Contents of Training Future Speech Therapists to Work with Children With Severe Speech Disorders

Achilova Sevara Dzhasirkulovna

doi:10.61227/iltt.v1i2.195

Authors

Achilova Sevara Dzhasirkulovna Chirchik State Pedagogical University

DOI:

https://doi.org/10.61227/iltt.v1i2.195

Keywords:

Alalia, stuttering, rhinolalia, dysarthria, speech therapy,, articulation

Abstract

This study examines the essential components of training programs designed to prepare future speech therapists for working with children diagnosed with severe speech disorders. The research explores the theoretical foundations, practical competencies, and pedagogical approaches necessary for effective intervention with this clinical population. Through systematic analysis of current training methodologies, this paper identifies core content areas including diagnostic assessment procedures, evidence-based intervention strategies, and collaborative practices with families and multidisciplinary teams. The study employed a mixed-methods approach involving curriculum analysis, expert interviews with experienced practitioners (n=15), and survey data from speech therapy students (n=45) across three academic institutions. Findings indicate that comprehensive training programs must integrate neurological foundations of speech disorders, hands-on clinical experiences with diverse disorder types (dysarthria, rhinolalia, alalia, stuttering), and competency in adapting therapeutic techniques to individual child needs. Results demonstrate that students receiving structured training in severe speech disorders reported significantly higher confidence levels (p<0.05) and demonstrated improved clinical decision-making skills compared to standard curriculum approaches. This research contributes to the development of evidence-informed curricula that better prepare speech therapists for the complexities of working with children presenting severe communication challenges

References

American Speech-Language-Hearing Association. (2020). Evidence-based practice. https://www.asha.org/research/ebp/

Baker, E., & McLeod, S. (2011). Evidence-based practice for children with speech sound disorders: Part 1 narrative review. Language, Speech, and Hearing Services in Schools, 42(2), 140-151. https://doi.org/10.1044/0161-1461(2010/09-0075)

Duffy, J. R. (2020). Motor speech disorders: Substrates, differential diagnosis, and management (4th ed.). Elsevier.

Guitar, B. (2019). Stuttering: An integrated approach to its nature and treatment (5th ed.). Wolters Kluwer.

Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (2000). Prevalence and natural history of primary speech and language delay: Findings from a systematic review of the literature. International Journal of Language & Communication Disorders, 35(2), 165-188. https://doi.org/10.1080/136828200247133

Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech and language delay/disorder: A meta-analysis. Journal of Speech, Language, and Hearing Research, 47(4), 924-943. https://doi.org/10.1044/1092-4388(2004/069)

McCormack, J., Harrison, L. J., McLeod, S., & McAllister, L. (2011). A nationally representative study of the association between communication impairment at 4-5 years and children’s life activities at 7-9 years. Journal of Speech, Language, and Hearing Research, 54(5), 1328-1348. https://doi.org/10.1044/1092-4388(2011/10-0155)

Morgan, A. T., & Vogel, A. P. (2008). Intervention for childhood apraxia of speech. Cochrane Database of Systematic Reviews, 2008(3), Article CD006278. https://doi.org/10.1002/14651858.CD006278.pub2

Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247-1257. https://doi.org/10.1111/jcpp.12573

Paul, R., & Norbury, C. F. (2012). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (4th ed.). Elsevier.

Preston, J. L., & Edwards, M. L. (2010). Phonological awareness and types of sound errors in preschoolers with speech sound disorders. Journal of Speech, Language, and Hearing Research, 53(1), 44-60. https://doi.org/10.1044/1092-4388(2009/09-0021)

Pring, T., Flood, E., Dodd, B., & Joffe, V. (2012). The working practices and clinical experiences of paediatric speech and language therapists: A national UK survey. International Journal of Language & Communication Disorders, 47(6), 696-708. https://doi.org/10.1111/j.1460-6984.2012.00177.x

Sellars, C., Hughes, T., & Langhorne, P. (2002). Speech and language therapy for dysarthria due to non-progressive brain damage: A systematic Cochrane review. Clinical Rehabilitation, 16(1), 61-68. https://doi.org/10.1191/0269215502cr463oa

Tosh, R., Arnott, W., & Scarinci, N. (2017). Parent-implemented home therapy programmes for speech and language: A systematic review. International Journal of Language & Communication Disorders, 52(3), 253-269. https://doi.org/10.1111/1460-6984.12280

Williams, A. L. (2000). Multiple oppositions: Case studies of variables in phonological intervention. American Journal of Speech-Language Pathology, 9(4), 289-299. https://doi.org/10.1044/1058-0360.0904.289