Focused auditory stimulation
This is a component of the ‘Cycles’ approach to correcting very unclear speech (Hodson & Paden, 1991), though may also be used in combination with other different approaches to speech sound intervention. It’s typically used with children who are between 3 and 6 years old, children who can’t make the target sound or are unwilling or unable to join in with other types of intervention.
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Focused auditory stimulation
This is a component of the ‘Cycles’ approach to correcting very unclear speech (Hodson & Paden, 1991), though may also be used in combination with other different approaches to speech sound intervention. It’s typically used with children who are between 3 and 6 years old, children who can’t make the target sound or are unwilling or unable to join in with other types of intervention.
Evidence Rating: Moderate
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Gillon Phonological Awareness Programme
This programme targets phonological awareness, speech production and literacy skills in children aged 5-7 with a speech impairment. The programme is based on the work of Gillon (2004). It impacts on phonological awareness through targeting rhyme, phoneme analysis, phoneme identity, segmentation, blending and manipulation.
Evidence Rating: Moderate
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Story champs
Aims to increase children’s ability to use complex syntax and to include more story grammar features in their narratives
Evidence Rating: Moderate
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TeaCHH
This treatment was originally designed by the researchers in The University of North Carolina in 1966 by Eric Schopler (Schopler & Reichler, 1971) and aims to develop Autistic children’s communication skills alongside cognition, perception, imitation and motor skills (Eikeseth, 2009), though speech and language problems are not an intervention priority for TeaCCH.
Evidence Rating: Indicative
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Stimulability treatment
Stimulability is when children can accurately copy a target speech sound that a therapist models for them. Research shows that children do well if they are able to copy target sounds. This approach aims to increase stimulability of non-stimulable sounds (Miccio & Elbert, 1996).
Evidence Rating: Indicative
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Rapid Syllable Transition Treatment: ReST
A treatment for childhood apraxia of speech (CAS, dyspraxia) which aims to address the three core features of the disorder. ReST deliberately avoids real words, and because the semantic system is not engaged in the nonsense words, the child is required to compile a new motor plan without the assistance or interference of the semantic system on each attempt.
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Psycholinguistic framework
The Psycholinguistic Framework (Stackhouse & Wells, 1997) is a tool for speech and language therapists who are working with children who have unclear speech. It is a model to help therapists understand how a child is processing speech, which can then be used as a way of analysing how a child is saying particular words and sounds. This can be used as a basis for planning therapy.
Evidence Rating: Moderate
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Pre-teaching vocabulary
PTV provides a principled, evidenced approach for demonstrating, modelling and teaching children how to learn new words in order to promote independent word learning. It aims to support and scaffold the naturalistic way teachers already discuss new words in their classrooms by providing a structured pathway for word learning, ensuring children learn the words well enough to understand and use them effectively.
Evidence Rating: Indicative
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Pre-school Autism Communication Therapy (PACT)
Preschool Autism Communication Therapy (PACT) is an intervention programme designed to help the development of social communication and language skills of children aged 2-7 years who have autism, or a related social communication disorder. It can be used with non-verbal children as well as with children who are in the early stages of their language development.
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