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Extending Complexity to Word-Final Position via Telepractice: Intervention Effects for English-Speaking Children with Speech Sound Disorder
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Irina Potapova; Abby John; Sonja Pruitt-Lord; Jessica Barlow – Language, Speech, and Hearing Services in Schools, 2025
Purpose: Phonologically complex targets (e.g., [pl-]) are understood to facilitate widespread gains following speech sound intervention, and yet, available research largely features word-"initial" clusters. The present study investigates intervention effects following treatment of complex clusters presented in word-"final"…
Descriptors: Children, Speech Impairments, Articulation Impairments, Speech Language Pathology
"Thinking for Two": A Case Study of Speech and Language Therapists Working through Assistants. Short Report
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McCartney, Elspeth; Boyle, James; Bannatyne, Susan; Jessiman, Emma; Campbell, Cathy; Kelsey, Cherry; Smith, Jennifer; McArthur, Jane; O'Hare, Anne – International Journal of Language and Communication Disorders, 2005
Background: Many speech and language therapists (SLTs) in the UK work with speech and language therapy assistants, and the numbers of SLT assistants is expected to grow. There has been very little empirical investigation of how SLTs feel about this situation or the effect on working practices of working indirectly. Aims: To investigate SLTs'…
Descriptors: Therapy, Opinions, Intervention, Content Analysis
Phonological Treatment Efficacy and Developmental Norms.
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Gierut, Judith A.; And Others – Language, Speech, and Hearing Services in Schools, 1996
Two studies, one within subjects and the other across subjects, evaluated the efficacy of teaching sounds in developmental sequence to nine young children (ages three to five). Treatment of later-acquired phonemes led to systemwide changes in untreated sound classes, whereas treatment of early-acquired phonemes did not. Findings suggest…
Descriptors: Child Development, Delayed Speech, Developmental Stages, Early Intervention
Increasing Reading Proficiency of Language-Minority Students with Speech and Language Impairments.
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Rousseau, Marilyn K.; And Others – Education and Treatment of Children, 1993
Two instructional treatments to increase oral reading and reading comprehension were evaluated with 5 Hispanic students (ages 11 and 12) with speech and language impairments. For all students, preliminary discussion of key words was more effective than listening to the story prior to reading but not more effective than the combined treatment.…
Descriptors: Advance Organizers, Hispanic Americans, Instructional Effectiveness, Intermediate Grades