A Survey of the current status of assessment and remediation of phonological disorders
Alexander, Karen M.
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The purpose of this study was to survey which techniques or approaches are used by school clinicians in the assessment and remediation of phonological disorders. A questionnaire was distributed to 1,000 speech-language pathologists affiliated with schools from across the country. Results indicated that school clinicians have an interest in utilizing a phonological approach to assessment and remediation of multiple misarticulations; however, there are several factors that tend to interfere with being able to do so. Such factors indicated by respondents were lack of time, lack of funding, inadequate knowledge related to this area, and the difficulty involved with some phonological assessments and approaches. The clinicians expressed a need for more education and training in these areas, as well as more consistency in terminology. In addition, regional differences in this area were examined. Results were similar for the most part from region to region, although subtle differences were noted with relation to factors influencing selection of assessments, and approaches utilized in remediation. Overall, results indicated a need for the development of approaches better suited to the needs of school speech-language clinicians. In addition, the survey provided data necessary for the development of new approaches to phonological assessment and remediation.