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Child Language Teaching and Therapy
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The child as agent for change in therapy for phonological disorders

Amy L. Weiss

Department of Communicative Disorders, University of Rhode Island, Kingston, Rhode Island, USA

All speech and language therapists want to determine which strategies facilitate improvement of their clients' communication skills and to delineate the most efficacious of these. Although laudable preliminary efforts have been made, the field of speech-language pathology is in its nascent period of data gathering regarding efficacy. Determining best practices for young children presenting with speech production disorders represents one necessary area of efficacy research, given their prevalence in the population. Borrowing from literature outside the speech therapy field, suggestions are made in this paper for capitalizing on the young child's own contribution to the therapy process, as an avenue for utilizing techniques that will be both effective and efficient for children receiving therapy for multiple misarticulations.

Child Language Teaching and Therapy, Vol. 20, No. 3, 221-244 (2004)
DOI: 10.1191/0265659004ct273oa
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This article has been cited by other articles:


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 Child Language Teaching and TherapyHome page
B. Bernhardt
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Child Language Teaching and Therapy, October 1, 2004; 20(3): 195 - 198.
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 Child Language Teaching and TherapyHome page
E. Baker and B. Bernhardt
From hindsight to foresight: working around barriers to success in phonological intervention
Child Language Teaching and Therapy, October 1, 2004; 20(3): 287 - 318.
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