Intervention Efficacy and Intensity for Children With Speech Sound Disorder

Allen, Melissa M.

doi:10.1044/1092-4388(2012/11-0076)

Cited by 95 publications

(114 citation statements)

References 43 publications

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“…Within adult motor speech impairments, dose-frequency appears to have no effect when comparing dosefrequencies of two or more sessions per week. However, high dose-frequency phonology treatment was more efficacious than a low dose-frequency treatment (Allen, 2013), suggesting that dose-frequency has different effects across linguistic and motor domains or in children versus adults.…”

Section: Dose-frequencymentioning

confidence: 71%

“…For example, Allen (2013) reported that therapy delivered three times weekly was more effective than therapy once a week. However, studies comparing frequencies of two or more sessions a week have tended to report no differences in gains (Spielman et al, 2007;Wambaugh et al, 2013).…”

Section: Discussionmentioning

confidence: 97%

“…3 sessions per week for 8 weeks) than a low dose-frequency (i.e. 1 session per week for 24 weeks) (Allen, 2013).…”

Section: Dose-frequencymentioning

confidence: 99%

See 2 more Smart Citations

Rapid Syllable Transitions (ReST) treatment for Childhood Apraxia of Speech: The effect of lower dose-Frequency

Thomas

McCabe

Ballard

2014

Journal of Communication Disorders

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Section: Dose-frequencymentioning

confidence: 71%

Section: Discussionmentioning

confidence: 97%

See 1 more Smart Citation

Rapid Syllable Transitions (ReST) treatment for Childhood Apraxia of Speech: The effect of lower dose-Frequency

Thomas

McCabe

Ballard

2014

Journal of Communication Disorders

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“…In addition, some aspects of clinical practice were not examined in the questionnaire including eclectic approaches to intervention and intensity. Given recent research identifying intensity as critical to progress (Allen, 2013;Williams, 2012), future research is needed to examine this important aspect of practice. Finally, questionnaire data always carry an element of bias -respondents can over-estimate what they do (Adams, Soumerai, Lomas, & Ross-Degnan, 1999).…”

Section: Limitations and Future Researchmentioning

confidence: 98%

Speech-language pathologists’ practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders

McLeod

Baker

2014

Clinical Linguistics & Phonetics

139

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A survey of 231 Australian speech-language pathologists (SLPs) was undertaken to describe practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders (SSD). The participants typically worked in private practice, education, or community health settings and 67.6% had a waiting list for services. For each child, most of the SLPs spent 10-40 min in pre-assessment activities, 30-60 min undertaking face-to-face assessments, and 30-60 min completing paperwork after assessments. During an assessment SLPs typically conducted a parent interview, single-word speech sampling, collected a connected speech sample, and used informal tests. They also determined children's stimulability and estimated intelligibility. With multilingual children, informal assessment procedures and English-only tests were commonly used and SLPs relied on family members or interpreters to assist. Common analysis techniques included determination of phonological processes, substitutions-omissions-distortions-additions (SODA), and phonetic inventory. Participants placed high priority on selecting target sounds that were stimulable, early developing, and in error across all word positions and 60.3% felt very confident or confident selecting an appropriate intervention approach. Eight intervention approaches were frequently used: auditory discrimination, minimal pairs, cued articulation, phonological awareness, traditional articulation therapy, auditory bombardment, Nuffield Centre Dyspraxia Programme, and core vocabulary. Children typically received individual therapy with an SLP in a clinic setting. Parents often observed and participated in sessions and SLPs typically included siblings and grandparents in intervention sessions. Parent training and home programs were more frequently used than the group therapy. Two-thirds kept up-to-date by reading journal articles monthly or every 6 months. There were many similarities with previously reported practices for children with SSD in the US, UK, and the Netherlands, with some (but not all) practices aligning with current research evidence.

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“…Due to this higher therapy frequency, the tutees may have perceived a faster improvement of their speech sound proficiency which may have resulted in a higher self-assessed learning success. Moreover, some studies reported better outcomes after more intensive therapy with the same cumulative intervention intensity [27, 28]. As these studies included only children, further research will be necessary to confirm this hypothesis.…”

Section: Discussionmentioning

confidence: 99%

The Impact of a Peer-Tutoring Project on Academic Learning Skills in Speech-Language Pathology Students

Bettens

Verbrugge

Aper

et al. 2018

Folia Phoniatr Logop

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Background/Aims: Peer tutoring may advance learning experiences and academic performances of students. Moreover, it seems to be an effective strategy to develop new skills. This study aimed to explore the effects of peer tutoring on the competencies of first-year students (tutees) and final-year students (tutors) of a master program in speech-language pathology. Methods: Questionnaires were used to investigate the motivation, expectations, learning success, and competencies of 69 tutees and 32 tutors regarding a peer-tutoring project to optimize the speech sound proficiency skills of the tutees. Their answers were statistically compared with those of a control group of students who did not participate in the peer-tutoring project. Results: Tutees reported a significantly higher learning success compared to the control group, although their motivation and expectations were comparable at the start. The tutors, however, reported little motivation at the start and no improvement at the end of the project. Conclusion: Based on the positive effects reported by the tutees, this peer-tutoring program will be integrated in the speech-language training curriculum to improve the speech sound proficiency of first-year students. Nevertheless, adjustments will be needed to decrease the resistance in the final-year tutors. Further research may evaluate the effect of incorporated adjustments on this resistance.

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Intervention Efficacy and Intensity for Children With Speech Sound Disorder

Abstract: Preschool children with SSD who received the multiple oppositions approach made significantly greater gains when they were provided with a more intensive dose frequency and when cumulative intervention intensity was held constant.

Cited by 95 publications

References 43 publications

Rapid Syllable Transitions (ReST) treatment for Childhood Apraxia of Speech: The effect of lower dose-Frequency

Rapid Syllable Transitions (ReST) treatment for Childhood Apraxia of Speech: The effect of lower dose-Frequency

Speech-language pathologists’ practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders

The Impact of a Peer-Tutoring Project on Academic Learning Skills in Speech-Language Pathology Students

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