The Complexity Approach to Phonological Treatment: How to Select Treatment Targets

Holly L. Storkel
  • Language Speech and Hearing Services in Schools, July 2018, American Speech-Language-Hearing Association (ASHA)
  • DOI: 10.1044/2017_lshss-17-0082

Help children with speech sound disorders by teaching difficult sounds

What is it about?

There are multiple ways to teach speech sounds to children who have speech sound disorders. One counter-intuitive approach is to teach sounds that are difficult. Research shows that this approach is effective but few speech-language pathologists adopt this approach because many are unfamiliar with this approach. In this tutorial, I explain why speech-language pathologists should use the approach and show them how to select difficult sounds for three different children. I also provide a variety of free materials to help speech-language pathologists determine which sounds are difficult and select appropriately difficult sound for treatment.

Why is it important?

Teaching difficult sounds is an effective way to improve speech for children with speech sound disorders but few speech-language pathologist use this approach in their clinical practice. This tutorial will help speech-language pathologist add this teaching approach to their clinical practice, improving their ability to help children with speech sound disorders catch up to their typically developing peers.

Perspectives

Professor Holly Storkel
University of Kansas

I hope that the three demonstration cases will help speech-language pathologists see how this approach might fit within their clinical practice. Also, I know one of the barriers to trying out new approaches in clinical practice is the significant investment in time and money to learn a new approach, create new materials, etc. I've provided free materials and made this article open access to remove those barriers. My goal is to help speech-language pathologists try something new!

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http://dx.doi.org/10.1044/2017_lshss-17-0082

The following have contributed to this page: Professor Holly Storkel