Semin Speech Lang 2015; 36(04): 283-294
DOI: 10.1055/s-0035-1562911
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Social, Emotional, and Academic Impact of Residual Speech Errors in School-Aged Children: A Survey Study

Elaine R. Hitchcock
1  Department of Communication Sciences and Disorders, Montclair State University, Montclair, New Jersey
Daphna Harel
2  Department of Humanities and Social Sciences in the Professions, New York University
Tara McAllister Byun
3  Department of Communicative Sciences and Disorders, New York University, New York, New York
› Author Affiliations
Further Information

Publication History

Publication Date:
12 October 2015 (online)


Children with residual speech errors face an increased risk of social, emotional, and/or academic challenges relative to their peers with typical speech. Previous research has shown that the effects of speech sound disorder may persist into adulthood and span multiple domains of activity limitations and/or participation restrictions, as defined by the World Health Organization's International Classification of Functioning, Disability and Health model. However, the nature and extent of these influences varies widely across children. This study aimed to expand the evidence base on the social, emotional, and academic impact of residual speech errors by collecting survey data from parents of children receiving treatment for /r/ misarticulation. By examining the relationship between an overall measure of impact (weighted summed score) and responses to 11 survey items, the present study offers preliminary suggestions for factors that could be considered when making decisions pertaining to treatment allocation in this population.