This investigation examined the effect of minimal pairs intervention on school aged children with a phonological disorder. Method: The research design implemented a multiple baseline design across participants. The independent variable was the minimal pairs intervention. During multiple baselines across participants’ design, the independent variable was introduced sequentially across all participants. Results: Upon completion of this intervention, all three participants exhibited a positive effect on their ability to produce the targeted speech pattern. Participants’ 1 and 2 presented with immediate change in behavior when the intervention was introduced. Conclusion: All three participants demonstrated positive gains with sound speech sound production. The data supports the claim that the implementation of the minimal pairs intervention is an effective intervention to improve speech sound accuracy for school age children presenting with a phonological disorder. Based on the results of this investigation, minimal pairs intervention is a valid intervention in children with a speech sound disorder. Further research is needed to address generalization of skills.
