Assessment and Modification of Verbal Imitation with Low-Functioning Retarded Children

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Abstract
An institutionalized population of 30 children was given a speech sound imitation test composed of 25 consonant-vowel combinations. Results of this assessment indicated that although the retarded children made more errors than preschool children, the pattern of errors was similar. The most frequent type of error made by low-functioning children as well as normal preschoolers was in place of articulation. Subsequently, 10 low-functioning children were divided into component and speech-sound training groups. The difference in these procedures was the units of behavior that served as the training stimuli. The results indicated that the speech-sound group emitted fewer errors than the component group on the posttest.

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