Recent research on stimulability and generalization suggests that treatment of nonstimulable sounds results in maximum treatment gains (Powell, Elbert, & Dinnsen, 1991). It has also been suggested, however, that nonstimulable sounds are more difficult to teach, especially to young children with very small phonetic inventories. In this article, we describe a treatment program designed to increase the size of the phonetic inventory by "teaching" stimulability. Application of the treatment approach is demonstrated in a case study.
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| http://dx.doi.org/10.1016/0021-9924(96)00016-0 | DOI Listing |
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