The effect of blocked versus serial practice in the treatment of developmental motor-based articulation disorder

Abstract

The application of specific motor learning principles (MLPs) in treatment for developmental motor-based articulation disorder in children has not been reported to date. The aims were to determine treatment effects of a novel hybrid intervention approach for a single participant with motor-based articulation disorder, and to examine the role of specific MLP, namely blocked versus serial practice schedules, in performance, generalization, and maintenance of speech skills. Results suggested that the novel hybrid treatment approach produced measurable gains in most instances. However, there were no systematic differences between the different practice schedules. Possible reasons for these specific treatment and generalization effects were explored.