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. 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.
