Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Child Language Teaching and Therapy
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Gibbon, F. E.
Right arrow Articles by Paterson, L.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

A survey of speech and language therapists’ views on electropalatography therapy outcomes in Scotland

Fiona E. Gibbon

Queen Margaret University College, Edinburgh, UK and, fgibbon{at}qmuc.ac.uk

Lisa Paterson

NHS, Fife, UK

Questionnaires elicited information from speech and language therapists (SLTs) working in Scotland about individuals they had treated with Electropalatography (EPG) between 1993 and 2003. The results showed that the majority of the group (n = 60) who had received EPG therapy during this period were school-age children with either functional articulation disorders or cleft palate. The sounds most frequently targeted in EPG therapy were /s/, /s/, /t/ and /d/. The (SLTs) judged that the majority of the group had improved their articulation to some extent and almost all had increased awareness of their own articulation difficulties following EPG therapy. Despite these gains, most experienced difficulties generalizing new patterns into everyday speaking situations. The results suggest that when using EPG, SLTs need to adopt specific strategies to promote generalization and maintenance.

Child Language Teaching and Therapy, Vol. 22, No. 3, 275-292 (2006)
DOI: 10.1191/0265659006ct308xx
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?