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Classroom or Pull-out Intervention for SSD

Elise Baker, Ph.D.

July 30, 2012

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Question

Should intervention for speech sound disorders be integrated in the classroom or in a pull-aside session?

Answer

The bulk of the research tends to provide this in a pull-aside model rather than integrated into the classroom.  However you could do your phoneme awareness and letter sound knowledge activities for children that have speech sound disorder, the preschool age children within the classroom.  With the pull-aside model, it does not have to be individual therapy.  A number of those approaches actually are used within a small group context with two, three, or four children in a small group.

Dr. Elise Baker is a speech-language pathologist and academic with Discipline of Speech Pathology, at The University of Sydney, Australia. She is recognized for her knowledge and expertise on the management of speech sound disorders (SSD) in children, SLP’s methods of practice with children who have SSD, and the conduct of evidence-based practice.


elise baker

Elise Baker, Ph.D.

Dr. Elise Baker is a speech-language pathologist and academic with Discipline of Speech Pathology, at The University of Sydney, Australia. She is recognized for her knowledge and expertise on the management of speech sound disorders (SSD) in children, SLP’s methods of practice with children who have SSD, and the conduct of evidence-based practice. Dr. Baker has been an invited speaker at the American Speech-Language-Hearing Association convention, and has presented invited workshops on the topic of SSD in children. In 2011, Dr. Baker co-authored companion papers on the evidence-based management of SSD in children, in Language, Speech, and Hearing Services in Schools. As a steering committee member of an innovative speech-language pathology EBP network in Australia, Dr. Baker has a keen interest in the application of research to practice.  


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