Effectiveness of Multisensory Approach in Enhancing Phonological Awareness, Speech Intelligibility, and Consonant Accuracy in Children with Speech Sound Disorders: A Single-Subject Study
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Abstract
Background and Aim: Speech Sound Disorders (SSD) are associated with deficits in phonological awareness and reduced speech intelligibility. This study aimed to investigate the effectiveness of multisensory approach in enhancing phonological awareness, speech intelligibility, and the percentage of correct consonants in children with SSD.
Methods: A single-subject design was employed, structured into three phases. The study included three children aged 5 to 5.11 years with SSD who received intervention using the FONEMZ approach. Data analysis was conducted using visual analysis, Percentage of Non-overlapping Data (PND), Improvement Rate Difference (IRD), and the two-standard deviation (2SD) test.
Results: The multisensory approach effectively improved phonological awareness, speech intelligibility, and the percentage of correct consonants in children with SSD.
Conclusion: The findings highlight the significance of multisensory and interactive methodologies, particularly individualized therapy sessions, in facilitating phoneme acquisition and enhancing speech performance in children.
Trial Registration Number: The study was registered in the Iranian Registry of Clinical Trials on 4 November 2024 (IRCT20230403057804N4).
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2. Berti LC, de Assis MF, Cremasco E, Cardoso ACV. Speech production and speech perception in children with speech sound disorder. Clin Linguist Phon. 2022;36(2-3):183-202. [DOI:10.1080/02699206.2021.1948609]
3. Dodd B. Differential Diagnosis of Pediatric Speech Sound Disorder. Curr Dev Disord Rep. 2014;1:189-96. [DOI:10.1007/s40474-014-0017-3]
4. Lousada M, Jesus LM, Hall A, Joffe V. Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech-sound disorders. Int J Lang Commun Disord. 2014;49(5):584-601. [DOI:10.1111/1460-6984.12095]
5. Rvachew S, Grawburg M. Correlates of phonological awareness in preschoolers with speech sound disorders. J Speech Lang Hear Res. 2006;49(1):74-87. [DOI:10.1044/1092-4388(2006/006)]
6. Milankov V, Golubović S, Krstić T, Golubović Š. Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography. Int J Environ Res Public Health. 2021;18(10):5440. [DOI:10.3390/ijerph18105440]
7. Turan F, Gul G. Early Precursor of Reading: Acquisition of Phonological Awareness Skills. Educational Sciences: Theory and Practice. 2008;8(1):279-84.
8. Lousada M, Jesus LM, Capelas S, Margaça C, Simões D, Valente A, et al. Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study. Int J Lang Commun Disord. 2013;48(2):172-87. [DOI:10.1111/j.1460-6984.2012.00191]
9. Lee AS, Gibbon FE. Non-speech oral motor treatment for children with developmental speech sound disorders. Cochrane Database Syst Rev. 2015;2015(3):CD009383. [DOI:10.1002/14651858.CD009383.pub2]
10. Pieretti RA, Kaul SD, Zarchy RM, O’Hanlon LM. Using a Multimodal Approach to Facilitate Articulation, Phonemic Awareness, and Literacy in Young Children. Commun Disord Q. 2014;36:131-41. [DOI:10.1177/1525740114545360]
11. Farag HM, Eldessouky H, Shahin E, Atef M. Phonological awareness training and phonological therapy approaches for specific language impairment children with speech sound disorders: a comparative outcome study. Eur Arch Otorhinolaryngol. 2024;281(1):479-87. [DOI:10.1007/s00405-023-08274-5]
12. Carter R, Lubinsky J. Rehabilitation Research: Principles and Applications. 5th ed. St. Louis, Missouri: Elsevier Health Sciences; 2015.
13. Lonigan CJ, Burgess SR, Anthony JL. Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study. Dev Psychol. 2000;36(5):596-613. [DOI:10.1037/0012-1649.36.5.596]
14. Foy JG, Mann VA. Speech production deficits in early readers: predictors of risk. Read Writ. 2012;25(4):799-830. [DOI:10.1007/s11145-011-9300-4]
15. Zarifian T, Modarresi Y, Gholami Tehrani L, Dastjerdi Kazemi M, Salavati M. [The Persian version of phonological test of diagnostic evaluation articulation and phonology for Persian speaking children and investigating its validity and reliability]. Audiol. 2014;23(4):10-20. Persian.
16. Soleymani Z, Kazemi Dastjerdi M. [Valldi1y and Reliabiu1y of the Phonological Awareness Test]. Journal of Psychology. 2005;9(1):82-100. Persian.
17. Aghaz A, Kazemi Y, Hemmati E, Zarifian T. Psychometric Properties of Persian Version of Intelligibility Context Scale in Persian-Speaking Children. Scientific Journal of Rehabilitation Medicine. 2022;10(6):1270-83. [DOI:10.32598/SJRM.10.6.22]
18. Şen N, Şen S. Calculation of Effect Size in Single-Subject Experimental Studies: Examination of Non-Regression-Based Methods. Journal of Measurement and Evaluation in Education and Psychology. 2019;10(1):30-48. [DOI:10.1177/001440290907500201]
19. Scruggs TE, Mastropieri MA, Casto G. The Quantitative Synthesis of Single-Subject Research: Methodology and Validation. Remedial Spec Educ. 1987;8(2):24-33. [DOI:10.1177/074193258700800206]
20. Hesketh A, Dima E, Nelson V. Teaching phoneme awareness to pre-literate children with speech disorder: a randomized controlled trial. Int J Lang Commun Disord. 2007;42(3):251-71. [DOI:10.1080/13682820600940141]
21. Hesketh A, Adams C, Nightingale C, Hall R. Phonological awareness therapy and articulatory training approaches for children with phonological disorders: a comparative outcome study. Int J Lang Commun Disord. 2000;35(3):337-54. [DOI:10.1080/136828200410618]
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How to Cite
1.
Seifpanahi M-S, Baghban K, Mehrfar S, Cheraghi M, Zarei S. Effectiveness of Multisensory Approach in Enhancing Phonological Awareness, Speech Intelligibility, and Consonant Accuracy in Children with Speech Sound Disorders: A Single-Subject Study. Aud Vestib Res. 2026;.
