Useful links and materials for SLTs' evidence-based practice
Please take a little time to answer these brief questions as you become familiar with the SuSSD site, fill in our feedback form.
- RCSLT website
- RCSLT Facebook page
- RCSLT research Facebook page
- RCSLT evidence-based practice page
- Child Speech Disorder Research Network website
- What works
- Caroline Bowen's website
- Sharynne McLeod Multilingual children's speech site
- Barlow, Taps and Storkel (2010) Phonological Assessment and Treatment Target Selection (PATT)
- Storkel (2018) The Complexity Approach to Phonological Treatment: How to Select Treatment Targets (Supplemental Materials)
Some useful ideas of who to follow
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."
Diagram adapted from information in McLeod and Baker (2017):
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)
How much intervention is provided: See the intervention intensity overview for more in depth information about how to calculate intervention intensity
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.