A Randomized Trial of 12-Week Interventions for the Treatment of Developmental Phonological Disorder in Francophone Children Purpose This study was designed to test the relative efficacy of different combinations of intervention approaches when targeting speech production accuracy and phonological awareness skills. All children received individual speech therapy, a home program, and a small-group phonological awareness intervention. Method Sixty-five 4-year-olds with a developmental phonological disorder ... Research Article
Research Article  |   November 01, 2015
A Randomized Trial of 12-Week Interventions for the Treatment of Developmental Phonological Disorder in Francophone Children
 
Author Affiliations & Notes
  • Susan Rvachew
    McGill University, Centre for Research in Brain, Language and Music, Montréal, Québec, Canada
  • Françoise Brosseau-Lapré
    Purdue University, West Lafayette, IN
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Susan Rvachew: susan.rvachew@mcgill.ca
  • Editor: Krista Wilkinson
    Editor: Krista Wilkinson×
  • Associate Editor: Lynn Williams
    Associate Editor: Lynn Williams×
Article Information
Development / Speech, Voice & Prosodic Disorders / Speech, Voice & Prosody / Research Articles
Research Article   |   November 01, 2015
A Randomized Trial of 12-Week Interventions for the Treatment of Developmental Phonological Disorder in Francophone Children
American Journal of Speech-Language Pathology, November 2015, Vol. 24, 637-658. doi:10.1044/2015_AJSLP-14-0056
History: Received April 11, 2014 , Revised September 25, 2014 , Accepted June 3, 2015
 
American Journal of Speech-Language Pathology, November 2015, Vol. 24, 637-658. doi:10.1044/2015_AJSLP-14-0056
History: Received April 11, 2014; Revised September 25, 2014; Accepted June 3, 2015
Web of Science® Times Cited: 1

Purpose This study was designed to test the relative efficacy of different combinations of intervention approaches when targeting speech production accuracy and phonological awareness skills. All children received individual speech therapy, a home program, and a small-group phonological awareness intervention.

Method Sixty-five 4-year-olds with a developmental phonological disorder received these intervention components in different combinations over 12 weeks, resulting in 4 groups: output-oriented individual intervention and articulation practice home program, output-oriented individual intervention and dialogic reading home program, input-oriented individual intervention and articulation practice home program, and input-oriented individual intervention and dialogic reading home program.

Results A significant interaction of the individual treatment condition and the home program condition was observed for 2 outcome measures: targeted feature match (which reflected changes in speech production accuracy for features and word shape structures that were targeted in therapy) and explicit phonological awareness skills.

Conclusion In this context, in which the children received a brief period of direct therapy and a home program component provided sequentially, the most effective strategy was to teach the parents to use treatment procedures at home that were congruent with the direct therapy component.

Acknowledgments
These data arise from the project Essai Clinique sur les Interventions Phonologique, which was supported by a Standard Research Grant to the first author from the Social Sciences and Humanities Research Council of Canada and Bourse de Formation de Doctorat to the second author from the Fonds de la Recherche en Santé. We are also indebted to the Montréal Children's Hospital and the Centre for Research on Brain, Language and Music for the use of their facilities. We thank the children and their parents who participated in the research project as well as the speech-language pathologists from the Montréal Children's Hospital who referred them to the project. The authors acknowledge the numerous research assistants and student volunteers who assisted with data collection and processing: Tara Commandeur, Joelle Chagnon, Elizabeth Christe, Catherine Clémence, Raphaelle Curis, Claudine Joncas, Annie Ladouceur, Patrizia Mazzocca, Rachel Morasse, Mahchid Namazzi, Stéphanie Arcand, Geneviève Beauregard-Paultre, Elisa Bucarel, Hannah Jacobs, Annie Jacques, Amanda Langdon, Marianne Paul, Daniel Phelan, Anit Saini, and Hope Valeriote.
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