Multiple oppositions: Case studies of variables in phonological intervention

The multiple oppositions approach (Williams, 1992; 2000) was incorporated a s the beginning point of intervention for 10 children who exhibited moderat e-to-profound phonological impairments. Several variables that potentially affect phonological change were examined in a longitudinal case study of th ese children. Different models of intervention (multiple oppositions, minim al pairs, and naturalistic speech intelligibility training) were incorporat ed within different structures of treatment (vertical, horizontal, and cycl ical) using a model of phonologic learning that was based on a developmenta l structuring of intervention. This nontraditional research paradigm is pro posed as a possible bridge to link the science and practice of clinical res earch. Specifically, the clinical reality of providing intervention to chil dren from their initial treatment to discharge provides a broader perspecti ve of treatment efficacy while also serving as a foundation for future area s of more controlled investigations of specific variables.