Research

Complexity Approach - Regular Past Tense

Complexity Approach for Regular Past Tense Verbs: Van Horne, Amanda Jean Owen et al. “Do the Hard Things First: A Randomized Controlled Trial Testing the Effects of Exemplar Selection on Generalization Following Therapy for Grammatical Morphology.” Journal of speech, language, and hearing research: JSLHR vol. 60, 9 (2017): 2569-2588. doi: 10.1044/2017_JSLHR-L-17-0001

Contrast Cues - Contrast Approach

Barlow, J.A., & Gierut, J.A.  (2002).  Minimal pair approaches to phonological remediation.  Seminars in Speech and Language, 23(1), 57-67.

Bernthal, J.E., Bankson, N.W., & Flipsen, P.J. (2017).  Articulation and phonological disorders:  Speech sound disorders in children.  Saddle River, NJ:  Pearson Education, Inc.

Bleile, K.M.  (2006).  The late eight.  San Diego, CA:  Plural Publishing.

Fish, M.  (2011).  Here’s how to treat childhood apraxia of speech.  San Diego, CA:  Plural Publishing.

Gierut, J.A.  (1989).  Maximal opposition approach to phonological treatment.  Journal of Speech and Hearing Disorders, 54, 9-19.

Gierut, J.A.  (1990).  Differential learning of phonological oppositions.  Journal of Speech and Hearing Research, 33, 540-549.

Gierut, J.A.  (1991).  Homonymy in phonological change.  Clinical Linguistics and Phonetics, 5, 119-137.

Gierut, J.,  (1992).  The conditions and course of clinically induced phonological change.  Journal of Speech and Hearing Research, 35, 1049-1063.

Gierut, J.  (2001).  Complexity in phonological treatment:  Clinical factors.  Language, Speech, and Hearing Services in Schools, 32, 229-241.

Gierut, J.  (2005).  Phonological intervention:  The how or the what?  In A.G. Kamhi & K.E. Pollock (Eds.), Phonological disorders in children:  Clinical decision making in assessment and intervention.  (p. 201-210).  Baltimore, MD:  Paul H. Brookes.

Gierut, J.  (2007).  Phonological complexity and language learnability.  American Journal of Speech-Language Pathology, 16(1), 6-17.

Howell, J., I Dean, E.  (1994).  Treating phonological disorders in children:  Metaphon:  Theory to practice. (2nd Ed.).  London, UK:  Whurr.

Koch, C. (2019).  Clinical Management of Speech Sound Disorders:  A Case-Based Approach.  Burlington, MA:  Jones & Bartlett, Inc.

Lowe, R.J.  (1994).  Phonology:  assessment and intervention application in speech pathology.  Baltimore, MD:  Williams and Wilkins.

McLeod, S., & Crowe, K.  (2018).  Children’s consonant acquisition in 27 languages:  A cross-linguistic review.  American Journal of Speech-Language Pathology, 27, 1546-1571.

Ruscello, D.  (2008).  Treating Articulation and Phonological Disorders in Children.  St. Louis, MO:  Mosby.

Secord, W.A.  (1989).  The traditional approach to treatment.  In N. Creaghead, P.W. Newman, & W.A. Secord (Eds.), Assessment and remediation of articulatory and phonological disorders (p. 129-158).  New York, NY:  Macmillan.

Stoel-Gammon, C., & Dunn, C.  (1985).  Normal and disordered phonology in children.  Baltimore, MD:  University Park Press. 

Strand, E., & McCauley, R.  (2008).  Differential diagnosis of severe speech impairment in young children.  The ASHA Leader.  www.asha.org/Publications/leader/2008/080812/f080812a.htm

Weiner, F.F.  (1981).  Treatment of phonological disability using the method of meaningful minimal contrast:  Two case studies.  Journal of Speech and Hearing Disorders, 46, 97-103.

Williams, A.L.  (1991).  Generalisation patterns associated with least knowledge.  Journal of Speech and Hearing Research, 34, 722-733.

Williams, A.L. (2000a).  Multiple oppositions:  Case studies of variables in phonological intervention.  American Journal of Speech-Language Pathology, 9, 289-299.

Williams, A.L.  (2000b).  Multiple oppositions:  Theoretical foundations for an alternative contrastive intervention approach.  American Journal of Speech-Language Pathology, 9,  282-288.

Williams, A.L. (2003).  Speech disorders resource guide for preschool children.  Clifton Park, NY:  Delmar Learning.

Williams, A.L.  (2005a)  Assessment, target selection, and intervention:  Dynamic interactions within a systemic perspective.  Topics in Language Disorders, 25(3), 231-242.

Williams, A.L.  (2005b).  From developmental norms to distance metrics:  Past, present, and future direction for target selection practices.  In A.G. Kamhi & K.E. Pollock (Eds.), Phonological disorders in children:  Clinical decision making in assessment and intervention (p. 101-108).  Baltimore, MD:  Paul H. Brookes.

Williams, A.L.  (2005c).  A model and structure for phonological intervention.  In A.G. Kamhi & K.E. Pollock (Eds.), Phonological disorders in children:  Clinical decision making in assessment and intervention (p. 189-199).  Baltimore, MD:  Paul H. Brookes.

Minimal Pairs:

If the child is stimulable for the target sounds (e.g., ‘k’, ‘g’, and ‘sh’), you might consider using the meaningful minimal pairs approach. If the child is NOT stimulable for the sounds, you might use the perception-production minimal pairs approach so that the child can experience success first (Tyler et al., 1987).

Research has shown that three to five word pairs can facilitate generalization in children (Elbert, Powell & Swartzlander, 1991). The authors also reported that some children might require more minimal pairs words.

The SLP should aim for 100 practice trials of the target sounds per session (Sugden et al., 2018). 

While minimal pairs therapy at word level only can be enough to facilitate generalization to untreated words in conversation (Elbert et al. 1990), you might decide to include practice at the phrase and/or sentence level if generalization is slow.  

Elbert, M., Dinnsen, D. A., Swartzlander, P. & Chin, S. B. (1990). Generalization to conversational speech.  Journal of Speech and Hearing Research, 55, 694-699.

Elbert, M., Powell, T. W., & Swartzlander, P. (1991). Toward a technology of generalization: How many exemplars are sufficient? Journal of Speech and Hearing Research, 34, 81-87.

Gierut, J.A.(1989). Maximal opposition approach to phonological treatment. Journal of Speech and Hearing Disorders, 54, 9-19.

Sugden, E., Baker, E., Munro, N., Williams, A.L. and Trivette, C.M. (2018). Service delivery and intervention intensity for phonology‐based speech sound disorders. International Journal of Language & Communication Disorders, 53: 718-734. doi:10.1111/1460-6984.12399

Tyler, A.A., Edwards, M.L., & Saxman, J.H. (1987). Clinical application of two phonologically based treatment procedures. Journal of Speech and Hearing Disorders, 52, 393-409.

 

Speech Sound Disorders

Lateralization

Childhood Apraxia

Targeting R

R Coarticulation

Facilitative Context for R

Language

Past Tense Ed

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