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The effectiveness of phonological intervention in preschool children: a single-subject design study
Nanna Palle1, Agneta Berntsson, Carmela Miniscalco
1Queen Silvia Children's Hospital, Department of Pediatric Speech and Language Pathology , Gothenburg , Sweden.
Insights
This study shows that an individualized intervention effectively improved speech sound production in most preschool children with developmental phonological disorder (PD). Treatment success varied, emphasizing the need to tailor therapy for each child with PD.
Area of Science:
- Speech-Language Pathology
- Developmental Pediatrics
- Childhood Communication Disorders
Background:
- Developmental phonological disorder (PD) affects preschool children's speech sound production.
- Effective intervention models for PD require further investigation.
- Understanding individual differences in PD treatment is crucial.
Purpose of the Study:
- To evaluate an intervention model for preschool children diagnosed with developmental phonological disorder (PD).
- To assess the efficacy of a tailored intervention incorporating articulatory, phonological, and meta-phonological strategies.
- To examine treatment outcomes for specific target phonemes in children with PD.
Main Methods:
- A single-subject multiple-baseline design was employed.
- Six preschool children (4y 1m to 5y 7m) with similar PD participated.
- Intervention targeted /f/ and /s/ phonemes, with velar plosives and /r/ as controls.
Main Results:
- Five out of six children demonstrated improved production of target phonemes (/f/, /s/).
- One child achieved production of /f/ but not /s/.
- Control phonemes remained consistent, indicating treatment specificity.
Conclusions:
- The individualized intervention model proved effective for most children with PD.
- Treatment duration ranged from 6 to 18 sessions to achieve goals.
- The heterogeneity of children with PD necessitates personalized treatment approaches.
Abstract:
The purpose was to investigate an intervention model for treating preschool children with phonological processes. Six children, three girls and three boys, between 4y 1m and 5y 7m, with similar developmental phonological disorder (PD) received an individually adjusted intervention including articulatory, phonological, and meta-phonological approaches. A single-subject multiple-baseline design with /f/ and /s/ as target phonemes and velar plosives and /r/ as control phonemes was used. An improved production of the treated phonemes was found in five of the children, while one girl established /f/ but not /s/. The control phonemes remained unchanged for all children. Six to 18 therapy sessions were needed to reach the intervention goal. The study highlights the importance of considering heterogeneity in children with PD.