scholarly journals Describing How School-Based SLPs Determine Eligibility for Children with Speech Sound Disorders

2019 ◽  
Vol 40 (02) ◽  
pp. 105-112 ◽  
Author(s):  
Sherine Tambyraja ◽  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Therapy ◽  
School Administrators ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Language Pathologists ◽  
School Based ◽  
Nation Wide Survey ◽  
Insight Into

AbstractThe purpose of this study was to explore how school-based speech–language pathologists (SLPs) determine eligibility for children with speech sound disorders (SSDs). Presently, there is substantial variability nationwide with respect to if or how children with SSDs receive speech therapy in public schools. We report the results of a nation-wide survey of school-based SLPs, which further underscore this variability. Findings provide insight into which and how many factors SLPs report contributing to eligibility decisions, as well as which and how many components of an assessment are mandatory. Our discussion includes a call to advocacy for SLPs, but also a need for increased awareness of this problematic variability for school administrators.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

Service Delivery Schedule Effects on Speech Sound Production Outcomes

2021 ◽  
pp. 1-10
Author(s):  
David M. Rehfeld ◽  
Tracey N. Sulak
Keyword(s):  
Service Delivery ◽  
Education Program ◽  
Speech Therapy ◽  
Speech Sound ◽  
Individualized Education Program ◽  
Speech Sound Disorders ◽  
Individualized Education ◽  
Speech Language Pathologists ◽  
School Based ◽  
Therapy Services

Purpose Children with speech sound disorders feature prominently on the caseloads of speech-language pathologists working in schools, with many receiving services once or twice weekly for 20–30 min. This study compared the outcomes of services provided twice weekly for 30 min to those provided 4 times weekly for 15 min to examine their effectiveness in remediating speech sound disorders in an elementary school setting. Method A total of 35 students were recruited from an existing public school caseload for participation. Participants were randomly assigned to receive school-based speech therapy services for either 30 min twice weekly or 15 min 4 times weekly. There were no differences between groups in age, gender, or the amount of time spent in general education. Growth was measured by the percentage of Individualized Education Program goals mastered and the percentage of sounds produced correctly in isolation. Results After one calendar year, there was a negligible difference between groups on both the percentage of Individualized Education Program goals mastered and the percentage of sounds produced correctly in isolation. On average, both scheduling configurations were effective in meeting students' needs. Conclusions The results of this study suggest that children with speech sound disorders receiving school-based speech therapy services can benefit from a variety of scheduling options. Awareness of such options is an invaluable resource to speech-language pathologists wanting to provide effective and efficient services. Future research should continue investigating service delivery models' effects in applied settings.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

Speech-Language Pathologists' Ratings of Speech Accuracy in Children With Speech Sound Disorders

2021 ◽  
pp. 1-12
Author(s):  
Linye Jing ◽  
Maria I. Grigos
Keyword(s):  
Interrater Reliability ◽  
Rating Scales ◽  
Rating Scale ◽  
Speech Sound ◽  
Future Research ◽  
Training Procedure ◽  
Speech Sound Disorders ◽  
Speech Language Pathologists ◽  
Point Rating Scale ◽  
Whole Word

Purpose: Forming accurate and consistent speech judgments can be challenging when working with children with speech sound disorders who produce a large number and varied types of error patterns. Rating scales offer a systematic approach to assessing the whole word rather than individual sounds. Thus, these scales can be an efficient way for speech-language pathologists (SLPs) to monitor treatment progress. This study evaluated the interrater reliability of an existing 3-point rating scale using a large group of SLPs as raters. Method: Utilizing an online platform, 30 SLPs completed a brief training and then rated single words produced by children with typical speech patterns and children with speech sound disorders. Words were closely balanced across the three rating categories of the scale. The interrater reliability of the SLPs ratings to a consensus judgment was examined. Results: The majority of SLPs (87%) reached substantial interrater reliability to a consensus judgment using the 3-point rating scale. Correct productions had the highest interrater reliability. Productions with extensive errors had higher agreement than those with minor errors. Certain error types, such as vowel distortions, were especially challenging for SLPs to judge. Conclusions: This study demonstrated substantial interrater reliability to a consensus judgment among a large majority of 30 SLPs using a 3-point rating. The clinical implications of the findings are discussed along with proposed modifications to the training procedure to guide future research.

Application of the Challenge Point Framework During Treatment of Speech Sound Disorders

2021 ◽  
pp. 1-17
Author(s):  
Tanya Matthews ◽  
Alexandra Barbeau-Morrison ◽  
Susan Rvachew
Keyword(s):  
Speech Production ◽  
Task Difficulty ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Practice Parameters ◽  
Practice Performance ◽  
Transfer And Retention ◽  
Practice Trials ◽  
Functional Task

Purpose The purpose of this article is to provide trial-by-trial practice performance data in relation to learning (outcome probe data) as collected from 18 treatment sessions provided to children with severe speech sound disorders. The data illustrate the practice–learning paradox: Specific, perfect practice performance is not required for speech production learning. Method We detailed how nine student speech-language pathologists (SSLPs) implemented and modified the motor learning practice conditions to reach a proposed challenge point during speech practice. Eleven participants diagnosed with a severe speech sound disorder received high-intensity speech therapy 3 times per week for 6 weeks. SSLPs implemented treatment procedures with the goal of achieving at least 100 practice trials while manipulating practice parameters to maintain practice at the challenge point. Specifically, child performance was monitored for accuracy in five-trial increments, and practice parameters were changed to increase functional task difficulty when the child's performance was high (four or five correct responses) or to decrease functional task difficulty when the child's performance was low (fewer than four correct responses). The practice stimulus, type and amount of feedback, structure of practice, or level of support might be changed to ensure practice at the challenge point. Results On average, the children achieved 102 practice trials per session at a level of 58% correct responses. Fast achievement of connected speech with the lowest amount of support was associated with high scores on generalization probes. Even with high levels of error during practice, the children improved percent consonants correct with maintenance of learning 3 months posttreatment. Conclusion The results of this study show that it may not be necessary to overpractice or maintain a high degree of performance accuracy during treatment sessions to achieve transfer and retention of speech production learning.

Variability in Interpreting “Educational Performance” for Children With Speech Sound Disorders

2018 ◽  
Vol 49 (4) ◽  
pp. 938-949 ◽  
Author(s):  
Kelly Farquharson ◽  
Lisa Boldini
Keyword(s):  
United States ◽  
Public Schools ◽  
Negative Impact ◽  
Speech Sound ◽  
Well Being ◽  
The United States ◽  
Educational Performance ◽  
Speech Sound Disorders ◽  
Performance Factors ◽  
State And Local

Purpose Speech sound disorders (SSDs) can have a negative impact on literacy development, social–emotional well-being, and participation across the life span. Despite this, many public schools do not provide appropriate or timely services to this population of children. In large part, this is a result of variation in how state and local agencies interpret “educational performance” as outlined within the Individuals With Disabilities Education Act. The purpose of this study was to explore which educational performance factors speech-language pathologists (SLPs) consider when determining eligibility for children with SSDs. Method This study surveyed public school SLPs to investigate how educational performance is interpreted for children with SSDs. Data from 575 SLPs across the United States are included. Results Results supported variability in interpretation of educational performance within a nationwide sample of SLPs. Specifically, SLPs appear to consider educational performance as multidimensional. We also found within-state and between-states variability, indicating ambiguity in interpreting federal mandates. Finally, caseload size and number of years of experience were significantly related to which educational performance factors SLPs chose. Conclusion There is significant variability across the United States with respect to factors considered part of educational performance for children with SSD. This variability reflects the general quality and specificity of guidelines and/or special education code published by individual states. Clinical and legislative recommendations are included.

How To Get Started With Ultrasound Technology for Treatment of Speech Sound Disorders

2015 ◽  
Vol 25 (2) ◽  
pp. 66-80 ◽  
Author(s):  
Sue Ann S. Lee ◽  
Alan Wrench ◽  
Sherry Sancibrian
Keyword(s):  
Visual Feedback ◽  
Clinical Setting ◽  
Clinical Case ◽  
Clinical Evidence ◽  
Speech Sound ◽  
Treatment Protocol ◽  
Basic Information ◽  
Speech Sound Disorders ◽  
Speech Language Pathologists ◽  
Ultrasound Technology

Although providing visual feedback with ultrasound is becoming more and more popular among speech-language pathologists, it is still not widely used, perhaps because many speech-language pathologists are unfamiliar with its application to treatment of speech sound disorders. This report introduces basic information on ultrasound for new users and summarizes existing studies conducted with ultrasound to provide clinical evidence for speech treatment. This report also presents a clinical case using ultrasound and discusses a treatment protocol for establishing postvocalic /r/ to illustrate an example of how ultrasound was used in a clinical setting.

Algorithm for early detection of a high risk of speech sound disorders in children

2018 ◽  
Vol 14 (2) ◽  
pp. 27-37
Author(s):  
Justyna Grudziąż-Sękowska ◽  
Dorota Olczak-Kowalczyk ◽  
Małgorzata Zadurska
Keyword(s):  
High Risk ◽  
Early Detection ◽  
Speech Therapy ◽  
Speech Sound ◽  
Deciduous Teeth ◽  
Functional Disorders ◽  
Speech Sound Disorders ◽  
Articulation Disorders ◽  
Masticatory System ◽  
Speech Defects

Anatomical defects and functional disorders of the masticatory system are often accompanied by speech sound disorders. Speech therapy prophylaxis, as well as prevention of disorders of all parts of the masticatory system, is focused on monitoring of the proper development of anatomy and functions typical of a given developmental period. An early therapeutic intervention is associated with better results. <b>Aim</b>. This study aimed to create a simple tool for dentists to assess the risk of articulation disorders using several preselected physical and functional characteristics. <b>Materials and methods</b>. Three hundred children aged 7-10 years had a dental and speech examination performed. Using the CHAID algorithm upon assessing the disorders of the masticatory system and coexisting speech sound disorders, it was possible to create a decision tree to determine the probability of two disorders occurring at the same time. <b>Results</b>. It was observed that there were many correlations between individual anatomical or functional disorders and presence of speech sound disorders. The strength of those correlations was measured. Mesioclusions, distoclusions, open bites, short lingual frenulum, persistent infantile swallow pattern, mouth breathing, and premature loss of deciduous teeth were all determined to increase the risk of speech sound disorders in children. <b>Conclusions</b>. This algorithm is a simple diagnostic tool for dentists. It enables early detection of a high risk of speech sound disorders. Children with particular malocclusions should undergo speech therapy prophylaxis and be referred to consultations with a speech therapist. Early detection of such abnormalities will allow to avoid not only the intensification and consolidation of speech defects, but also certain pathologies of the oral cavity.<b> (Grudziąż-Sękowska J, Olczak-Kowalczyk D, Zadurska M. Algorithm for early detection of a high risk of speech sound disorders in children. Orthod Forum 2018; 14: 119-29)</b>.

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