PURPOSE Phonologically complex targets (e.g., [pl-]) are understood to facilitate widespread gains following speech sound intervention, and yet, available research largely features word-initial clusters. The present study investigates intervention effects following treatment of complex clusters presented in word-final position. Importantly, this allows for an added layer of complexity via suffixes that mark tense and agreement. METHOD Eight English-speaking children with speech sound disorder (SSD; 3;3-6;9 [years;months]) participated in 18 one-on-one intervention sessions. Intervention was completed via telepractice, as were all pre- and post-intervention assessments. Intervention targets were word-final two-element consonant clusters that were unknown to the child prior to intervention. Targets were presented in verbs that were either monomorphemic (i.e., [-ks]; they mix) or bimorphemic (i.e., [-ks]; she pick/3s, marked for third-person singular). RESULTS All participants demonstrated change across multiple phonological measures. More stringently, six of eight participants demonstrated generalization to untreated sounds and untreated words immediately following intervention, including four of four children with monomorphemic targets. Importantly, positive changes for children with both target types were observed following a relatively short course of intervention (18 sessions over 6 weeks), and mastery of the target cluster was not required for phonological growth to occur. CONCLUSIONS Results align with available work featuring word-initial complex targets and indicate that word-final consonant clusters are feasible, effective targets for English-speaking children with SSD. Findings similarly affirm the use of telepractice to deliver research-based interventions. Speech-language pathologists may thus integrate these findings with their clinical judgment and client perspectives to implement such targets in clinical practice.

中文翻译：

---

通过远程练习将复杂性扩展到词尾位置：对患有语音障碍的英语儿童的干预效果。


目的 语音复杂的目标（例如，[pl-]）被理解为促进语音干预后的广泛收益，然而，现有的研究主要以单词首字母集群为特色。本研究调查了处理以词尾位置呈现的复杂集群后的干预效果。重要的是，这允许通过标记时态和一致性的后缀来增加复杂性。方法 8 名英语儿童患有语音障碍 （SSD;3;3-6;9 [年;月]）参加了 18 次一对一干预会议。干预是通过远程实践完成的，所有干预前和干预后的评估都是通过远程实践完成的。干预目标是儿童在干预前不知道的词尾二元素辅音群。目标以单态（即 [-ks];它们混合）或双态（即 [-ks];she pick/3s，标记为第三人称单数）的动词表示。结果 所有参与者都表现出多个语音测量的变化。更严格的是，8 名参与者中有 6 名在干预后立即表现出对未经治疗的声音和未经治疗的单词的泛化，包括 4 名具有单形性目标的儿童中的 4 名。重要的是，在相对较短的干预过程（6 周内 18 次）后，观察到两种目标类型的儿童都有积极的变化，并且不需要掌握目标集群即可发生语音增长。结论 结果与以词首复杂目标为特色的现有工作一致，并表明词尾辅音簇是英语 SSD 儿童的可行、有效目标。研究结果同样肯定了使用远程实践来提供基于研究的干预措施。 因此，语言病理学家可以将这些发现与他们的临床判断和客户观点相结合，以在临床实践中实施这些目标。