Article  |   January 2012
An Input-Focused Intervention for Children With Developmental Phonological Disorders
Author Affiliations
  • Susan Rvachew
    School of Communication Sciences and Disorders, McGill UniversityMontréal, Québec, Canada
  • Françoise Brosseau-Lapré
    School of Communication Sciences and Disorders, McGill UniversityMontréal, Québec, Canada
Article Information
Speech, Voice & Prosodic Disorders / Speech, Voice & Prosody
Article   |   January 2012
An Input-Focused Intervention for Children With Developmental Phonological Disorders
SIG 1 Perspectives on Language Learning and Education, January 2012, Vol. 19, 31-35. doi:10.1044/lle19.1.31
SIG 1 Perspectives on Language Learning and Education, January 2012, Vol. 19, 31-35. doi:10.1044/lle19.1.31

In this article, we consider recent advances in theory and practice related to developmental phonological disorders (PDP). We consider the benefits of structured speech input to address PDP and provide a summary of a recent study designed to address phonological disorders in children using input-focused intervention. Results revealed that intervention focusing on input resulted in similar gains when compared to intervention focusing on speech production practice. We then discuss clinical implications.

Acknowledgments
This research was supported by a Standard Research Grant from the Social Sciences and Humanities Research Council of Canada to the first author and a bursary from the Fonds de recherche en Santé du Québec to the second author. The description of the input-focused intervention is condensed from Rvachew, S., & Brosseau-Lapré, F. (forthcoming). Developmental phonological disorders: Foundations of clinical practice. San Diego, CA: Plural.
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