Current literature indicates there is no gold standard for speech sound disorder (SSD) intervention to include frequency of intervention nor duration of the sessions within the public-school setting (Kamhi, 2006). Additional research is warranted in the area of frequency and intensity of delivery of services that could prove a more efficient model of delivery that is also more beneficial for the students involved. This investigation compared speech sound intervention provided weekly in less intensity, high frequency sessions with greater intensity, lower frequency sessions within the public-school setting. Participants recruited for the investigation met inclusion criteria of ages between the age 5-years 0-months and 8-years 1-months who had an eligibility and individualized education plan (IEP) for services for 60 minutes of speech-language services weekly. Additional inclusion criteria indicated a moderate-to-severe speech sound disorder without comorbid disorders, a positive hearing acuity screening and a primary language of English. An A-B-C-B-C design was used to compare session data from intervention provided five times per week for 12 minutes each session with sessions provided two times per week for 30 minutes each session. Data were collected the initiation of each session as participants named 20 randomly selected consonant-vowel-consonant (CVC) pictures specific to phoneme errors indicated in the most current special education IEP. During intervention, participants imitated productions by the interventionist in isolation, in CVC words and in patterned sentences. Four participants completed the investigation. Data analysis was conducted to determine the effect of the frequency and intensity of intervention provided upon the outcomes of the participant productions. Three of four participants showed positive trend in productions across the investigation. Of these four, two participants demonstrated significant increase in correct production and a greater rate of change of the targeted phonemes within the B-phrases of the investigation of five sessions of 12 minutes per week than the C-phases of two sessions of 30 minutes per week. The third participant indicated positive trend in outcomes across all phases with inconsistent patterns between the B-phases and C-phases. The fourth participant demonstrated a zero-celerating trend within the four phases of the investigation.
Keywords: Speech sound disorder, public school, intervention, frequency, intensity
