Purpose Children with speech sound disorders feature prominently on the caseloads of speech-language pathologists working in schools, with many receiving services once or twice weekly for 20-30 min. This study compared the outcomes of services provided twice weekly for 30 min to those provided 4 times weekly for 15 min to examine their effectiveness in remediating speech sound disorders in an elementary school setting. Method A total of 35 students were recruited from an existing public school caseload for participation. Participants were randomly assigned to receive school-based speech therapy services for either 30 min twice weekly or 15 min 4 times weekly. There were no differences between groups in age, gender, or the amount of time spent in general education. Growth was measured by the percentage of Individualized Education Program goals mastered and the percentage of sounds produced correctly in isolation. Results After one calendar year, there was a negligible difference between groups on both the percentage of Individualized Education Program goals mastered and the percentage of sounds produced correctly in isolation. On average, both scheduling configurations were effective in meeting students' needs. Conclusions The results of this study suggest that children with speech sound disorders receiving school-based speech therapy services can benefit from a variety of scheduling options. Awareness of such options is an invaluable resource to speech-language pathologists wanting to provide effective and efficient services. Future research should continue investigating service delivery models' effects in applied settings.

中文翻译：

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服务交付时间表对语音声音制作结果的影响。

目的 言语声音障碍儿童在学校语言病理学家的案例中占据突出地位，许多儿童每周接受一次或两次服务，时间为 20-30 分钟。本研究将每周两次、每次 30 分钟的服务的结果与每周提供 4 次、每次 15 分钟的服务的结果进行比较，以检查它们在纠正小学环境中的言语声音障碍方面的有效性。方法 从现有的公立学校案例中总共招募了 35 名学生参与。参与者被随机分配接受以学校为基础的言语治疗服务，每周两次 30 分钟或每周 4 次，每次 15 分钟。各组之间在年龄、性别或通识教育所花费的时间方面没有差异。增长的衡量标准是掌握的个性化教育计划目标的百分比和单独正确产生的声音的百分比。结果 一年后，各组之间在掌握个性化教育计划目标的百分比和单独正确发出声音的百分比方面的差异可以忽略不计。平均而言，两种日程安排配置都有效地满足了学生的需求。结论 本研究的结果表明，接受学校语言治疗服务的语言障碍儿童可以从各种安排选项中受益。对于希望提供有效和高效服务的语言病理学家来说，了解此类选项是一种宝贵的资源。未来的研究应该继续调查服务交付模式