Facilitating [s] production in young children: an experimental evaluation of motoric and conceptual treatment approaches

Abstract

Eighteen phonologically disordered children were assigned to one of two experimental treatment programmes. Half of the children received a motoric treatment, which focused on establishing sound production in isolation, words, and phrases. The remaining children received a conceptual treatment, which sought to establish the phonemic nature of /s/ without providing motor practice. Treatment efficacy was evaluated by analysing [s] production during administration of a generalization probe. The motoric treatment was more effective overall; although some subjects, whose phonetic inventory included [s] prior to treatment, generalized correct production following the introduction of the conceptual treatment.