Objective: The purpose of this investigation was to examine the effects the visual biofeedback tool, speech-to-text technology, has on the articulation of phonemes in consonany-vowel-consonant (CVC) words in school-aged students. It was hypothesized that using speech-to-text as an intervention tool with school-aged students will positively affect phoneme articulation in CVC words. Method: Four students aged 6 to 10 years of who were currently receive speech therapy participated in this AB single-case design investigation. All four participants were actively working with an SLP/SLPA on articulation skills. This investigation examined the effect of the independent variable, speech-to-text, on the dependent variable, percent consonant corrects (PCC), on a target phoneme in CVC words. A maximum of eight intervention sessions were conducted. Results: All four participants demonstrated an increase in their PCC. Two of the four participants met the criteria set for mastery in this study. While two participants did not meet the criteria set for this study, the results exhibited a clinically significant effect on the dependent variable. Data analysis using the percentage of non-overlapping data, mean, and the two-standard deviation band method demonstrated significant change from baseline to intervention for all participants. Conclusion: The results of this investigation support the use of speech-to-text as an effective intervention tool when working on the articulation of target phonemes in CVC Words.
