English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Purpose The purpose of this article is to discuss the social impact of speech sound disorders for children, specifically in the public school system, and to examine different methods of social impact assessment for speech-language therapy services using 3 hypothetical cases. Method This article presents 3 common cases seen by school-based speech-language pathologists and discusses the types of assessments that may be conducted for each child's needs. One child has errors on many sounds, 1 child has errors on only /r/, and 1 child produces strident sounds with a lateral lisp. Results As these are hypothetical cases, possibilities are discussed for each case. Similarities and differences exist among the 3 cases in terms of assessing the social impact of their speech sound disorder; however, each child could qualify for services based on social impact assessments. Conclusion Social impact assessments are an important portion of a speech sound evaluation; however, they are often overlooked. Emphasis is placed on articulation assessments and/or commonly accepted developmental norms. The determination of social impact supplies a more complete picture for making eligibility decisions for children with speech sound disorders and may lead to more meaningful treatment methods for the student.

Eligibility and Speech Sound Disorders: Assessment of Social Impact