journal of Speech and Hearing Research, 36, 105–140.
   PubMedGoogle Scholar
• Shriberg, L. D., & Lof, G. L. (1991). Reliability studies in broad and narrow phonetic transcription. Clinical Linguistics and Phonetics, 5, 225–279.
   Web of Science ®Google Scholar
• Shriberg, L. D., Austin, D., Lewis, B., McSweeney, J., & Wilson, D. (1997). The percentage of consonants correct (PCC) metric: Extensions and reliability data. Journal of Speech, Language, and Hearing Research, 40, 708–722.
   PubMed Web of Science ®Google Scholar
• Skelton, S. L. (2004). Concurrent task sequencing in single- phoneme phonologic treatment and generalization. Journal of Communication Disorders, 37, 131–155.
   PubMed Web of Science ®Google Scholar
• So, L. K. H. (2007). Cantonese speech acquisition. In S. McLeod (Ed.), The international guide to speech acquisition (pp. 313–326). Clifton Park, NY: Thomson Delmar Learning.
   Google Scholar
• Stertzbach, J. B., & Gildersleeve-Neumann, C. E. (2005). Parent report as a speech screening tool in Spanish-speaking children. Technical session presented at the annual meeting of ASHA, San Diego, CA.
   Google Scholar
• Strand, E. A., & Debertine, P. (2000). The efficacy of an integral stimulation intervention with developmental apraxia of speech. Journal of Medical Speech-Language Pathology, 8, 295–300.
   Web of Science ®Google Scholar
• Strand, E. A., Stoeckel, R., & Baas, B. (2006). Treatment of severe childhood apraxia of speech: A treatment efficacy study. Journal of Medical Speech-Language Pathology, 14, 297–306.
   Web of Science ®Google Scholar
• Thelen, E. (1991). Motor aspects of emergent speech: A dynamic approach. In N. A. Krasnegor, D. M. Rumbaugh, R. L. Schiefelbusch, & M. Studdert-Kennedy (Eds.), Biological and behavioral determinants of language development (pp. 339–362). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Thelen, E., & Smith, L. B. (1995). A dynamic systems approach to the development of cognition and action. Cambridge, MA: A Bradford Book, MIT Press.
   Google Scholar
• Thelen, E., Kelso, J. A. S., & Fogel, A. (1987). Self-organizing systems and infant motor development. Developmental Review, 7, 39–65.
   Web of Science ®Google Scholar
• Thomas, W. P., & Collier, V. P. (2003). The multiple benefits of dual language. Educational Leadership, 61, 61–64.
   Web of Science ®Google Scholar
• Tyler, A. A., Edwards, M. L., & Saxman, J. H. (1987). Clinical application of two phonologically-based treatment procedures. Journal of Speech and Hearing Disorders, 52, 393–409.
   PubMedGoogle Scholar
• Tyler, A. A., Lewis, K. E., & Welch, C. M. (2003). Predictors of phonological change following intervention.American Journal of Speech-Language Pathology, 12, 289–296.
   PubMed Web of Science ®Google Scholar
• 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.
   PubMedGoogle Scholar
• Weiner, F. (1981). Treatment of phonological disability using the method of meaningful minimal contrasts: Two case studies.Journal of Speech and Hearing Disorders, 46, 97–103.
   PubMedGoogle Scholar
• Wiig, E., Secord, W. A., & Semel, E. (2009). The Clinical Evaluation of Language Fundamentals-Preschool 2nd Edition, Spanish. San Antonio, TX: Harcourt Assessment.
   Google Scholar
• Williams, A. L. (2000). Multiple oppositions: Case studies of variables in phonological intervention. American Journal of Speech-Language Pathology, 9, 289–299.
   Web of Science ®Google Scholar