Treating Children Ages 3–6 Who Have Speech Sound Disorder: Key Insights from a 2013 Survey
Dr Lauren Crumlish PhD, Certified Practising Speech Pathologist 5 min read
TL;DR – Research Overview
“An observational study of speech-language pathologists treating children aged 3–6 revealed that most provide 30–60 minutes of weekly intervention, predominantly using a traditional approach. Many also incorporate phonological awareness training, emphasising a shift towards more holistic sound production techniques. These findings underscore the need to balance tried-and-tested methods with emerging evidence-based strategies, thus potentially enhancing outcomes for young children experiencing speech sound disorders.”
How Do Speech Sound Disorders Affect Children and Families?
Imagine a bright, curious child who wants to ask questions, share stories, and interact fully with friends—yet feels inhibited because certain sounds are difficult to pronounce. For parents and carers, watching their child struggle to be understood can evoke concern, frustration, and even guilt. As speech pathologists, we recognise how vital effective speech is for a child’s emotional wellbeing, academic success, and self-esteem. In Australia, children often enter the formal schooling system around age five, and clear, confident communication supports smoother transitions into literacy tasks, social relationships, and beyond. Hence, identifying effective, evidence-based interventions for speech sound disorders (SSDs) in the 3–6 age bracket is critical.
Why Does Therapy Duration Matter for Speech Sound Disorders?
One central takeaway from the 2013 survey by Brumbaugh and Smit is that most speech-language pathologists (SLPs) reported providing treatment in 30- or 60-minute sessions each week. This information directly informs both clinicians and families on common practice patterns: it tells us that consistent, frequent engagement—albeit in relatively short bursts—can be key to building and reinforcing accurate sound production. As a Paediatric Speech Pathologist, I often see that even compact, focused sessions, if done consistently and supported by home practice, can facilitate progress. The duration alone, however, is not a magic bullet. Quality of intervention and ongoing monitoring remain equally essential.
What Kind of Interventions Are Commonly Used?
The survey indicates that “traditional” interventions remain prevalent amongst SLPs working with children aged 3–6. Traditional articulation strategies emphasise instructing correct placement and manner of articulation for specific speech sounds. However, the survey also revealed a notable rise in phonological approaches—where the focus is on error patterns that affect multiple sounds—and phonological awareness training. Phonological awareness (e.g., recognising and manipulating sounds in words) is emerging as an important supplement to articulation therapy and can potentially lay the groundwork for later reading and spelling success.
Fewer SLPs reported using nonspeech oral motor exercises than in earlier surveys, reflecting an evolving perspective that direct speech practice, rather than non-speech oral activities (e.g., blowing or chewing exercises), is more aligned with evidence-based practice. It is noteworthy that recently graduated SLPs were no more familiar with the latest phonological interventions than their more experienced colleagues, signalling a gap in continuing professional development or perhaps limited dissemination of new research into daily practice.
Below is a simplified overview of interventions highlighted:
| Intervention Technique | Usage Trend |
|---|---|
| Traditional Articulation Approaches | Most common approach |
| Phonological Awareness Training | Widely used in combination |
| Nonspeech Oral Motor Exercises | Lower usage than in past surveys |
How Can These Findings Inform Evidence-Based Practice?
From a clinical perspective, the results confirm that busy speech-language services commonly rely on well-established methods. Nevertheless, for clinicians, educators, and researchers, this information illuminates two critical insights. First, phonologically oriented interventions and phonological awareness training have steadily gained popularity. Second, continuing to build knowledge around these interventions—whether through peer-reviewed articles, professional development seminars, or in-service training—remains vital to bridging any gaps between research and practice.
Practically, speech pathologists can reflect on the type of therapy they offer: is it purely articulation-based, or could the child’s overall phonological patterns benefit from a more targeted approach? Equally, parents and carers might ask their child’s therapist about incorporating phonological awareness within therapy tasks—especially if early literacy is a concurrent goal.
What Can Parents and Carers Do to Support Speech Development?
Collaboration between clinicians and families stands at the heart of successful therapy. Sharing the rationale behind the therapy approach helps boost parent confidence and engagement. For instance, if a child is receiving 30 minutes of therapy weekly, parents and carers can extend practice activities like ‘listening walks’ for sound awareness or fun phonological games into daily life. Engaging siblings or friends in simple home-based practice also helps the child generalise their newly learned sounds in realistic contexts.
As Dr Lauren Crumlish, I find that scheduling brief but regular sessions—such as a five-minute practice before dinner or a playful ‘speech sound scavenger hunt’—can solidify skills. Setting personal, bite-sized goals (e.g., “We’ll practise the ‘s’ sound five times during today’s story time”) can keep therapy meaningful and stress-free.
Building on These Findings: Pathways to Better Outcomes
Given the importance of timely, evidence-based interventions for young children with speech sound disorders, the Brumbaugh and Smit (2013) survey offers a snapshot of practice patterns that remain relevant today. For parents, carers, and health professionals, these findings prompt us to structure therapy in efficient, regular intervals with methods that align with the child’s broader language and literacy development. Further research might explore the long-term impact of integrating phonological awareness training more intensively, as well as innovative ways to engage children who are less responsive to traditional articulation strategies. By continuing to refine how we blend tradition with modern insights, we strengthen the speech outcomes for children across Australia and beyond.
If you or your child need support or have questions, you can apply for consideration.
Is 30 or 60 minutes a week enough therapy for my child?
The survey suggests these durations are commonly used, but the quality and consistency of therapy, coupled with home practice, are equally significant for positive outcomes.
Which therapy approach is right for my child?
Each child has unique needs. Traditional articulation techniques may be beneficial for some, while phonological approaches might better target broader error patterns—often guided by an in-depth clinical assessment.
Why is phonological awareness training mentioned so frequently?
Research increasingly shows a link between phonological awareness and literacy development. Incorporating exercises that develop awareness of sounds in words can boost speech intelligibility and reading readiness.
Could nonspeech oral motor exercises help my child?
The survey found a declining trend in using such exercises, driven by limited evidence regarding their direct impact on speech production. Speech-focused tasks are generally recommended.
Are newly graduated SLPs more up-to-date with interventions?
According to this study, recently graduated SLPs did not appear more familiar with newer methods, suggesting that ongoing professional development remains crucial for all clinicians.
