Changing Services for Speech Sound Disorders in Schools

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Brosseau-Lapré F. Greenwell T. (2019). Innovative service delivery models for serving children with speech sound disorders. Seminars in Speech and Language, 40(2), 113–123. https://doi.org/10.1055/s-0039-1677762

Bruce L. Lynde S. Weinhold J. Peter B. (2018). A team approach to response to intervention for speech sound errors in the school setting. Perspectives of the ASHA Special Interest Groups, 3(16), 110–119. https://doi.org/10.1044/persp3.SIG16.110

Cabbage K. L. Farquharson K. Hogan T. P. (2015). Speech perception and working memory in children with residual speech errors: A case study analysis. Seminars in Speech and Language, 36(4), 234–246. https://doi.org/10.1055/s-0035-1562907

Cabbage K. L. Farquharson K. Iuzzini-Seigel J. Zuk J. Hogan T. P. (2018). Exploring the overlap between dyslexia and speech sound production deficits. Language, Speech, and Hearing Services in Schools, 49(4), 774–786. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0008

Cabbage K. L. Farquharson K. DeVeney S. (2022). Speech sound disorder treatment approaches used by school-based clinicians: An application of the experience sampling method. Language, Speech, and Hearing Services in Schools, 53(3), 860–873.

Cabbage K. L. Hogan T. P. Carrell T. D. (2016). Speech perception differences in children with dyslexia and persistent speech delay. Speech Communication, 82, 14–25. https://doi.org/10.1016/j.specom.2016.05.002

Davidson K. W. Ye S. Mensah G. A. (2017). Commentary: De-implementation science: A virtuous cycle of ceasing and desisting low-value care before implementing new high value care. Ethnicity & Disease, 27(4), 463–468. https://doi.org/10.18865/ed.27.4.463

Farquharson K. (2015). After dismissal: Examining the language, literacy, and cognitive skills of children with remediated speech sound disorders. SIG 16 Perspectives on School-Based Issues, 16(2), 50–59. https://doi.org/10.1044/sbi16.2.50

Farquharson K. (2019). It might not be “Just Artic”: The case for the single sound error. Perspectives of the ASHA Special Interest Groups, 4(1), 76–84. https://doi.org/10.1044/2018_PERS-SIG1-2018-0019

Farquharson K. Hogan T. P. Bernthal J. E. (2018). Working memory in school-age children with and without a persistent speech sound disorder. International Journal of Speech-Language Pathology, 20(4), 422–433. https://doi.org/10.1080/17549507.2017.1293159

Farquharson K. Stevenson K. L. (2021). Which speech sound norms are used in U.S. public schools? A retrospective survey analysis. Seminars in Speech and Language, 42(5), 384–394. https://doi.org/10.1055/s-0041-1736187

Farquharson K. Therrien M. Barton-Hulsey A. Brandt A. F. (2022). How to recruit, support, and retain speech-language pathologists in public schools. Journal of School Leadership, 32(3), 225–245. https://doi.org/10.1177/1052684620966062

Harris C. Allen K. King R. Ramsey W. Kelly C. Thiagarajan M. (2017). Sustainability in Health care by Allocating Resources Effectively (SHARE) 2: Identifying opportunities for disinvestment in a local healthcare setting. BMC Health Services Research, 17(1), Article 328. https://doi.org/10.1186/s12913-017-2211-6

Hitchcock E. R. Harel D. Byun T. M. (2015). Social, emotional, and academic impact of residual speech errors in school-aged children: A survey study. Seminars in Speech and Language, 36(4), 283–294. https://doi.org/10.1055/s-0035-1562911

Kamhi A. G. (2006). Treatment decisions for children with speech-sound disorders. Language, Speech, and Hearing Services in Schools, 37(4), 271–279. https://doi.org/10.1044/0161-1461(2006/031)

Krueger B. I. (2019). Eligibility and speech sound disorders: Assessment of social impact. Perspectives of the ASHA Special Interest Groups, 4(1), 85–90. https://doi.org/10.1044/2018_PERS-SIG1-2018-0016

Krueger B. I. Storkel H. L. (2023). The impact of age on the treatment of late-acquired sounds in children with speech sound disorders. Clinical Linguistics & Phonetics, 37(9), 783–801. https://doi.org/10.1080/02699206.2022.2093130

Marante L. Farquharson K. (2021). Tackling burnout in the school setting: Practical tips for school-based speech-language pathologists. Perspectives of the ASHA Special Interest Groups, 6(3), 665–675. https://doi.org/10.1044/2021_PERSP20-00262

McLeod S. Baker E. (2014). Speech-language pathologists’ practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders. Clinical Linguistics & Phonetics, 28(7–8), 508–531. https://doi.org/10.3109/02699206.2014.926994

McLeod S. Crowe K. (2018). Children’s consonant acquisition in 27 languages: A cross-linguistic review. American Journal of Speech-Language Pathology, 27, 1546–1571. https://doi.org/10.1044/2018_AJSLP-17-0100

Rvachew S. Matthews T. (2019). An N-of-1 randomized controlled trial of interventions for children with inconsistent speech sound errors. Journal of Speech, Language, and Hearing Research, 62(9), 3183–3203. https://doi.org/10.1044/2019_JSLHR-S-18-0288

Storkel H. L. (2019). Using developmental norms for speech sounds as a means of determining treatment eligibility in schools. Perspectives of the ASHA Special Interest Groups, 4(1), 67–75. https://doi.org/10.1044/2018_PERS-SIG1-2018-0014

Tambyraja S. R. Farquharson K. Justice L. M. (2023). Phonological processing skills in children with speech sound disorder: A multiple case study approach. International Journal of Language & Communication Disorders, 58(1), 15–27. https://doi.org/10.1111/1460-6984.12764