ABSTRACT
Children with phonological disorders often display difficulty in other domains of
language. Language-based approaches focus on all aspects of language; therefore, little
attention may be drawn to sound errors and these may not be specific targets of intervention.
These approaches involve a variety of naturalistic, conversationally based techniques
such as focused stimulation in the form of expansions and recasts, scaffolding narratives,
and elicited production devices such as forced choice questions, cloze tasks, and
preparatory sets. Results from well-controlled group studies are inconclusive regarding
the cross-domain effects of morphosyntax approaches on phonology. There are, however,
individual children whose phonology improves with a language-based approach. Preliminary
evidence suggests that such an approach may be an appropriate choice for children
with both speech and language impairments whose phonological systems are highly inconsistent.
One advantage of a language-based approach is that it may lead to simultaneous improvements
in both speech and language for children with difficulty in both these domains. It
is also a viable option when service delivery dictates classroom and collaborative
settings. When a language-based approach is chosen for children with phonological
disorders, it is imperative that the practitioner monitor phonological progress closely
to ensure its effectiveness.
KEYWORD
Language intervention - phonology - naturalistic techniques
