Research

• Subgrouping children with familial phonologic disorders (Lewis and Freebairn 1997)
• Epidemiological and Offspring Analyses of Developmental Speech Disorders Using Data From the Colorado Adoption Project (Felsenfeld and Plomin 1997)
• Academic outcomes in children with histories of speech sound disorders (Lewis et al. 2000)
• Risk factors for speech delay of unknown origin in 3-year-old children (Campbell et al. 2003)
• Risk factors for speech disorders in children (Fox et al. 2009)
• Risk and Protective factors associated with speech and language impairment in a nationally representative sample of 4-5 year old children(Harrison and McLeod 2010)
• Speech sound disorder at 4 years: Prevalence, comorbidities, and predictors in a community cohort of children (Eadie et al. 2015)
• Prevalence and Predictors of persistent speech sound disorder at eight years old: Findings from a population cohort study (Wren et al. 2016)
• Bristol SLT research unit: Understanding the causal pathways for persistent speech disorder

• Stimulability: A useful clinical tool (Powell and Miccio 1996)
• Powell and Miccio (1996) Stimulability test (via speech-language-therapy.com)
• McLeod and Hand (1991) Single word test of consonant clusters
• Patel and Connaghan (2014) Play park picture description task for assessing childhood motor speech disorder
• Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist (McLeod and Verdon 2017)
• The Intelligibility in Context Scale: Validity and Reliability of a Subjective Rating Measure (McLeod et al. 2012)

• Phonetic and Phonological Systems Analysis (PPSA) (Bates and Watson, 2012)
• Good practice guidelines for the analysis of speech (Child Speech Disorder Research Network, 2018)
• Good Practice Guidelines for Transcription of Children's Speech Samples in Clinical Practice and Research (Child Speech Disorder Research Network, 2017)

• The complexity approach to phonological treatment: How to select treatment targets (Storkel 2018)
• Implementing evidence-based practice: Selecting treatment words to boost phonological learning (Storkel 2018)

Conventional minimal pairs

• Treatment of phonological disability using the method of meaningful minimal contrast (Weiner 1981)
• Clinical application of two phonological based treatment approaches (Tyler et al. 1987)
• The effects of minimal pairs treatment on the speech-sound production of two children with phonologic disorders (Saben and Inghan 1991)
• Treating phonological disorders in a multilingual child: A case study (Ray 2002)
• Evidence-based management of phonological impairment in children (Baker and McLeod 2004)

Multiple oppositions

• Multiple oppositions: Case studies of variables in phonological intervention (Williams 2000)
• Assessment, target selection, and intervention: Dynamic interactions within a systemic perspective (Williams 2005)
• A systematic perspective for assessment and intervention: A case study (Williams 2006)
• Intervention efficacy and intensity for children with speech sound disorder (Allen 2013)
• The treatment efficacy of multiple oppositions phonological approach via telepractice for two children with severe phonological disorders in rural areas of West Texas in the USA (Lee 2018)

Maximal oppositions

• Maximal oppositions approach to phonological treatment (Gierut 1989)

Empty set

• Homonymy in phonological change (Gierut 1991)
• Teaching and learning /6/: A non-confound (Gierut and Neumann 1992)

2/3-element Clusters

• Natural domains of cyclicity in phonological acquisition (Gierut 1998)
• Syllable onsets II: Three-element clusters in phonological treatment (Gierut and Champion 2001)
• Phonological change in the representation of consonant clusters in Spanish: A case study (Barlow 2005)

Minimal vs maximal oppositions

• Differential learning of phonological oppositions (Gierut 1990)
• The effects of target selection strategy on phonological learning (Rvachew and Nowak 2001)
• The impact of selecting different contrasts in phonological therapy (Dodd et al. 2008)
• An alternating treatment comparison of minimal and maximal opposition sound selection in Turkish phonological disorders (Topbas and Unal 2010)

Other relevant papers

• Treating children with phonological problems: does an eclectic approach to therapy work? (Lancaster et al. 2010)
• Evidence-based practice for children With speech sound disorders: Part 1 narrative review (Baker and McLeod 2011a)
• Evidence-based practice for children with speech sound disorders: Part 2 Application to clinical practice (Baker and McLeod 2011b)
• Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: A randomized controlled intervention study (Lousada et al. 2013)
• Involvement of parents in intervention for childhood speech sound disorders: a review of the evidence (Sugden et al. 2016)
• A systematic review and classification of interventions for speech-sound disorder in preschool children (Wren et al. 2018)
• Intervention for children with phonological impairment: Knowledge, practices and intervention intensity in the UK (Hegarty et al. 2018)

Useful books

• Phonological disorders in children: Clinical decision making in assessment and intervention (Kamhi and Pollock 2005)
• Children's speech sound disorders (Bowen 2015)
• Interventions for speech sound disorders in children (Williams et al. 2010)
• Children's Speech: An evidence-based approach to assessment and intervention (McLeod and Baker 2017)

• Differential treatment intensity research: A missing link to creating optimally effective communication interventions (Warren et al. 2007)
• Treatment intensity in everyday clinical management of speech sound disorders in Hong Kong (To et al. 2012)
• Optimal intervention intensity (Baker 2012a)
• Optimal intervention intensity in speech-language pathology: Discoveries, challenges and uncharted territories (Baker 2012b)
• Characterizing optimal intervention intensity: The relationship between dosage and effect size in interventions for children with developmental speech and language difficulties (Zeng et al. 2012)
• Intensity in phonological intervention: Is there a prescribed amount? (Williams 2012)
• How much therapy is enough? The impossible question (Enderby 2012)
• Intervention efficacy and intensity for children with speech sound disorder (Allen 2013)
• Intensity of language treatment: Contribution to children's language outcomes (Schmitt et al. 2016)
• A systematic review of treatment intensity in speech disorders (Kaipa and Peterson, 2016)
• Service delivery and intervention intensity for phonology-based speech sound disorders (Sugden et al. 2018)
• Intervention for children with phonological impairment: Knowledge, practices and intervention intensity in the UK (Hegarty et al. 2018)

• Evidence-based health care: A survey of speech pathology practice (Vallino-Napoli and Reilly 2004)
• Knowledge and use of evidence-based practice by Allied Health and Health Science professionals in the United Kingdom (Upton and Upton 2006)
• Evidence-based practice in speech-language pathology: Strengths, weaknesses, opportunities and threats (Dodd 2007)
• Speech and language therapists' understanding and adoption of evidence-based practice (Stephens and Upton 2012)
• Intervention research: Appraising study designs, interpreting findings and creating research in clinical practice (Ebbels 2017)
• Speech pathology as the MasterChef: Getting the right ingredients and stirring the pot (Enderby 2017)
• Elizabeth Usher Memorial Lecture: How do we change our profession? Using the lens of behavioural economics to improve evidence-based practice in speech-language pathology (McCabe 2018)

SpeechBITE: Provides a  quality rating for a variety of SLT research studies

Critical Appraisal Skills Programme (CASP) Guidelines website. Contains checklists for:

1. Systematic reviews
2. Qualitative papers
3. RCTs
4. Case control studies
5. Cohort studies