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Role of Family in Intervention of Speech Sound Disorder

The role of family is important in intervention for speech sound disorders. Parents are key to a child's progress in speech therapy, as children who have parental involvement see the quickest results that last the longest. Parents often express concerns about potential reading difficulties stemming from phonological disorders. Involving parents in management of their child's speech difficulties through collaborative practices can help address these concerns and encourage parents to become active agents in their child's therapy. The Parents and Children Together (PACT) approach enlists parents as active participants in phonological therapy through family education, metalinguistic tasks, production procedures, focused input activities, and homework administered by parents.

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Venkat Nandhu
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606 views2 pages

Role of Family in Intervention of Speech Sound Disorder

The role of family is important in intervention for speech sound disorders. Parents are key to a child's progress in speech therapy, as children who have parental involvement see the quickest results that last the longest. Parents often express concerns about potential reading difficulties stemming from phonological disorders. Involving parents in management of their child's speech difficulties through collaborative practices can help address these concerns and encourage parents to become active agents in their child's therapy. The Parents and Children Together (PACT) approach enlists parents as active participants in phonological therapy through family education, metalinguistic tasks, production procedures, focused input activities, and homework administered by parents.

Uploaded by

Venkat Nandhu
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ROLE OF FAMILY IN INTERVENTION OF SPEECH SOUND DISORDER

Internationally, speech and language therapists (SLTs) are involving parents and
providing home tasks in intervention for phonology-based speech sound disorder (SSD).
Parents are key to the success of a child's progress in speech or language therapy. Kids who
finish the program quickest and with the longest-lasting results are those whose parents were
involved. Overcoming a speech or language disorder can take time and effort. So it's
important that all family members be patient and understanding with the child.

With respect to the possible association between phonological disorder and literacy
acquisition observed, in multicultural, urban and rural contexts, that parents of unintelligible
three- or four-year olds often express concerns about the possibility of subsequent difficulties
in reading development. Indeed, it may be the prospect of poor reading skills rather than the
current, patently remediable, speech sound disorder that encourages many parents to become
knowledgeable about the nature of phonological impairment and to become active agents in
their children’s therapy. Naturally, it is important to counsel parents that phonological
disorder may impair literacy development even after speech output approximates the norm
(Lewis and Freebairn, 1992).

Family-based practices

There has been a long history in speech and language therapy of working
collaboratively with parents. Traditionally, the invitation for parents to become involved in
the management of their child’s speech difficulties has reflected the therapist’s preferred style
of practice, or the service delivery model of the particular agency the family attends. So, in a
sense, the motivation for parents to be part of therapy has come from the therapist, and not
from the parents themselves.

Parents and children together (PACT)

Parents and Children Together (PACT) is an eclectic phonological approach to the


treatment of developmental phonological disorders, in which parents are enlisted as active
participants in the therapy process. Conforming to Kamhi’s (1992) requirements for a broad-
based therapy, PACT is founded on a model that embraces: family education, metalinguistic
tasks, traditional phonetic production procedures, multiple exemplar techniques (minimal
contrast, and focused auditory input activities), and homework, administered by parents and
significant others, including teachers.

References:
1. https://kidshealth.org/en/parents/speech-therapy.html
2. The role of families in optimizing phonological therapy outcomes; Caroline Bowen
and L. Cupples; Child Language Teaching and Therapy 20,3 (2004); pp. 245–260

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