Identification of phonological processes in preschool children's single-word productions

Background: Speech and language therapists often refer to phonological data norms as part of their assessment protocols in evaluating the communication skills of the preschool child. There is a variety of norms available, and although broadly similar, differences are embedded within their definitions of mastery of the adult target system. Aims: To compare phonological processes present in the single-word productions of 94 West of Scotland preschool children with published normative data relating to typical ages of elimination of phonological processes. Methods & Procedures: The 94 children, grouped into four 6-month age bands from 3.1 to 4.11 years, named 78 pictures. Their responses were broadly transcribed and then analysed for phonological processes. Outcomes & Results: The presence of velar fronting, stopping of affricates and [s] cluster reduction in the data set was found to mirror previous research. However, there was a lower-than-expected incidence by age groups of palato-alveolar fronting, stopping of fricatives and obstruent cluster reduction. Conclusions & Implications: Speech and language therapists frequently rely on phonological normative data as part of their assessment and management of children with speech delay. Evidence from children recruited from typical mainstream nursery classes indicates that there are distinct differences between what would be expected of them with reference to normative data for some phonological processes and what they produce. UK clinical guidelines recommend the consideration of both the acquisition of phonemes and the presence of phonological processes when assessing and planning intervention. However, differences in development and occurrence within processes in relation to phonological development may have implications for clinicians' decision-making. Further research is proposed in relation to the extent to which phonological norms contribute to such clinical decision-making.