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A Randomized Trial of 12-Week Interventions for the Treatment of Developmental Phonological Disorder in Francophone
Insights
The most effective speech therapy approach for 4-year-olds with developmental phonological disorder involved home programs congruent with in-clinic therapy, improving speech production and phonological awareness.
Area of Science:
- Speech-Language Pathology
- Developmental Psychology
- Pediatric Audiology
Background:
- Developmental phonological disorder affects speech production accuracy and phonological awareness in young children.
- Early intervention is crucial for improving communication skills in children with speech sound disorders.
Purpose of the Study:
- To evaluate the comparative effectiveness of different intervention combinations for improving speech production and phonological awareness.
- To determine the optimal synergy between individual therapy and home-based programs.
Main Methods:
- Sixty-five 4-year-olds with developmental phonological disorder participated in a 12-week study.
- Four groups received varying combinations of individual therapy (output-oriented vs. input-oriented) and home programs (articulation practice vs. dialogic reading).
Main Results:
- A significant interaction was found between individual treatment and home program conditions.
- Improvements were observed in targeted feature match (speech production accuracy) and explicit phonological awareness skills.
Conclusions:
- Home programs that align with direct therapy methods enhance treatment efficacy.
- Parental involvement in congruent home-based interventions is key for children with developmental phonological disorder.
Purpose:
This study was designed to test the relative efficacy of different combinations of intervention approaches when targeting speech production accuracy and phonological awareness skills. All children received individual speech therapy, a home program, and a small-group phonological awareness intervention.
Method:
Sixty-five 4-year-olds with a developmental phonological disorder received these intervention components in different combinations over 12 weeks, resulting in 4 groups: output-oriented individual intervention and articulation practice home program, output-oriented individual intervention and dialogic reading home program, input-oriented individual intervention and articulation practice home program, and input-oriented individual intervention and dialogic reading home program.
Results:
A significant interaction of the individual treatment condition and the home program condition was observed for 2 outcome measures: targeted feature match (which reflected changes in speech production accuracy for features and word shape structures that were targeted in therapy) and explicit phonological awareness skills.
Conclusion:
In this context, in which the children received a brief period of direct therapy and a home program component provided sequentially, the most effective strategy was to teach the parents to use treatment procedures at home that were congruent with the direct therapy component.
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