Speech Pathology Assessment for Children with Speech Sound Disorders
Dr Lauren Crumlish PhD, Certified Practising Speech Pathologist 5 min read
Are You Wondering What Goes into Supporting Children’s Speech?
Speech sound disorders (SSD) can significantly affect a child’s ability to communicate clearly. Yet few people fully appreciate just how much time and expertise goes into assessing, analysing, and planning interventions for these children. This article explores a 2014 study by Mcleod and Baker that delves into the practicalities of helping children with SSD within the Australian context. Below, I (Dr Lauren Crumlish, PhD, Founder & Clinician at Speech Clinic) will break down the findings and reflect on their real-world relevance for parents, carers, fellow speech pathologists, and other allied professionals.
Why Is Thorough Assessment Crucial for Children with Speech Sound Disorders?
A child’s speech production difficulties can come from a multitude of sources—developmental delays, phonological processing issues, or motor speech challenges, among others. According to Mcleod and Baker (2014), Australian SLPs devoted careful attention to the full assessment process. They typically spent 10–40 minutes in pre-assessment preparation (including parent interviews and planning), 30–60 minutes on face-to-face assessment, and 30–60 minutes completing paperwork. This step-by-step approach ensures a robust clinical reasoning process:
• Parents provide insights on the child’s history and home environment.
• Single-word speech sampling uncovers specific phonetic challenges.
• Connected speech sampling reveals how a child performs in everyday conversation.
• Stimulability checks show which sounds a child is almost ready to produce.
Each of these elements helps the practitioner build a detailed map of the child’s strengths and areas of need, creating a foundation for intervention that is precise and personalised.
How Do Australian Speech-Language Pathologists Approach Assessment and Analysis?
One of the study’s key insights lies in how SLPs gather data. Mcleod and Baker observed that a variety of standardised and informal tests are used, supplemented by family member input—especially important for multilingual children. Beyond test results, SLPs commonly analyse:
• Phonological processes (e.g. sound pattern simplifications)
• SODA (Substitutions, Omissions, Distortions, Additions) analysis
• Phonetic inventory (which sounds the child can produce at all)
This multiplicity of techniques is vital for capturing every angle of a child’s communicative profile. As a paediatric speech pathologist, I find this layered approach invaluable: It ensures no aspect of a child’s speech pattern is overlooked, providing a nuanced view of areas requiring further support.
What Influences Target Selection Choices?
One of the most interesting findings was how target sounds (the speech sounds that SLPs choose to teach or refine) are selected. Most Australian SLPs prioritise:
• Stimulable sounds: Sounds a child can nearly produce accurately.
• Early developing sounds: Those that typically emerge in younger children.
• Error sounds evident across all word positions: Ensuring comprehensive coverage.
Such a hierarchy makes sense. Applying therapy to a sound that a child can almost produce may provide a quick confidence boost and visible early success. This real-world practice aligns with developmental theories suggesting that tackling easier targets first can build momentum. However, once these simpler targets are achieved, more complex sounds are addressed in subsequent therapy sessions.
Which Intervention Approaches Are Commonly Used?
This study showed that no single therapy strategy dominates. Rather, SLPs use a host of techniques, often layered to match each child’s unique needs. Below is a brief snapshot of eight frequently used intervention approaches:
| Intervention Approach | Key Focus |
|---|---|
| Auditory Discrimination | Identifying correct vs. incorrect sounds |
| Minimal Pairs | Contrasting pairs of words differing by a single sound |
| Cued Articulation | Visual cues to prompt accurate production |
| Phonological Awareness | Understanding sound structure (rhymes, syllables, etc.) |
| Traditional Articulation Therapy | Practising specific motor placement for target sounds |
| Auditory Bombardment | Repeated listening to correct productions |
| Nuffield Centre Dyspraxia Programme | Structured sequence for childhood apraxia of speech |
| Core Vocabulary | Building consistent ‘core’ words when speech is severely imprecise |
Therapy generally occurs one-on-one, though parents and occasionally siblings or grandparents are often invited to participate. This inclusive ethos aligns with the broader push in speech pathology to engage the child’s support network—reinforcing practice in naturalistic settings.
How Can This Research Benefit Parents, Carers, and Professionals?
Families, carers, and educators sometimes worry about waitlists (with 67.6% of SLPs reporting one in the study) or navigating complex therapy schedules. The findings underscore that while waitlists can be frustrating, they exist because of the detailed nature of quality care. Parents play a crucial role by observing sessions, practising homework tasks, and maintaining consistent communication with their child’s SLP. Regular check-ins and updates can also help shape which strategies work best in real-world contexts, ensuring that practice targets each child’s everyday communication goals.
For other speech pathologists, the study’s insights highlight the importance of diverse assessment and treatment methods. Reading journals monthly ensures practitioners stay abreast of new techniques. Meanwhile, interdisciplinary collaboration with occupational therapists, psychologists, and teachers can enrich the child’s support system.
Empowering Children’s Future Communication
In summary, the Mcleod and Baker (2014) study offers a valuable look at how Australian speech pathologists assess and treat children with speech sound disorders. By emphasising thorough assessment, prioritising stimulable sounds, and using diverse intervention methods, SLPs can effectively tailor therapy sessions for meaningful, long-lasting improvements. Ultimately, these findings reaffirm that speech pathology is not a one-size-fits-all field—it is a personalised journey rooted in ongoing research and caring relationships.
If you or your child need support or have questions, you can apply for consideration.
How long does a typical speech assessment take?
In this study, SLPs often spent around an hour or slightly more on face-to-face assessment. This can vary depending on a child’s needs, but thorough evaluations are key for accurate target selection.
What if my child is bilingual or multilingual?
Many SLPs rely on informal assessments, family interviews, or interpreters to ensure language differences are accounted for. Collaboration between clinicians, parents, and community members is central to accurate analysis.
Can parents be involved in therapy sessions?
Absolutely. Mcleod and Baker observed that many Australian SLPs actively involved parents (and even siblings or grandparents) in sessions, promoting consistent practice at home.
Are there multiple therapy approaches that can be used?
Yes. Strategies like minimal pairs, cued articulation, and auditory bombardment can be flexibly combined to address the individual child’s speech and language needs.
How can I stay up to date with the latest research as a parent or carer?
Seek reputable online sources, such as peer-reviewed journals or professional associations. Regular communication with your SLP is also crucial—ask them about new evidence-based practices that might benefit your child.
