Is the Cycles Phonological Remediation Approach an Effective Procedure for a Six-Year-Old Child with a Moderate-to-Severe Phonological Disorder: A Case Study
Academic Level at Time of Presentation
Graduate
Major
Communication Disorders
List all Project Mentors & Advisor(s)
Dr. Stephanie Schaaf
Presentation Format
Oral Presentation
Abstract/Description
The purpose of this case study was to research the efficacy of using the Cycles Phonological Remediation Approach (Cycles Approach) as written by Hodson and Paden (Hodson & Paden, 1983; Hodson & Paden, 1991; Hodson, 2006; Hodson, 2007) on a six-year-old child with a moderate-to-severe phonological disorder with low intelligibility. This study included three phases: (1) assessment, (2) intervention, and (3) follow-up assessment. One cycle of intervention over the course of approximately two semesters was administered to target three of the most prominent phonological processes as determined by the Cycles Approach protocol. The processes selected were /s/ blends, multisyllabic words, and initial /l/ and /l/ blends. Following completion of the targeted intervention cycle, a follow-up assessment was completed. Results demonstrated progress with severity ratings changing from moderate severity to mild severity as indicated on initial assessment results. While the client’s phonological skills improved to a point of single-word accuracy in practice, generalization was not maintained or facilitated for conversational level with the Cycles Approach.
Fall Scholars Week 2018 Event
Communication Disorders Panel
Is the Cycles Phonological Remediation Approach an Effective Procedure for a Six-Year-Old Child with a Moderate-to-Severe Phonological Disorder: A Case Study
The purpose of this case study was to research the efficacy of using the Cycles Phonological Remediation Approach (Cycles Approach) as written by Hodson and Paden (Hodson & Paden, 1983; Hodson & Paden, 1991; Hodson, 2006; Hodson, 2007) on a six-year-old child with a moderate-to-severe phonological disorder with low intelligibility. This study included three phases: (1) assessment, (2) intervention, and (3) follow-up assessment. One cycle of intervention over the course of approximately two semesters was administered to target three of the most prominent phonological processes as determined by the Cycles Approach protocol. The processes selected were /s/ blends, multisyllabic words, and initial /l/ and /l/ blends. Following completion of the targeted intervention cycle, a follow-up assessment was completed. Results demonstrated progress with severity ratings changing from moderate severity to mild severity as indicated on initial assessment results. While the client’s phonological skills improved to a point of single-word accuracy in practice, generalization was not maintained or facilitated for conversational level with the Cycles Approach.