A survey of interventions used by speech-language pathologists for children with speech sound disorders in the Middle East

2021 ◽  
pp. 1-8
Author(s):  
Manal Alsaad ◽  
Patricia McCabe ◽  
Alison Purcell
Keyword(s):  
Middle East ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Language Pathologists

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.

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.

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.

scholarly journals Standardized Tests and the Diagnosis of Speech Sound Disorders

2019 ◽  
Vol 4 (1) ◽  
pp. 58-66 ◽  
Author(s):  
Leah Fabiano-Smith
Keyword(s):  
Standardized Tests ◽  
Relevant Literature ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Language Pathologists ◽  
Resource Guide ◽  
Criterion Referenced ◽  
Diagnostic Pitfalls

Purpose The purpose of this tutorial is to provide speech-language pathologists with the knowledge and tools to (a) evaluate standardized tests of articulation and phonology and (b) utilize criterion-referenced approaches to assessment in the absence of psychometrically strong standardized tests. Method Relevant literature on psychometrics of standardized tests used to diagnose speech sound disorders in children is discussed. Norm-referenced and criterion-referenced approaches to assessment are reviewed, and a step-by-step guide to a criterion-referenced assessment is provided. Published criterion references are provided as a quick and easy resource guide for professionals. Results Few psychometrically strong standardized tests exist for the evaluation of speech sound disorders for monolingual and bilingual populations. The use of criterion-referenced testing is encouraged to avoid diagnostic pitfalls. Discussion Speech-language pathologists who increase their use of criterion-referenced measures and decrease their use of standardized tests will arrive at more accurate diagnoses of speech sound disorders.

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.

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.

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