Semin Speech Lang 2002; 23(1): 069-082
DOI: 10.1055/s-2002-23511
Copyright © 2002 by Thieme Medical Publishers, Inc., 333 Seventh Avenue, New York, NY 10001, USA. Tel.: +1(212) 584-4662

Language-Based Intervention for Phonological Disorders

Ann A. Tyler
  • Department of Speech Pathology and Audiology, School of Medicine, University of Nevada, Reno, Nevada
Further Information

Publication History

Publication Date:
02 April 2002 (online)

ABSTRACT

Children with phonological disorders often display difficulty in other domains of language. Language-based approaches focus on all aspects of language; therefore, little attention may be drawn to sound errors and these may not be specific targets of intervention. These approaches involve a variety of naturalistic, conversationally based techniques such as focused stimulation in the form of expansions and recasts, scaffolding narratives, and elicited production devices such as forced choice questions, cloze tasks, and preparatory sets. Results from well-controlled group studies are inconclusive regarding the cross-domain effects of morphosyntax approaches on phonology. There are, however, individual children whose phonology improves with a language-based approach. Preliminary evidence suggests that such an approach may be an appropriate choice for children with both speech and language impairments whose phonological systems are highly inconsistent. One advantage of a language-based approach is that it may lead to simultaneous improvements in both speech and language for children with difficulty in both these domains. It is also a viable option when service delivery dictates classroom and collaborative settings. When a language-based approach is chosen for children with phonological disorders, it is imperative that the practitioner monitor phonological progress closely to ensure its effectiveness.

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