Keywords
Boot-camp therapy, treatment dose, treatment intensity, evidence-based practice, speech sound disorders, speech therapy delivery
Abstract
Background: Understanding treatment dose is essential to optimizing therapeutic frequency and intensity for speech sound disorders. Intensive therapies, known as boot camp approaches, have proven efficacious in certain speech therapy contexts such as voice disorder treatment. However, few data exist regarding intervention intensity for developmental speech sound disorders. Method: This investigation examined the effects of an intensive boot camp speech therapy approach to remediate interdental /s/ production over two consecutive days. Treatment occurred in morning and afternoon blocks for a total of 5.5 h per day. Auditory-perceptual ratings were used to evaluate /s/ productions pre-treatment, immediately post-treatment, and one week following treatment. Results: Interdental /s/ production improved significantly immediately following the boot camp treatment; improvements were sustained at one week post-treatment (p < .05). Improvement was more pronounced for /s/ productions in medial and final word position versus initial word position. Conclusion: The findings of this study indicate that an intensive boot camp speech therapy approach might be useful to stimulate or accelerate treatment of speech sound disorders in certain populations. Future research should explore dose–response relationships among treatment frequency, intensity, and duration in children with a variety of speech sound disorders.
Original Publication Citation
Nissen, S. L., Peris, M. E., & Tanner, K. (2019). An intensive boot camp approach to the remediation of speech sound disorders: A case report. Speech, Language, and Hearing, 22(2), 51- 60.
BYU ScholarsArchive Citation
Nissen, Shawn L.; Peris, Melanie E.; and Tanner, Kristine, "An intensive book camp approach to the remediation of speech sound disorders: a case report" (2019). Faculty Publications. 7322.
https://scholarsarchive.byu.edu/facpub/7322
Document Type
Peer-Reviewed Article
Publication Date
2019
Publisher
Speech, Language and Hearing
Language
English
College
David O. McKay School of Education
Department
Communication Disorders
Copyright Status
©2017 Informa UK Limited, trading as Taylor & Francis Group
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