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
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.

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