Objective: The identification and resolution of speech sound disorders have long been one of the primary goals for speech-language pathologists, both in research and in the clinical setting. This investigation compares an acoustical guidance method, known as TAGteach, to traditional intervention for the treatment of speech sound disorder in school-aged children. Method: A single-subject adapted alternating treatment design was used during this investigation. Three participants with an identified speech sound disorder were recruited to participate. Each participant’s treatment alternated between TAGteach and traditional articulation designs. Accuracy of single-word speech targets on probe tasks were judged by two speech-language pathologists blind to the treatment condition. Results: A visual analysis of the data indicated that TAGteach produced an effect in two of the three participants, Despite some variability in the baseline data, the participants demonstrated an improvement in the level of their performance on the treatment probe following the introduction of the intervention. Conclusion: These results support the hypothesis that TAGteach is an effective intervention for the treatment of speech sound disorders in school-age children. Participants were able to improve their performance on the single-word treatment probe from baseline to treatment condition. Elements detailed in the manualized TAGteach, such as positive reinforcement and maintaining motivation, contribute to improved performance.
