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

Sharynne McLeod, Elise Baker

Research output: Contribution to journalArticle

41 Citations (Scopus)
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Abstract

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 SLPs spent 10-40 minutes in pre-assessment activities, 30-60 minutes undertaking face-to-face assessments and 30-60 minutes 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 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.
Original languageEnglish
Pages (from-to)508-531
Number of pages24
JournalClinical Linguistics and Phonetics
Volume28
Issue number7-8
DOIs
Publication statusPublished - 2014

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target analysis
Language
language
Speech Therapy
Education
Apraxias
Phonetics
Waiting Lists
Vocabulary
Private Practice
parents
Group Psychotherapy
Speech Sound Disorder
Pathologists
Speech-language Pathologists
Speech Sound Disorders
Service Delivery
Netherlands
parents training
group therapy

Cite this

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title = "Speech-language pathologist' practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders",
abstract = "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 SLPs spent 10-40 minutes in pre-assessment activities, 30-60 minutes undertaking face-to-face assessments and 30-60 minutes 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 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.",
keywords = "Assessment, Children, Communication, Early childhood, Education, Intervention, Language, Speech, Speech sound disorder, Speech-language pathology",
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doi = "10.3109/02699206.2014.926994",
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T1 - Speech-language pathologist' practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders

AU - McLeod, Sharynne

AU - Baker, Elise

N1 - Includes bibliographical references.

PY - 2014

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N2 - 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 SLPs spent 10-40 minutes in pre-assessment activities, 30-60 minutes undertaking face-to-face assessments and 30-60 minutes 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 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.

AB - 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 SLPs spent 10-40 minutes in pre-assessment activities, 30-60 minutes undertaking face-to-face assessments and 30-60 minutes 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 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.

KW - Assessment

KW - Children

KW - Communication

KW - Early childhood

KW - Education

KW - Intervention

KW - Language

KW - Speech

KW - Speech sound disorder

KW - Speech-language pathology

U2 - 10.3109/02699206.2014.926994

DO - 10.3109/02699206.2014.926994

M3 - Article

VL - 28

SP - 508

EP - 531

JO - Clinical Linguistics and Phonetics

JF - Clinical Linguistics and Phonetics

SN - 0269-9206

IS - 7-8

ER -