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Useful websites

Some useful ideas of who to follow
  • @RCSLT
  • @RCSLTHubs
  • @RCSLTpolicy
  • @RCSLTResearch
  • @GivingVoiceUK
  • @The_HCPC
  • @ASHAweb
  • @ASHAJournals
  • @ijslp
  • @ijlcd
  • @IASLT
  • @speechBITE
  • @comm_nTrust
  • @JiTitterington
  • @natalie_hegarty
  • @yvonnewren
  • @SharynneMcLeod
  • @DrEliseBaker
  • @vjoffe
  • @wespeechies
  • @speechwoman
  • @OonaghReilly
  • @SusanEbbles
  • @j_broomfield
  • @DrHelenSLT
  • @ebpchampion
  • @CSDRNetwork
  • @cristina_mckean
  • @ICANcharity
  • @helpmetalkslt
Speech sound disorder

"Children with speech sound disorders can have any combination of difficulties with perception, articulation/motor production, and/or phonological representation of speech segments (consonants and vowels), phonotactics (syllable and word shapes), and prosody (lexical and grammatical tones, rhythm, stress, and intonation) that may impact speech intelligibility and acceptability."

International Expert Panel on Multilingual Children’s Speech (2012). Multilingual children with speech sound disorders: Position paper.

Diagram adapted from information in McLeod and Baker (2017):

Phonological impairment

Phonological impairment is “a cognitive linguistic difficulty with learning the phonological system of a language characterised by pattern-based speech errors” (McLeod and Baker 2017, p.576).

Productive phonological knowledge

“A speaker’s competence and performance (i.e., tacit and explicit knowledge) about the phonological  system of a language” (McLeod and Baker 2017, p.577)

Intervention intensity

How much intervention is provided: See the intervention intensity overview for more in depth information about how to calculate intervention intensity

Phoneme collapse

When a child produces one sound in the place of many other different sounds, resulting in homonymy.

The multiple oppositions approach is suitable to treat children with this difficulty.