Multilingual Children's Speech
The table below includes speech interventions that can be used to support children's speech/articulation/phonology in many languages.
The interventions have been designed to be used by speech-language pathologists to support children with speech sound disorder. Different interventions have been designed to support children who have difficulties with articulation, phonology, motor speech, childhood apraxia of speech, dysarthria, and speech sound disorders due to hearing loss, and cleft lip/palate.
The aim of this list is to be as comprehensive as possible. Inclusion in the table does not indicate endorsement, or that there is evidence for its use, or that it is available. Some interventions are free, some have been documented in journal articles and theses, and some are available for purchase.
Many of the interventions were identified by chapter authors in:
McLeod, S. (Ed.). (2025). The Oxford handbook of speech development in languages of the world. Oxford University Press.
Comprehensive summaries of some English interventions are found in:
Williams, A. L., McLeod, S., & McCauley, R. J. (Eds.). (2021). Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes Publishing.
https://products.brookespublishing.com/Interventions-for-Speech-Sound-Disorders-in-Children-Second-Edition-P1223.aspx
Free intervention resources to support children’s home language maintenance and Vietnamese-English speech are available.
If you know of additional interventions, please contact us.
| Language (Dialect) | Name of intervention | Reference | Access/ purchasing Information |
|---|---|---|---|
Afrikaans | Die Spraakmotorleer (SML) Benadering vir die Behandeling van Spraakapraksie [The Speech Motor Learning (SML) Approach to Treating Apraxia of Speech] | Van der Merwe, A. (1985). Terapieprogram vir verbale ontwikkelings- apraksie met toepassingsmoontlik- hede vir ander spraakafwykings [Treatment programme for verbal developmental apraxia of speech with application possibilities in other speech disorders] University of Pretoria. | |
Arabic (Egyptian) | البرنامج العربي لتدريب الوعي اللفظي [Arabic Phonological Awareness Training Program] | Aboras Y., Elbanna M., Abdou R., & Salama H., (2012). Development of a remediation program for Egyptian dyslexic children Alexandria Journal of Medicine, 48(2), 147-154. | |
Arabic (Egyptian) | البرنامج العربي لتدريب الوعي اللفظي [Arabic Phonological awareness training program] | Afsah O. (2011): The efficacy of a language-based training program as a phoniatric approach for remediation of Egyptian learning-disabled children. [Unpublished master’s thesis]. Faculty of Medicine, Ain Shams University, Egypt. | Thesis |
Arabic (Egyptian) النسخة | العربية لبرنامج علاج الاطار اللحني للكلام [Arabic translation of the Prosody Treatment Program] | Sobhy O., Abdou R., Ibrahim S., Hamouda N. (2022). Effects of prosody rehabilitation on acoustic analysis of prosodic features in hearing-impaired children: A randomized controlled trial. Folia Phoniatrica et Logopaedica, 74(1), 29-45. | |
Arabic (Egyptian) | برنامج معالجة عيوب النطق العربي [Arabic articulatory errors remediation] software program | Elmaghraby R., Elhakeem E., Radwan A. & Elsalakawy R. (2020). Efficacy of an Arabic articulatory errors remediation software program in patients with velopharyngeal valve dysfunction: A quasi-experimental study. The Egyptian Journal of Otolaryngology, 36, 34-44. | |
Arabic (Kuwait) | Maximal Opposition Therapy | Alsaad, M., McCabe, P., & Purcell, A. (2019). The application of the maximal opposition therapy approach to an Arabic-speaking child. Journal of Communication Disorders, 81, 105913 | |
Arabic (Kuwait) | Nonlinear phonological intervention | Ayyad, H. S., & Bernhardt, B. M. (2022). When liquids and fricatives outrank stops: A Kuwaiti Arabic-speaking child with Down syndrome and protracted phonological development. Clinical Linguistics and Phonetics, 36(7), 670-682. | |
Bulgarian | Nonlinear phonological intervention | Ignatova, D., Bernhardt, B.M., & Marinova-Todd, S. (2022). The influence of word stress on segmental and cluster match: A Bulgarian three-year-old with protracted phonological development. Clinical Linguistics and Phonetics, 36(8), 738–750. | (See supplemental material) |
Bulgarian | Артикулационни нарушения: Ръководство за терапия | Todorova (2018). Артикулаионни нарушения: Ръководство за терапия. [Articulatory disorders: A Therapy Guide]. University Press of New Bulgarian University. | |
Bulgarian | Говорна терапия | Tsenova, T. (2019). Говорна Терапия [Speech Therapy]. University Press “St. Kliment Ohridski”. | |
Bulgarian | Практическо ръководство по логоритмична терапия | Tsenova, T. (2021). Практическо ръководство по логоритмична терапия. [A practical guide to logorythmic therapy]. University Press “St. Kliment Ohridski.” | |
Danish | Articulation intervention | Bau, A., & Schöps, A. (2006). Kompendium til undervisning for læsp [Compendium for lisp intervention]. Special-pædagogisk Forlag. | |
Danish | Hit med lyden | Kjøge, G. S., & Flarup, B. (2006). Hit med lyden [Give the sound]. Alinea. | |
Danish | Lydbyggeren | Hvitamar, M., Lahti, U., Lomholt, K., & Skov, L. (2011). Lydbyggeren [The Sound Builder]. Retrieved from http://lydbyggeren.dk/lydbyggeren.pdf | |
Danish | Metafon | Thomsen, I. B. (1996). Metafonundervisnin. Teori og Praksis [Metafon intervention. Theory and practice]. Special-pædagogisk forlag. | - |
Danish | POPT – Psycholinguistisch Orientierte Phonologie Therapie | Fox-Boyer, A. (2017). POPT. En psykolingvistisk interventionsmetode til børn med udtalevanskeligheder. Manual. [POPT. A psycholinguistic intervention for children with speech sound disorders. Manual]. Dansk Psykologisk Forlag, | |
Dutch | Behandeling van articulatiestoornissen. | Stes, R. (1997). Articulatiestoornissen: Fenomenen, oorzaken en behandeling. Acco. | |
Dutch | Core Vocabulary (Dutch adaptation) | Waelkens, V. (2017). Spraakontwikkelingsdyspraxie in de praktijk. Acco. | |
Dutch | Dynamic Temporal and Tactile Cueing (Dutch adaptation) | Waelkens, V. (2017). Spraakontwikkelingsdyspraxie in de praktijk. Acco. | |
Dutch | Dyspraxie programma | Eurlings-van Deurse, M., Freriks, A., Goudt-Bakker, K., Van der Meulen, Sj., & De Vries, L., (1993). Dyspraxi eprogramma, therapieprogramma voor kinderen met kenmerken van een verbale ontwikkelingsdyspraxie. Swets & Zeitlinger. | |
Dutch | Fonolog | Dijkstra-Buitendijk, W. & Engel-van den Hoek, L. (2019). Fonolog. Logopediemateriaal.nl. | |
Dutch | Fonologische procesanalyse met oefeningen | Van Borsel, J. (2003). Kinderen met spraakproductieproblemen. Fonologische procesanalyse met oefeningen. Acco. | |
Dutch | Logo-Art and Logo-Art online | Baarda, D., De Boer-Jongsma, N. & Haasjes-Jongsma, W. (2022). LOGO-Art online. LOGO-Art. | |
Dutch | Methaphonbox | Leijdekker-Brinkman, W. (2002). Metaphonbox. Pearson. | |
Dutch | PROMPT (Dutch adaptation) | Raaijmakers, M., & Van der Meulen, Sj. (2005). PROMPT: Articulatietherapie vanuit tactiel-kinestetische input. Logopedie en Foniatrie, 3, 76–81. | |
Dutch | Rapid Syllable Transition (ReST) (Dutch adaptation) | Waelkens, V. (2017). Spraakontwikkelingsdyspraxie in de praktijk. Acco. | |
English | Articulation Interventions | Preston, J. L. & Leece, M. C. (2021). Articulation Interventions. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Biofeedback Ultrasound Electropalatography | Cleland, J. & Preston, J. (2021). Biofeedback interventions. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Complexity Approach | Morrisette, M. L. (2021). Complexity Approach. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Digital Tools | Wren, Y. Masso, S., & Williams, A. L. (2021). Digital Tools for Interventions. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Dynamic Temporal and Tactile Cueing | Strand, E. A. (2021). Dynamic Temporal and Tactile Cueing. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Enhanced Milieu Teaching with Phonological Emphasis | Scherer, N. J., Kaiser, A., & Frey, J. R. (2021). Enhanced Milieu Teaching with Phonological Emphasis. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Integrated Phonological Awareness | McNeill, B. C. & Gillon, G. T. (2021). Integrated Phonological Awareness Intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Intervention Strategies for Developmental Dysarthria | Pennington, L. & Hodge, M. M. (2021). Intervention Strategies for Developmental Dysarthria. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Maximal Oppositions | Bowen, C. (2012, 2018). Worksheets: Maximal Oppositions | |
English | Minimal Pairs | Baker, E. (2021). Minimal pairs intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Morphosyntax and Speech Sound Interventions | Tyler, A. A., Haskill, A. M., & Thompson Mackovjak, J. (2021). Morphosyntax and Speech Sound Interventions. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Multiple Oppositions | Williams, A.L., & Sugden, E. (2021). Multiple oppositions intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Multiple Oppositions | Williams, A. L. (2000). Multiple oppositions: Case studies of variables in phonological intervention. American Journal of Speech-Language Pathology, 9, 289-299. | |
English | Naturalistic Recast | Camarata, S. M. (2021). Naturalistic Recast Intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Nonlinear Phonological Intervention | Bernhardt, B. M. (2021). Nonlinear Phonological Intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | PROMPT | Hayden, D. A., Namasivayam, A. K., Ward, R., Clark, A., & Eigen, J. (2021). The PROMPT Approach. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Psycholinguistic Intervention | Pascoe, M. & Stackhouse, J. (2021). Psycholinguistic Intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Speech Motor Programming Intervention | Ballard, K. J., & Robin, D. (2021). Speech motor programming intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Speech Perception | Rvachew & Brosseau-Lapré, F. (2021). Speech Perception Intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Stimulability Approach | Miccio & Williams, A. L. (2021). Stimulability Approach. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | The Nuffield Centre Dyspraxia Programme | Williams, P. (2021). The Nuffield Centre Dyspraxia Programme. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English | Traditional Articulation Therapy | Van Riper, C., & Erickson, R. L. (1996). Speech correction: An introduction to speech pathology and audiology (9th ed.). Allyn & Bacon. | Book |
English (American) | Cycles | Prezas, R. F., Magmus, L. C., & Hodson, B. W. (2021). The cycles approach. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English (American) | Cycles | Hodson, B., & Paden, E. (1983). Targeting intelligible speech: A phonological approach to remediation. College-Hill Press. | |
English (American) | Dynamic Temporal and Tactile Cueing (DTTC) | Strand, E. A. & Skinder, A. (1999). Treatment of developmental apraxia of speech: Integral stimulation methods. In A. J. Caruso & E. A. Strand (Eds.) Clinical management of motor speech disorders in children, (pp. 109-148). Thieme. | |
English (American) | Maximal Oppositions | Gierut, J. (1990). Differential learning of phonological oppositions. Journal of Speech and Hearing Research, 33, 540-549. | |
English (American) | Maximal Oppositions | Gierut, J. A. (1989). Maximal opposition approach to phonological treatment. Journal of Speech and Hearing Disorders, 54, 9-19. | |
English (American) | Minimal Pairs | Weiner, F. F. (1981). Treatment of phonological disability using the method of meaningful minimal contrast: Two case studies. Journal of Speech and Hearing Disorders, 46, 97-103. | |
English (American) | PROMPT | Chumpelik, D. (1984). The Prompt system of therapy: Theoretical framework and applications for developmental apraxia of speech. Seminars in Speech and Language, 5(2),139-156. | |
English (American) | Treatment of the Empty Set | Gierut, J. (1992). The conditions and course of clinically induced phonological change. Journal of Speech and Hearing Research, 35, 1049-1063. | |
English (Australian) | Cracking the Code (CtC) | Kelly, C., Leitão, S., Smith-Lock, K., & Heritage, B. (2019). The effectiveness of a classroom-based phonological awareness program for 4–5-year-olds. International Journal of Speech-Language Pathology, 21(1), 101-113. https://doi.org/10.1080/17549507.2017.1400589 | |
English (Australian) | Cued articulation | Passey, J. (2003). Cued articulation: A handful of sounds. Australian Council for Educational Research Press. | |
English (Australian) | Parents and Children Together (PACT) | Bowen, C., & Cupples, L. (2006). PACT: Parents and children together in phonological therapy. International Journal of Speech-Language Pathology, 8(3), 282-292. | |
English (Australian) | Rapid Syllable Transition Treatment (ReST) | McCabe, T., Murray, E., Thomas, D., & Evans, P. (2017). Clinician manual for Rapid Syllable Transition Treatment (ReST). The University of Sydney. | |
English (Australian) | Rapid Syllable Transition Treatment (ReST) | McCabe, P., Preston, J. L., Evans, P., & Heard, R. (2023). A pilot randomized control trial of motor-based treatments for childhood apraxia of speech: Rapid Syllable Transition Treatment and ultrasound biofeedback. American Journal of Speech-Language Pathology, 32(2), 629–644. | |
English (Australian) | Say Bananas! (previously Apraxia World) | Ballard, K. (2024). Say Bananas! Say 66. | |
English (Australian/UK) | Core vocabulary | Crosbie, S., Holm, A., & Dodd, B. (2021). Core vocabulary intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed.). Paul H. Brookes. | |
English (English) | Metaphonological Intervention | Hesketh, A., (2010). Metaphonological intervention: Phonological awareness. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (pp. 247-274). Paul H. Brookes. | |
English (English) | Nuffield Centre Dyspraxia Programme | Williams, P. & Stephens, H. (2004). Nuffield Centre Dyspraxia. Programme: Third Edition (NDP-3). The Miracle Factory. | |
English (Irish) | Supporting and Understanding SSD (SuSSD) | Hegarty, N., Titterington, J., McLeod, S., & Taggart, L. (2018b). SuSSD: Supporting and understanding speech sound disorder. Website. | |
English (Scottish) | Metaphon | Howell, J. & Dean, E. (1987). ‘I think that’s a noisy sound.’ Reflection on learning in the therapeutic situation. Child Language Teaching and Therapy, 3, 259-266. | |
English (Scottish) | Ultrasound Biofeedback | Cleland, J., Wrench, A., Lloyd, S., & Sugden, E. (2018). ULTRAX2020: Ultrasound technology for optimising the treatment of speech disorders: Clinicians' resource manual. [Report] | |
English (Scottish) | Vowel House | Reid, J. (2003). The vowel house: A cognitive approach to vowels for literacy and speech. Child Language Teaching and Therapy, 19, 152-180. | |
English + Spanish | Bilingual Approach | Gildersleeve, C. & Goldstein, B. (2022). Speech sound development and disorders. In B. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speakers (3rd ed., pp. 307-347). Paul H. Brookes Publishing. | |
English + Spanish | Bilingual Cycles Approach | Prezas, R. F., Magnus, L., & Hodson, B. W. (2020). The cycles approach. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.). Interventions for speech sound disorders in children (pp. 251-278). Paul H. Brookes Publishing. | |
English + Spanish | Cross-linguistic Approach | Gildersleeve, C. & Goldstein, B. (2022). Speech sound development and disorders. In B. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speakers (3rd ed., pp. 307-347). Paul H. Brookes Publishing. | |
English + Vietnamese | Intelligibility Enhancement | Blake, H. L., McLeod, S., & Verdon, S. (2020). Intelligibility Enhancement Assessment and Intervention: A single-case experimental design with two multilingual university students. Clinical Linguistics and Phonetics, 34(1-2), 1–20. | |
English + Vietnamese | VietSpeech Super Speech | McLeod, S., Verdon, S., Tran, V. H., Margetson, K., & Wang, C. (2022). SuperSpeech: Multilingual speech and language maintenance intervention for Vietnamese-Australian children and families via telepractice. Language, Speech, and Hearing Services in Schools, 53(3), 675-697. | |
Flemish | Dyspraxie-programma | Erlings-van Deurse, L., Freriks, A., Goudt-Bakker, K., & Meulen, S. (1993). Dyspraxie programma, deel 1: Theorie en programmabeschrijving. Pearson Assessment and Information B.V. | |
Flemish | Fonolog | Dijkstra-Buitendijk, W., & Van den Engel-Hoek, L. (2019). Fonolog. K2-K2 Publisher, Bodegraven. | |
Flemish | Fonologische procesanalyse met oefeningen | Van Borsel, J. (2003). Diagnostiek van spraakstoornissen bij kinderen: een fonetische benadering. Stem-, Spraak-en Taalpathologie, 11(4). | |
Flemish | Kaatje Klank | Van Severen, L., & Feryn, S. (2016). Kaatje Klank. Vlaamse Vereniging voor Logopedisten. | |
Flemish | Logo-Art | Baarda, D., de Boer-Jongsma, N., & Haasjes-Jongsma, W. (2001). LOGO-art articulatieonderzoek. Baert. | |
German | Inkonsequenz-Therapie | Fox-Boyer, A. V. (2016). Kindliche Aussprachestörungen. Phonologischer Erwerb, Differenzialdiagnostik, Therapie. Schulz-Kirchner. | |
German | Patholinguistic Approach PLAN - Phonologie | Kauschke, C., & Siegmüller, J. (2019a). Materialien zur Therapie nach dem Patholinguistischen Ansatz (PLAN): Phonologie. Elsevier Health Sciences. | |
German | PhonoSens | Siemons-Lühring, D. I., Euler, H. A., Mathmann, P., Suchan, B., & Neumann, K. (2021). The effectiveness of an integrated treatment for functional speech sound disorders—A randomized controlled trial. Children, 8(12), 1190. | |
German | POPT: Psycholinguistisch orientierte Phonologie Therapie | Fox-Boyer, A. (2019b). POPT Psycholinguistisch orientierte Phonologie-Therapie: Therapiehandbuch. Schulz-Kirchner. | |
Greek (Standard) | Auditory Habilitation – Program (Enhancement of auditory skills) | Οkalidou, Α. (2008). Ακουστική aɣωɣή – Πρόɣραμμα, στόχοι και δραστηριότητες [Auditory Habilitation – Program, goals and activities]. In V. Lampropoulou, A. Okalidou & G. Kyriafinis (Eds.), Οδηɣός εκπαιδευτικών ɣια παιδιά με κοχλιακά εμφυτεύματα [Guide for educators for children with cochlear implants] (pp. 67-86). Logotypo. | - |
Greek (Standard) | Complexity Approach | Babatsouli, E. (2016). Added syllable complexity in a child’s developmental speech and clinical implication. Clinical Linguistics and Phonetics, 30(8), 628–648. | |
Greek (Standard) | Constraints-based Non-linear Intervention | Babatsouli, E., & Geronikou, E. (2022). Phonological delay of segmental sequences in a Greek child’s speech. Clinical Linguistics and Phonetics, 36(7), 642–656. | |
Greek (Standard) | Morpho-phonologicalIntervention | Geronikou, E., Vance, M., & Thomson, J. (2018). The case for morphophonological intervention: Evidence from a Greek-speaking child with speech difficulties. Child Language Teaching and Therapy, 35(1), 5-23. | |
Greek (Standard) + Bulgarian | Phonologically-based Cognate Therapy | Kambanaros, M., Michaelides, M., & Grohmann, K. K. (2017). Cross‐linguistic transfer effects after phonologically based cognate therapy in a case of multilingual specific language impairment (SLI). International Journal of Language and Communication Disorders, 52(3), 270–284. | |
Hebrew | Cued Articulation (Hebrew adaptation) | Paltiel-Gedalyovich, L. R. (2003). A Hebrew adaptation of Cued Articulation. In J. Passy (Ed.), A Handful of sounds (pp. 71-80).ACER Press. | |
Hebrew | Phonological Intervention Approach to Articulation Disorders | Ben-David, A., & Peleg, S. (2005, February) Treatment of dyspraxia: A case report. Paper presented at the 41st annual meeting of the Israeli Association for Speech, Hearing, and Language, Sdom, Israel. [in Hebrew] | |
Hebrew | Sound, Shape, and Color (SSC) | Nachmany, A. (2004, February). Introducing a therapeutic approach to dyspraxia: Sound-Shape-Color, Rational, principles, patterns and treatment processes. Paper presented at the 40th annual meeting of the Israel Association for Speech, Hearing, and Language, Ashkelon. [in Hebrew] | |
Italian | Le Coppie Minime | Santoro, G. M., & Panero, A. (2011). Le Coppie Minime. La Riabilitazione fonetico-fonologica dei disturbi di linguaggio. Erickson. | |
Italian | Le Coppie Minime 2: Attività di riabilitazione articolatoria e percettiva dei gruppi consonantici | Santoro, G. M., & Panero, A. (2013). Le Coppie Minime 2. Attività di riabilitazione articolatoria e percettiva dei gruppi consonantici. Erickson. | - |
Italian | PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets) | Fiori, S., Pannek, K., Podda, I., Cipriani, P., Lorenzoni, V., Franchi, B., Chilosi, A. (2021). Neural changes induced by a speech motor treatment in childhood apraxia of speech: A case series. Journal of Child Neurology, 36(11), 958-967. | |
Japanese | 自然音韻過程分析[Natural Process Analysis] | Ueda, I. (1995). 構音障害と自然音韻過程分析―音韻論からみたいくつかの問題点― [A consideration of various theoretical and clinical problems pertaining to “Natural Process Analysis”]. The Japan Journal of Logopedics and Phoniatrics, 36, 331-337. | |
Mandarin/Putonghua | Articulation and phonological games | SLP Nerds. Speech Therapy Resources. | |
Mandarin/Putonghua | Computer-assisted GraphoGame (phonological awareness) | Lin, Li, Lyytinen & Richardson (2018). Phonological awareness and reading development in Chinese children: The approach of computer-assisted GraphoGame intervention. | - |
Mandarin/Putonghua | C-Pen Mandarin spelling/phonological practice system (Chinese) | Psychology press | |
Mandarin/Putonghua | Parents as coaches | Yao, L. Q., Zhao, J. & Liu, X. M. (2018). Mom and Dad, teach me to talk: A guidebook for parents. People’s Medical Publishing House. | - |
Mandarin/Putonghua | Segmental facilitation/contrasts | Bernhardt, B.M. & Stemberger, J. P. (2015, ongoing). Phonological development tools and cross-linguistic phonology project. Activities - Mandarin | |
Mandarin/Putonghua | Zhu-Yin Adventurer [Phonetic symbol game app] | Brain and Language Laboratory | |
Norwegian | Metafon | Thomsen, I. B. (1996). Metafonundervisning: Teori og praksis: Manual. Specialpædagogisk forlag. | |
Norwegian | POPT | Fox-Boyer, A. (2017). POPT: manual: En psykolingvistisk interventionsmetode til børn med udtalevanskeligheder. Dansk psykologisk forlag. | |
Norwegian | Praxis | Hellquist, B. (2011). PRAXIS manual. Studentlitteratur. | |
Polish | Fizjologiczna terapia miofunkcjonalna (FTM) [Physiological myofunctional therapy] | Pluta-Wojciechowska, D. (2018b). FTM – Fizjologiczna terapia miofunkcjonalna [Physiological miofunctional therapy]. In A. Domagała & U. Mirecka, Metody terapii logopedycznej [Methods of speech therapy] (pp. 401–438). Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej. | |
Polish | Strategiczna metoda usprawniania realizacji fonemów (SMURF) [Strategic method of improving phoneme realization], | Pluta-Wojciechowska, D. (2018a). SMURF – Strategiczna metoda usprawniania realizcji fonemów w wybranych formach dyslalii obwodowej [SMURF – Strategic method of improving phoneme realization in selected forms of peripheral dyslalia]. In A. Domagała & U. Mirecka, Metody terapii logopedycznej (pp. 401–438). Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej. | |
Portuguese (Brazilian) | ABAB-Retirada e Provas Múltiplas (Abordagem de complexidade) | Barberena, L. S., Keske-Soares. M., & Mota, H. B. (2008). Generalization based on the implicational relationships obtained by the “ABAB Withdrawal and Multiple Probes Model”. Revista da Sociedade Brasileira de Fonoaudiologia, 13(2), 143-153. | |
Portuguese (Brazilian) | Abordagens contrastivas | Pagliarin, K.C., Mota, H.B., & Keske-Soares, M. (2009). Therapeutic efficacy analysis of three contrastive approach phonological models. Pró-Fono Revista de Atualização Científica, 21(4), 297-302. | |
Portuguese (Brazilian) | Abordagens contrastivas | Pagliarin, K.C., Mota, H.B., & Keske-Soares, M. (2011). Structural generalization after treatment based on different oppositions approaches. Revista da Sociedade Brasileira de Fonoaudiologia, 16(3), 356-361. | |
Portuguese (Brazilian) | Cycles | Mota, H. B. (2013). Uma abordagem terapêutica baseada nos processos fonológicos no tratamento de crianças com desvios fonológicos. Letras De Hoje, 28(2). | |
Portuguese (Brazilian) | Maximal Opposition/Empty Set | Bagetti, T., Mota, H. B. & Keske-Soares, M. (2005). Modelo de Oposições Máximas Modificado: uma proposta de tratamento para o desvio fonológico. Revista da Sociedade Brasileira de Fonoaudiologia, 10, 36-42. | - |
Portuguese (Brazilian) | Maximal Opposition/Empty Set | Bagetti, T. (2005). Mudanças fonológicas em sujeitos com diferentes graus de severidade do desvio fonológico tratados pelo modelo de oposições máximas modificado [mestrado]. Universidade Federal de Santa Maria. | |
Portuguese (Brazilian) | Minimal Opposition | Pagan, L. O., & Wertzner, H. F. (2002). Intervenção no distúrbio fonológico por meio dos pares mínimos com oposição máxima. Pró-Fono Revista de Atualização Científica, 14(3), 313-324. | |
Portuguese (Brazilian) | Minimal Opposition; Maximal Opposition/Empty Set | Bagetti, T., Ceron, M. I., Mota, H. B. & Keske-Soares, M. (2012). Phonological changes after the application of therapy approach based on distinctive features in the treatment of phonological disorder. Jornal da Sociedade Brasileira de Fonoaudiologia, 24, 282-287. | |
Portuguese (Brazilian) | Modelo de Estratos por Estimulabilidade e Complexidade dos Segmentos (SIFALA) | Brancalioni, A. R. & Keske-Soares, M. (2016). Phonological disorders treatment effect with a stimulability and segment complexity strata model with speech intervention software (SIFALA). Revista CEFAC, 18, 298-308. | |
Portuguese (Brazilian) | Modelo Metaphon | Ardenghi, L. G., Mota, H. B., & Keske-Soares, M. (2006). A terapia Metaphon em casos de desvios fonológicos. Revista da Sociedade Brasileira de Fonoaudiologia, 11(2), 106-115. | |
Portuguese (Brazilian) | Modified Cycles | Blanco, A.P. (2003). A generalização no Modelo de Ciclos Modificado em pacientes com diferentes graus de severidade de desvio fonológico [mestrado]. Universidade Federal de Santa Maria. | - |
Portuguese (Brazilian) | Multiple Opposition | Ceron, M. I & Keske-Soares, M. (2012). Analysis of the therapeutic progress of children with phonological disorders after the application of the multiple oppositions approach. Jornal da Sociedade Brasileira de Fonoaudiologia, 24, 91-95. | |
Portuguese (Brazilian) | Multiple Opposition | Ceron, M. I & Keske-Soares, M. (2013). Phonological changes obtained in the treatment based on the multiple opposition approach, Revista CEFAC, 15, 314-323. | |
Portuguese (Brazilian) | Multiple Opposition | Pagliarin, K. C., Ceron, M. I. & Keske-Soares, M. (2009). Modelo de oposições múltiplas modificado: abordagem baseada em traços distintivos. Revista da Sociedade Brasileira de Fonoaudiologia [online]. v.14, n.3, pp.411-415. | |
Portuguese (Brazilian) | Programa de Estimulação fonológica em crianças com transtorno fonológico | Silva, T. Z. (2015). Programa de Estimulação fonológica em crianças com transtorno fonológico. [mestrado]. Faculdade de Medicina da Universidade de São Paulo. | |
Portuguese (Brazilian) | Terapia com base na estimulação de habilidades em consciência fonológica | Dias, R. F., & Mezzomo, C. L. (2016). Terapia fonoaudiológica para os desvios fonológicos com base na estimulação de habilidades em consciência fonológica. Distúrbios Da Comunicação, 28(1). | |
Portuguese (European) | Fonolexis (combination of expressive phonological tasks, phonological awareness, listening and discrimination activities) | Rocha, C., Saraiva, D., Lousada, M., & Gomes, I. (in press). Fonolexis - Programa de intervenção para promoção de competências de discriminação auditiva, produção e consciência fonológica. Psilexis. | |
Portuguese (European) | Letter-Sound (L&S) cards | Pedro, C., Lousada, M., Hall, A., & Jesus, L. M. T. (2018). Visual stimuli in intervention approaches for pre-schoolers diagnosed with phonological delay. Logopedics Phoniatrics Vocology, 43(1), 20–31. | |
Portuguese (European) | Phonological awareness activities (Lousada et al., 2013) | Jesus, L. M. T, Martinez, J., Santos, J. N. S., Hall, A., & Joffe, V. (2019). Comparing traditional and tablet-based intervention for children with speech sound disorders: A randomised control trial. Journal of Speech, Language, and Hearing Research, 62(11), 4045–4406. | (See supplemental material) |
Portuguese (European) | Phonological intervention approaches (Parents and Children Together (Bowen, 2009) and Phonological Awareness Therapy (Gillon & McNeill, 2007) | Pedro, C., Oliveira, T., Lousada, M., & Couto, P. S. (2014). Estudo sobre a intervenção em crianças falantes do Português Europeu com atraso fonológico. DELTA. Documentação de Estudos em Linguística Teórica e Aplicada, 30(1), 61–93. | |
Portuguese (European) | Phonological therapy (combination of expressive phonological tasks, phonological awareness, listening and discrimination activities) compared to articulation therapy | Lousada, M., Jesus, L. M. T., Capelas, S., Margaça, C., Simões, D., Valente, A., Hall, A., & Joffe, V. L. (2013). Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: A randomized controlled intervention study. International Journal of Language and Communication Disorders, 48(2), 172–187. https://doi.org/10.1111/j.1460-6984.2012.00191.x | |
Slovenian | Didel didel dojsa [Phonological awareness] | Lesjak, S. B. (2014). Didel didel dojsa: Igre za govorni razvoj v zgodnjem otroštvu. Zavod Republike Slovenije za Šolstvo. | |
Slovenian | Dyspraxia exercise program | Filipič-Dolničar, A. (1993). Drugačni pristopi v terapiji večstransko prizadetih otrok (program vaj za dispraksijo). Multidisciplinarni pristop v logopediji, 91-98. In L. Bizjak & D. Kosmač (Eds.). Multidisciplinarni pristop v logopediji: zbornik prispevkov. Aktiv logopedov Južne Primorske. | |
Slovenian | Formation of voice and speech and speech design | Filipič Dolničar, A. (1995). Oblikovanje glasu in govora. Cogito, 1995, 19-21. Filipič Dolničar, A. (1996). Oblikovanje govora. Cogito, 1996, 57-60. | |
Slovenian | Gingo Talk | Dolinar Meta, Kavšek Vrhovec Petra. Spletni portal za spodbujanje govora in jezika. | |
Slovenian | Glasovi v gibanju in igri [Phonological awareness] | Lesjak, S. B., Košak, B. M., Vujanovič, I., Bucik, K. (2008). Glasovi v gibanju in igri: Igrice za razvijanje glasov, ozvenjanje in slušno razlikovanje. Ljubljana: Bravo, društvo za pomoč otrokom in mladostnikom s specifičnimi učnimi težavami. | |
Slovenian | Govorne napake | Omerza, Z. (1972). Govorne napake. Speech Disorders. Državna založba Slovenije. | |
Slovenian | Logopedski priročnik: olajšajmo delo otroku in sebi [Phonological awareness, traditional speech therapy, non verbal oral exercises] | Keršič, J., Steiner, M. (2000). Logopedski priročnik: olajšajmo delo otroku in sebi. Komplet 1, S, Š. Hekure. | |
Slovenian | Od glasov do besed in govora [Phonological awareness and traditional speech therapy] | Kogovšek I. (1993). Od glasov do besed in govora. Zavod Republike Slovenije za šolstvo in šport. Ljubljana. | |
Slovenian | Pinkate ponkate [Phonological awareness] | Lesjak, S. B., Kolenec, F. M. (2012). Pinkate ponkate: Govorni razvoj skozi igro, sliko in gib. Zavod Republike Slovenije za Šolstvo. | Book |
Slovenian | Pridobivajmo-izgovarjajmo glasove [Phonological awareness and literacy] | Fajfar, K., Kukec, M., Fajfar, E. (1996). Pridobivajmo-izgovarjajmo glasove: didaktični komplet. Educa. | Book |
Slovenian | Reci vreča, v njej je sreča [Phonological awareness] | Lesjak, S. B. (2020). Reci vreča, v njej je sreča: Govorni razvoj skozi igro, izštevanke in pesmice od A do Ž. Ljubljana: Zavod Republike Slovenije za Šolstvo. | |
Slovenian | Teaching speech by movement symbols | Filipič-Dolničar, A. & Štrucl, I. (1995). Teaching speech by movement symbols. Ljubljana | |
Slovenian | V svetu glasov [Phonological awareness] | Perčič, S., Bukavec, S., Ozbič, M. (2022). V svetu glasov: vaje fonološkega zavedanja. Mladika. | |
Slovenian, English | SpeechViewer Computer-Based Speech Training System & Stepping Stones Game | Steiner, M., Keršič, J. (2000). Speech Viewer 2. Del 1, Speech Viewer 2 pri obravnavi otrok z artikulacijskimi motnjami (1. natis). Ministrstvo za šolstvo in šport; Zavod Republike Slovenije za šolstvo. Željan, I. (2000). Speech Viewer 2. Del 2, Speech Viewer 2 pri individualni govorni obravnavi gluhih in naglušnih oseb (1. natis). Ministrstvo za šolstvo in šport; Zavod Republike Slovenije za šolstvo. | - |
Spanish | Fonología no lineal [Nonlinear Phonology] | Bernhardt, B.M. & Stemberger, J. P. (2015, ongoing). Phonological development tools and cross-linguistic phonology project. Activities – Spanish | |
Spanish | Programa para el desarrollo y mejora de la capacidad articulatoria (CICERON) [Program for the Development and Amelioration of Articulatory Capacity]. | Seivane, M. P. (2005). Programa para el desarrollo y mejora de la capacidad articulatoria (CICERON) [Program for the Development and Improvement of Articulatory Capacity]. Psymtéc. | |
Spanish | Programa visualizado para la enseñanza de la articulación (EAR) [Visualized Program for Teaching Articulation] | Borregón, S. (2006). Programa visualizado para la enseñanza de la articulación (EAR) [Visualized Program For Teaching Articulation - EAR]. Ciencias de la Educación Preescolar y Especial (CEPE). | Book |
Spanish (Andalusian) | Programa para el desarrollo fonológico (PRODEFON) [Program for Phonological Development] | Gallego Ortega, J. L., Gómez Pérez, I. A., & Ayllón Blanco, M. F. (2015). Program effects in Spanish children with phonological disorders. Onomázein, 31(1), 167-186. | |
Spanish (Castilian) | MetaVox 4.0 3D Platform for treatment and rehabilitation of speech sound disorders | Galiana, J. G., González, G., & Sauca, A. (2004). Intervención y Tratamiento en las Dislalias con la ayuda del programa de visualización del habla MetaVox. Innovaeduca.net. | |
Spanish (Castilian) | Oral motor exercise program | Parra López, P., Olmos Soria, M., Cabello Luque, F., & Valero-García, A. V. (2016). Eficacia del entrenamiento en praxias fonoarticulatorias en los trastornos de los sonidos del habla en niños de 4 años. Revista de Logopedia, Foniatría y Audiología, 36(2), 77-84. | |
Spanish (Castilian) | Phonological disorder intervention program and digital materials | Villegas Lirola, F. (2010). Materiales de logopedia: evaluación e intervención de las dificultades fonológicas. Pirámide. | |
Spanish (Castilian) | Program based on phonological processes, minimal pairs and auditory discrimination | Acosta Rodríguez, V. M., & Ramos Díaz, V. (2006). Procesos fonológicos: evaluación y tratamiento. Revista CEFAC, 8(1), 27-35. | |
Spanish (Castilian) | Psycholinguistic speech processing intervention | Cervera-Mérida, J. F., & Ygual-Fernández, A. (2003). La intervención logopédica en los trastornos fonológicos desde el paradigma psicolingüístico del procesamiento del habla. Revista de Neurologia, 36 (1), 39-53. | |
Spanish (Castilian) | Verbal dyspraxia intervention program | Ygual-Fernández, A., Cervera-Mérida, J. F. (2005). Dispraxia verbal: Características clínicas y tratamiento logopédico. Revista de Neurologia, 40(1), 121-126. | |
Spanish (Chilean) | Cleft lip and palate treatment | Alvarez, C. D. Palomares, A. M., Giugliano, V. C. & Curihual A. P. (2014). Articulación compensatoria en niños chilenos con fisura labiopalatina. Revista Chilena De Fonoaudiología, 13, 3–16. | |
Spanish (Chilean) | Cleft lip and palate treatment | Álvarez, D., Palomares, M. & Villena, C. (2008). Tratamiento fonoaudiológico. In A. Monasterio (Ed). Tratamiento interdisciplinario de las fisuras labiopalatinas (pp. 173–186). Impresora Óptima S.A. | Book chapter |
Spanish (Chilean) | Estimulación de la conciencia fonológica [Phonological awareness] | De Barbieri, Z., Coloma, C., & Sotomayor, C. (2018). Programa integrado para el desarrollo de la conciencia fonológica y del vocabulario en la lectura inicial. Ediciones Universidad Católica de Chile. | |
Spanish (Chilean) | Programa de estimulación de la conciencia fonológica [Phonological awareness] | Arancibia, B., Bizama, M. & Sáez, K. (2012). Aplicación de un programa de estimulación de la conciencia fonológica en preescolares de nivel transición 2 y alumnos de primer año básico pertenecientes a escuelas vulnerables de la Provincia de Concepción, Chile. Revista Signos, 45(80), 236–256. | |
Spanish (Peruvian) | Habla Palabra [Phonological processes] | Morales Collazos, L. R., & Suarez Rosales, A. K. (2018). Programa “Habla palabra” orientado a la disminución de los procesos de simplificación fonológica en niños de 04 años de la I.E.I 0032 “Niño Jesús de Zárate” (Publication No. 27752222) [Master's thesis, Pontificia Universidad Católica del Perú]. ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. | |
Spanish (Peruvian) | Leíto program. [Phonological aawareness] | Rodríguez Romero, D. J. (2018). Influencia de la aplicación del programa ‘Leíto. Preparémonos para la lectura’ sobre el nivel de conciencia fonológica en niños con nivel intelectual fronterizo y con dificultades en los procesos léxicos de segundo grado de primaria de colegios públicos de la UGEL Lima 01 (Publication No. 27752827) [Master's thesis, Pontificia Universidad Católica del Perú]. ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. | |
Spanish (Peruvian) | Programa de Estimulación Fonético-Fonológico-PREFF [Phonological-Phonetic Stimulation Effect Program (FFSEP)] | Dioses, A., Susaníbar, F., Matalinares, M., Chávez, J., Velásquez, C., Cuzcano, A., ... & Díaz, A. (2016). Efectos de un programa de estimulación fonética-fonológica (PREFF) en un grupo de preescolares de 3 años, asistentes a una institución de educación inicial pública de Lima. Revista Digital EOS Perú, 8(2), 2-22. | |
Swedish | Metafon | Hellqvist, B. (2016). The Swedish adaption of the Metalinguistic approach to the treatment of phonological disorder in children | - |
Swedish | Praxis | Hellqvist, B. (2016) Praxis, the Swedish translation and adaption of the Nuffield Dyspraxia Programme. Studentlitteratur | |
Vietnamese | Articulation and minimal pairs | Tra, T. T. (2023). Creating video clips to support parents implementing speech therapy at home for children with speech sound disorders. [Unpublished master’s dissertation.] Ho Chi Minh City of Medicine and Pharmacy. | |
Vietnamese | Minimal pairs | Phạm, B., Phạm, V., Phạm, H., Phạm, H. H., & Bui, K. (2023). Minimal pairs for Vietnamese Speech Therapy: Stimulus Book. Hanoi, Vietnam: Author. | |
Vietnamese | Minimal pairs | Nguyen, O. H. (2021). Phonological treatment outcomes for children with cleft palate after surgery. [Unpublished doctoral dissertation.] Hanoi University of Medicine. | - |
Vietnamese | Minimal pairs | Pham, L. H. (2020). Using minimal pairs in speech therapy for children with cleft palate after surgery [Sử dụng cặp tối thiểu trong ngữ âm trị liệu để chỉnh âm cho trẻ bị khe hở môi-vòm miệng sau phẫu thuật]. Tạp chí Khoa học Xã hội, 5(261), 43-54. | |
Vietnamese | Minimal pairs | Hoang, M. T. (2021). Using minimal pairs in individual educational plan for Vietnamese children with speech sound disorders in preschool. [Unpublished master’s dissertation.] Hanoi National University of Education. | - |
Vietnamese | Minimal pairs | Bui, T. T. (2022). Creating speech therapy activities for children with speech sound disorders in special education centers through phonological interventions. [Unpublished master’s dissertation.] Hanoi National University of Education. | - |
Vietnamese | Super Speech | McLeod, S., Verdon, S., Tran, V. H., Margetson, K., & Wang, C. (2022). SuperSpeech: Multilingual speech and language maintenance intervention for Vietnamese-Australian children and families via telepractice. Language, Speech, and Hearing Services in Schools, 53(3), 675-697. |
McLeod, S., & Blake, H. L. (2024). Multilingual speech interventions. Charles Sturt University. https://www.csu.edu.au/research/multilingual-speech/speech-interventions