Children with Phonological Problems: A Survey of Clinical Practice

Autor/inn/en	Joffe, Victoria; Pring, T.
Titel	Children with Phonological Problems: A Survey of Clinical Practice
Quelle	In: International Journal of Language & Communication Disorders, 43 (2008) 2, S.154-164 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
Schlagwörter	Phonology; Phonological Awareness; Auditory Discrimination; Reading Skills; Cognitive Ability; Speech Impairments; Allied Health Personnel; Speech Language Pathology; Speech Therapy; Young Children; Intervention; Parent Participation; Language Skills; United Kingdom + Suchen Sie Ihr Suchwort? Fonologie; Reading skill; Lesefertigkeit; Denkfähigkeit; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Entwicklungsproximale Sprachtherapie; Logotherapie; Frühe Kindheit; Elternmitwirkung; Language skill; Sprachkompetenz; Großbritannien
Abstract	Background: Children with phonological problems are a significant proportion of many therapists' caseloads. However, little is known about current clinical practice with these children or whether research on the effects of therapy have influenced this practice. Aims: To investigate the methods of assessment and remediation used by therapists working in the UK. Methods & Procedures: A questionnaire was sent to therapists working with pre- and primary school-aged children. Outcomes & Results: Ninety-eight clinicians of varying experience responded. Most used the South Tyneside Assessment of Phonology to assess children, were confident in choosing therapy, and were aware of evidence that therapy is beneficial. They used a variety of therapies. Auditory discrimination, minimal contrast therapy, and phonological awareness were popular and often used in combination. Most involved parents. In planning therapy, clinicians were more influenced by children's language and cognitive abilities and the motivation of parents than by the nature of the impairment. Conclusions: Constraints upon clinicians make it difficult for them to convert research findings to practice. In particular, assessments that allow more individualized and targeted interventions appear little used. Clinicians are aware of research but there is a danger that clinical practice and research are diverging. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10