Minimal, Maximal, or Multiple: Which Contrastive Intervention Approach to Use with Children with Speech Sound Disorders?

Autor/in	Storkel, Holly L.
Titel	Minimal, Maximal, or Multiple: Which Contrastive Intervention Approach to Use with Children with Speech Sound Disorders?
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 3, S.632-645 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Storkel, Holly L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Intervention; Speech Language Pathology; Speech Therapy; Speech Impairments; Speech Improvement; Outcomes of Treatment; Evidence Based Practice; Children; Counseling Techniques; Individualized Education Programs + Suchen Sie Ihr Suchwort? Entwicklungsproximale Sprachtherapie; Logotherapie; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Sprechentwicklung; Child; Kind; Kinder; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Individualized education program; Individualisierendes Lernen
Abstract	Purpose: This tutorial contrasts a familiar and frequently used speech sound disorder (SSD) intervention approach, conventional minimal pair, with newer but less familiar and less frequently used variants that may be more effective: (a) maximal opposition and (b) multiple oppositions. Method: This tutorial provides a general description of each contrastive approach, focusing on the evidence base and a small number of critical elements that define the approach and make it unique from all other approaches. Hypothetical cases are used to illustrate how the approaches can be tailored to child needs and speech-language pathologist (SLP) expertise. Supplemental materials enhance the reader's skill in using these approaches in their practice with a minimal initial investment. Results: The reader will be able to identify which children with SSD are appropriate for conventional minimal pair, maximal opposition, or multiple oppositions approaches and will be able to plan intervention (i.e., select target sounds and contrasting words or nonwords, develop intervention activities, write goals, and determine intervention intensity) for each of these approaches. Conclusions: This tutorial highlights that using the conventional minimal pair approach should be restricted to children with a small number of errors (i.e., older children or children with mild SSD). There is an opportunity for SLPs to use newer, more efficacious approaches with younger children and children with more severe SSDs. The maximal opposition approach is well suited to children with multiple errors across multiple sound classes. The multiple oppositions approach specifically targets global phoneme collapses that impact intelligibility. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01