{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,16]],"date-time":"2026-04-16T06:36:59Z","timestamp":1776321419597,"version":"3.50.1"},"reference-count":43,"publisher":"Georg Thieme Verlag KG","issue":"02","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Semin Speech Lang"],"published-print":{"date-parts":[[2021,3]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Children with speech sound disorders (SSDs) represent a large proportion of clients served by school-based speech-language pathologists (SLPs). While considerable evidence is available regarding the identification of SSD in school-age children, there is a paucity of information regarding service delivery aspects of school-based speech therapy, such as frequency of sessions, number of trials, distribution of sessions over time, and format (individual or group intervention) that impacts the ability of SLPs to effectively treat SSD in the schools. School-age children with SSD are at risk for later literacy deficits, and strategically addressing their language and emerging literacy needs in addition to speech production accuracy may lead to increased intelligibility and better educational outcomes. In this article, we discuss the heterogeneity of school-age children with SSD with regard to weaknesses in phonological processing skills and language skills. We summarize the information currently available regarding the aspects of service delivery that contribute to gains in speech production accuracy. We conclude by sharing an example of how school-based SLPs could target speech production, phonological awareness, and morphological awareness in the same session with a child with SSD to maximize gains in speech and literacy skills.<\/jats:p>","DOI":"10.1055\/s-0041-1723840","type":"journal-article","created":{"date-parts":[[2021,3,16]],"date-time":"2021-03-16T23:50:42Z","timestamp":1615938642000},"page":"136-146","source":"Crossref","is-referenced-by-count":7,"title":["A Comprehensive Treatment Approach to Address Speech Production and Literacy Skills in School-Age Children with Speech Sound Disorders"],"prefix":"10.1055","volume":"42","author":[{"given":"Chenell","family":"Loudermill","sequence":"additional","affiliation":[{"name":"Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, Indiana"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Tamar","family":"Greenwell","sequence":"additional","affiliation":[{"name":"Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, Indiana"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Fran\u00e7oise","family":"Brosseau-Lapr\u00e9","sequence":"additional","affiliation":[{"name":"Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, Indiana"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"194","published-online":{"date-parts":[[2021,3,16]]},"reference":[{"key":"ref1","volume-title":"2020 Schools Survey Report: SLP Caseload and Workload Characteristics","author":"American Speech-Language-Hearing Association","year":"2020"},{"issue":"03","key":"ref2","doi-asserted-by":"crossref","first-page":"233","DOI":"10.1044\/0161-1461(2009\/08-0128)","article-title":"Evidence-based systematic review: effects of different service delivery models on communication outcomes for elementary school-age children","volume":"41","author":"F M Cirrin","year":"2010","journal-title":"Lang Speech Hear Serv Sch"},{"issue":"04","key":"ref3","doi-asserted-by":"crossref","first-page":"461","DOI":"10.1044\/0161-1461(2011\/10-0019","article-title":"Program intensity and service delivery models in the schools: SLP survey results","volume":"42","author":"J Brandel","year":"2011","journal-title":"Lang Speech Hear Serv Sch"},{"issue":"03","key":"ref4","doi-asserted-by":"crossref","first-page":"318","DOI":"10.1080\/17549507.2018.1454985","article-title":"Conceptualising \u201cdose\u201d in paediatric language interventions: current findings and future directions","volume":"20","author":"L M Justice","year":"2018","journal-title":"Int J Speech Lang Pathol"},{"key":"ref5","doi-asserted-by":"crossref","first-page":"96","DOI":"10.1097\/TLD.0b013e318217b66a","article-title":"Differentiating speech delay from disorder: Does it matter?","volume":"31","author":"B Dodd","year":"2011","journal-title":"Top Lang Disord"},{"issue":"01","key":"ref6","doi-asserted-by":"crossref","first-page":"25","DOI":"10.1111\/j.1460-6984.2012.00195.x","article-title":"How should children with speech sound disorders be classified? 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