IEP goals for school-age children with speech sound disorders

Purpose The aim of the study was to evaluate whether features of childhood apraxia of speech (CAS) identified in previous literature could be replicated in a sample of school-age children. Method A literature review was conducted to identify candidate speech features that have been previously considered when differentiating CAS from other types of speech sound disorders (SSDs). The candidate features recoverable from blinded transcriptions of multisyllable word repetitions (MSWRs) were applied to a cohort of 61 children aged 7–17 years, previously classified as having CAS ( n = 21) or non-CAS SSD ( n = 40). Results One hundred and ninety-four features had been explored in previous literature to assess their ability to differentiate CAS from other SSDs. Fifteen perceptual features were selected from this list to be applied to performance on the MSWR. In this sample, children with CAS differed from children with SSD on the prevalence of voicing changes, percentage of structurally correct words, correct lexical stress, and syllable deletions within a speech corpus derived from the MSWR task. Conclusion Although previous literature points to numerous features as differentiating CAS from other SSDs, only a portion of those features were replicated in this sample of school-age children. Features of CAS that affect segmental accuracy, prosody, and word structure may be likely to persist into late childhood and early adolescence.

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Tutorial: Speech Motor Chaining Treatment for School-Age Children With Speech Sound Disorders

Language Speech and Hearing Services in Schools ◽

10.1044/2018_lshss-18-0081 ◽

2019 ◽

Vol 50 (3) ◽

pp. 343-355 ◽

Cited By ~ 2

Author(s):

Jonathan L. Preston ◽

Megan C. Leece ◽

Jaclyn Storto

Keyword(s):

Motor Learning ◽

Research Evidence ◽

Speech Sound ◽

School Age Children ◽

Evidence Based ◽

School Age ◽

Speech Sound Disorders ◽

Feedback Type ◽

Practice Variability ◽

Speech Motor

Purpose Operationalized treatments for school-age children with speech sound disorders may result in more replicable and evidence-based interventions. This tutorial describes Speech Motor Chaining (SMC) procedures, which are designed to build complex speech around core movements by incorporating several principles of motor learning. The procedures systematically manipulate factors such as feedback type and frequency, practice variability, and stimulus complexity based on the child's performance. Method The rationale and procedures for SMC are described. Examples are presented of how to design stimuli, deliver feedback, and adapt the approach. Free resources are provided to guide clinicians through implementation of the procedure. Data on fidelity of implementation and dose per session are presented. Clinical and research evidence is provided to illustrate likely outcomes with the procedure. Results SMC is a method that can result in successful acquisition of target speech patterns and generalization to untrained words. Most clinicians can implement the procedure with over 90% fidelity, and most children can achieve over 200 trials per session. Conclusion Clinicians and researchers can use or adapt the operationally defined SMC procedures to incorporate several principles of motor learning into treatment for school-age children with speech sound disorders. Supplemental Material https://osf.io/5jmf9/

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A Comprehensive Treatment Approach to Address Speech Production and Literacy Skills in School-Age Children with Speech Sound Disorders

Seminars in Speech and Language ◽

10.1055/s-0041-1723840 ◽

2021 ◽

Vol 42 (02) ◽

pp. 136-146

Author(s):

Chenell Loudermill ◽

Tamar Greenwell ◽

Françoise Brosseau-Lapré

Keyword(s):

Service Delivery ◽

Speech Production ◽

Speech Sound ◽

Literacy Skills ◽

School Age Children ◽

Comprehensive Treatment ◽

School Age ◽

Speech Sound Disorders ◽

School Based ◽

Production Accuracy

AbstractChildren with speech sound disorders (SSDs) represent a large proportion of clients served by school-based speech-language pathologists (SLPs). While considerable evidence is available regarding the identification of SSD in school-age children, there is a paucity of information regarding service delivery aspects of school-based speech therapy, such as frequency of sessions, number of trials, distribution of sessions over time, and format (individual or group intervention) that impacts the ability of SLPs to effectively treat SSD in the schools. School-age children with SSD are at risk for later literacy deficits, and strategically addressing their language and emerging literacy needs in addition to speech production accuracy may lead to increased intelligibility and better educational outcomes. In this article, we discuss the heterogeneity of school-age children with SSD with regard to weaknesses in phonological processing skills and language skills. We summarize the information currently available regarding the aspects of service delivery that contribute to gains in speech production accuracy. We conclude by sharing an example of how school-based SLPs could target speech production, phonological awareness, and morphological awareness in the same session with a child with SSD to maximize gains in speech and literacy skills.

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A Pilot Investigation of Speech Sound Disorder Intervention Delivered by Telehealth to School-Age Children

International Journal of Telerehabilitation ◽

10.5195/ijt.2011.6064 ◽

2011 ◽

Vol 3 (1) ◽

Cited By ~ 24

Author(s):

Sue Grogan-Johnson ◽

Rodney M. Gabel ◽

Jacquelyn Taylor ◽

Lynne E. Rowan ◽

Robin Alvares ◽

...

Keyword(s):

Service Delivery ◽

Sound Production ◽

Speech Therapy ◽

School Setting ◽

Speech Sound ◽

School Age Children ◽

School Age ◽

Speech Sound Disorders ◽

Speech Sound Disorder ◽

Post Intervention

This article describes a school-based telehealth service delivery model and reports outcomes made by school-age students with speech sound disorders in a rural Ohio school district. Speech therapy using computer-based speech sound intervention materials was provided either by live interactive videoconferencing (telehealth), or conventional side-by-side intervention. Progress was measured using pre- and post-intervention scores on the Goldman Fristoe Test of Articulation-2 (Goldman & Fristoe, 2002). Students in both service delivery models made significant improvements in speech sound production, with students in the telehealth condition demonstrating greater mastery of their Individual Education Plan (IEP) goals. Live interactive videoconferencing thus appears to be a viable method for delivering intervention for speech sound disorders to children in a rural, public school setting. Keywords: Telehealth, telerehabilitation, videoconferencing, speech sound disorder, speech therapy, speech-language pathology; E-Helper

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A Comparison of Intervention Intensity and Service Delivery Models With School-Age Children With Speech Sound Disorders in a School Setting

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00057 ◽

2021 ◽

pp. 1-13

Author(s):

Beth A. Byers ◽

Monica L. Bellon-Harn ◽

Madeline Allen ◽

Karen Whisenhunt Saar ◽

Vinaya Manchaiah ◽

...

Keyword(s):

Service Delivery ◽

Speech Sound ◽

School Age Children ◽

Group Differences ◽

Treatment Intensity ◽

School Age ◽

Service Delivery Model ◽

Speech Sound Disorders ◽

Delivery Model ◽

Intervention Intensity

Purpose This study examined intervention intensity and service delivery with school-age children with mild or mild–moderate speech sound disorders. The commonly used business-as-usual (BAU) service delivery model and a shorter, more frequent, individual model (experimental [EXP]) were compared. Method A between-subjects group design was selected. In BAU, 11 children received group sessions, 2 times per week, 30 min per session for 6 weeks. In EXP, 11 children received individual session, 3 times per week, 5 min per session for 6 weeks. Group differences on measures of dose (i.e., therapeutic input and production trials) and cumulative treatment intensity were examined. The extent to which children, across both conditions, demonstrated gains in speech sound accuracy and the extent to which gains differed between BAU and EXP were examined. Results There was a significant group difference on dose. Children in BAU received more therapeutic input and production trials than children in EXP. Cumulative treatment intensity was not statistically different between groups when dose was calculated as therapeutic input or production trials. Results from both conditions indicated statistically significant differences on measures of speech sound accuracy with large effect sizes. No group differences on gains were noted. Conclusions Dose calculated as therapeutic input and production trials plays an important role in understanding the impact of cumulative intervention intensity. Children with mild or mild–moderate speech sound disorders may benefit more from a shorter, frequent, individual service delivery model than a BAU model.

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Assessing Speech Sound Disorders in School-Age Children From Diverse Language Backgrounds: A Tutorial With Three Case Studies

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00151 ◽

2020 ◽

Vol 5 (3) ◽

pp. 714-725

Author(s):

Javier Jasso ◽

Jill R. Potratz

Keyword(s):

Case Studies ◽

Clinical Decision Making ◽

Speech Sound ◽

Clinical Decision ◽

Assessment Process ◽

School Age Children ◽

Specific Information ◽

School Age ◽

Speech Sound Disorders ◽

Speech Language Pathologists

Purpose Assessing speech sound disorders (SSDs) in children from multilingual backgrounds requires synthesis of language- and dialect-specific information to arrive at a more accurate diagnosis. We present three case studies of school-age children with unique linguistic profiles to aid speech-language pathologists in assessing this diverse population. Our aim is to offer feasible strategies for speech-language pathologists who do not speak the student's language(s). Method Three multilingual school-age children with suspected SSD were assessed as part of an initial evaluation at a suburban school district. Children spoke Vietnamese–English, Japanese–Polish–English, and Tamil–English. Students' languages were considered in the entire assessment process (i.e., interview, test selection, data analysis, and clinical decision making), and appropriate measures and resources were chosen to understand word-level and spontaneous articulation, phonological awareness, and language skills. A contrastive analysis was used to determine the presence of an SSD. Conclusions Although all students presented with patterns attributable to transfer processes (e.g., nonmainstream vowel productions) and/or dialectal differences, only one of the three students presented with an SSD. Together, these cases underscore the importance of a comprehensive assessment for multilingual children.

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Predicting speech‐sound disorder outcomes in school‐age children with hearing loss: The VicCHILD experience

International Journal of Language & Communication Disorders ◽

10.1111/1460-6984.12536 ◽

2020 ◽

Vol 55 (4) ◽

pp. 537-546

Author(s):

Miya St John ◽

Georgie Columbus ◽

Amanda Brignell ◽

Peter Carew ◽

Jemma Skeat ◽

...

Keyword(s):

Hearing Loss ◽

Speech Sound ◽

School Age Children ◽

School Age ◽

Speech Sound Disorder ◽

Children With Hearing Loss

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Working memory in school-age children with and without a persistent speech sound disorder

International Journal of Speech-Language Pathology ◽

10.1080/17549507.2017.1293159 ◽

2017 ◽

Vol 20 (4) ◽

pp. 422-433 ◽

Cited By ~ 10

Author(s):

Kelly Farquharson ◽

Tiffany P. Hogan ◽

John E. Bernthal

Keyword(s):

Working Memory ◽

Speech Sound ◽

School Age Children ◽

School Age ◽

Speech Sound Disorder

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Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children

International Journal of Behavioral Development ◽

10.1177/0165025417728582 ◽

2017 ◽

Vol 42 (3) ◽

pp. 357-372 ◽

Cited By ~ 5

Author(s):

Jarmo Hämäläinen ◽

Nicole Landi ◽

Otto Loberg ◽

Kaisa Lohvansuu ◽

Kenneth Pugh ◽

...

Keyword(s):

Speech Perception ◽

Phonological Processing ◽

Reading Skills ◽

Speech Sound ◽

Event Related Potentials ◽

School Age Children ◽

School Age ◽

The Us ◽

Related Potentials ◽

Us Children

Development of reading skills has been shown to be tightly linked to phonological processing skills and to some extent to speech perception abilities. Although speech perception is also known to play a role in reading development, it is not clear which processes underlie this connection. Using event-related potentials (ERPs) we investigated the speech processing mechanisms for common and uncommon sound contrasts (/ba/-/da/-/ga/ and /ata/-/at: a/) with respect to the native language of school-age children in Finland and the US. In addition, a comprehensive behavioral test battery of reading and phonological processing was administered. ERPs revealed that the children could discriminate between the speech sound contrasts (place of articulation and phoneme length) regardless of their native language. No differences emerged between the Finnish and US children in their change detection responses. The brain responses to the phoneme length contrast, however, correlated robustly with reading scores in the US children, with larger responses being linked to poorer reading skills. Finnish children also showed correlations between the reading and phonological measures and ERP responses, but the pattern of results was not as clear as for the US children. The results indicate that speech perception is linked to reading skills and this link is more robust for uncommon speech sound contrasts.

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