With the many treatment approaches available, deciding which treatment approach is most appropriate for a particular client may be difficult and will require speech-language pathologist awareness of the treatment options and ability to determine which options best serves that particular client’s severity of the phonological disorder. The multiple oppositions approach is a contrastive approach that simultaneously contrasts several target sounds to a comparison sound (Williams 1992, 200a, 200b: Bernthal & Bankson, 2004). This model typically targets the phoneme collapse and homonymy through the use of larger treatment sets (Williams, McCleod, & McClauley, 2010). The use of the larger sets of the multiple oppositions approach includes the child’s rule, or phoneme collapse more systematically when compared to other singular contrastive approaches (Williams, McCleod, & McClauley, 2010). Although there is literature that supports its effectiveness in the university clinics, documentation of its effectiveness in aa public elementary school setting is limited. Using a single subject multiple baseline design across participants, the present investigation investigated the effectiveness of the multiple oppositions approach in increasing accuracy in production of works for young children with moderate to severe phonological disorder s in a public elementary school setting. The investigation included two participants with a moderate to severe phonological disorder. Prior to baseline, comprehensive assessment of the student’s phonological abilities and language were obtains. Additional generalizations probes were collected prior to each session throughout the investigation. The Sessions lasted approximately 30 minutes in length and took place two times per week in the speech therapy room in a public elementary school setting. Boredom and frustration, when present was managed by variety, breaks, and positive feedback.
