Assessment and Treatment of a School-Aged Speech Sound Disorder
This case reviews the complex issues associated with persistent speech sound disorders in a child. In particular, this case highlights the importance of considering decoding and spelling skills while assessing and treating school-aged children with speech sound disorders.
B is a 9-year-old boy who just began fourth grade. He has received school-based speech-language therapy services since kindergarten for remediation of a speech sound disorder. In kindergarten, many speech sounds were problematic, but he is now only targeting the /r/ sound. Recently, B’s fourth grade teacher reported that he has very poor spelling and will not read aloud in class. She initially thought B was shy, but now reports that he clearly has difficulty decoding words. Although B’s current speech therapy sessions focus only on /r/ sound production, this report from his teacher suggested that additional testing was indicated to determine whether his speech sound disorder impacted his literacy skills.