Integrated Speech and Language Interventions It is known that linguistic domains interact as they develop in parallel alongside developing speech production processes. For children with compromised linguistic systems, interactions across domains present challenges and opportunities when considering interventions. The frequently encountered population of children with co-occurring speech sound disorder (SSD) and expressive language impairment are ... Article
Article  |   June 14, 2016
Integrated Speech and Language Interventions
Author Affiliations & Notes
  • Ann A. Tyler
    Dean's Office and Department of Speech Pathology and Audiology, Western Michigan University, Kalamazoo, MI
  • Disclosures
    Disclosures ×
  • Financial: The author has no relevant financial interests to disclose.
    Financial: The author has no relevant financial interests to disclose.×
  • Nonfinancial: The author has no relevant nonfinancial interests to disclose.
    Nonfinancial: The author has no relevant nonfinancial interests to disclose.×
Article Information
Language Disorders / Speech, Voice & Prosody / Part 2
Article   |   June 14, 2016
Integrated Speech and Language Interventions
Perspectives of the ASHA Special Interest Groups, June 2016, Vol. 1, 66-74. doi:10.1044/persp1.SIG1.66
History: Revised February 23, 2016 , Accepted February 24, 2016 , Received October 15, 2016
Perspectives of the ASHA Special Interest Groups, June 2016, Vol. 1, 66-74. doi:10.1044/persp1.SIG1.66
History: Revised February 23, 2016; Accepted February 24, 2016; Received October 15, 2016

It is known that linguistic domains interact as they develop in parallel alongside developing speech production processes. For children with compromised linguistic systems, interactions across domains present challenges and opportunities when considering interventions. The frequently encountered population of children with co-occurring speech sound disorder (SSD) and expressive language impairment are the focus of this article. This population is at increased risk for long-term language and literacy difficulties that impact education, social participation, and vocational outcomes. Integrated interventions are reviewed for their efficacy; in these interventions there is a scheduled focus on both speech and language, or both domains are intentionally targeted. Findings from intervention comparison studies show that a variety of different integrated interventions were equally effective in producing significant gains in speech accuracy. Interventions also produced the greatest effects in areas that were explicitly targeted, although incidental effects were also achieved. Recommendations are offered for a continuum of care for preschoolers who early on display delays in both speech and language. Our small evidence base highlights the need for further development and testing of multifaceted interventions in routine practice, to achieve speech normalization, phonological awareness gains, and oral language foundations as close to school entry as possible.

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