Taylor, Gillian E2011-02-092022-10-252011-02-092022-10-2519821982https://ir.wgtn.ac.nz/handle/123456789/22743This study consists of individual case studies with three Down's Syndrome subjects. Its object was to assess the effectiveness of a behavioural programme for the teaching of articulatory functions of speech. The programme, which was based on a previous one devised by O.I. Lovaas (1966) to teach autistic children to speak, consists of three parts: the teaching of non-verbal imitation, verbal imitation, and meaningful speech or labelling functions. Each of the three subjects were different in terms of chronological age, intellectual functioning and language ability. The programme was conducted with each subject separately, during twenty-minute sessions at school or home, on five days a week over a period of about eight weeks, and samples of words were selected from the daily social environment pertaining to each subject. Each programme was slightly modified with the subject so as to meet individual language ability, and also focussed on modifying a different aspect of articulation with each subject. Results revealed different levels of success in teaching articulatory functions of speech. Taking into account control measures, the following levels of success were calculated for each subject: with Janie, an estimated 40% success level; with Amanda, 47.85%; and with Marina, 68.75%. It would appear that the level of success was closely correlated to the intelligence and language ability of the subjects. It is concluded that operant techniques were successful in teaching correct and improved articulation, but it was found that programme results did not generalise well to settings outside the context of the programme. For generalisation of results to occur, it is necessary for specific techniques aimed at maintaining effects outside the programme setting to be incorporated into the experimental design of the study.pdfen-NZChildren with mental disabilitiesCase studiesLanguageDown's syndrome childrenText