Phonological/Traditional Approaches to Articulation Therapy

Abstract

A retrospective design was used to compare the relative efficacy of traditional and phonological approaches in the treatment of children with multiple articulation disorders. Nineteen children received evaluation and therapy based on a traditional paradigm and 17 children received phonologically based evaluation and treatment procedures. Results indicated that children in the phonological group showed significantly greater improvement in a significantly shorter period of time than children in the traditional group.

Psychometric Characteristics of Single-Word Tests of Children's Speech Sound Production

“…Tests in this area have tended to treat each sound independently by only examining accuracy of production across traditional word positions (initial, medial, and/or final). With the shift toward more linguistically oriented interventions (see E. S. Klein, 1996;Williams, McLeod, & McCauley, 2010), clinicians have become more interested in analysis of broader error patterns. One particular pattern framework that has gained widespread attention is that of natural phonology (Stampe, 1979) where broader error patterns are examined in terms of phonological processes.…”

Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study

“…There are other studies comparing articulation versus phonological intervention that found PT to be more effective than traditional AT (Klein , Pamplona et al . ).…”

“…). Klein () compared the efficacy and efficiency of PT with traditional AT in the treatment of children (between 3.0 and 5.10 years) with SSD. Children in the PT group showed significantly more improvement and in a shorter period of time than children in the traditional therapy group.…”

Parental Scaffolding of Children's Phonological Awareness Skills

“…Thus, in a single session, the mothers addressed a range of skills simultaneously. This approach is also consistent with contemporary interventions for phonological production, in which several phonological targets are taught simultaneously rather than sequentially (Klein, 1996).…”