Navigating the Path to Carryover in Speech Sound Intervention

Bridging therapy and everyday life in speech sound intervention

For speech-language pathologists (SLPs), the pursuit of carryover—the application of newly acquired speech skills in spontaneous communication—represents a critical milestone in speech sound intervention. This goal remains consistent across various therapeutic approaches, whether anchored in perceptual-motor learning (Ruscello, 1984; Van Riper, 1978; Weston & Irwin, 1971) or cognitive-linguistic theories  (Hodson & Paden, 1983; McReynolds & Bennett, 1972; Weiner, 1981). Yet, achieving carryover is a nuanced process that extends beyond the clinical setting, involving intricate interplays between the therapist, child, and their environment.

The Complexity of Carryover

Carryover isn't a guarantee for all children, despite successful target establishment within therapy sessions. Some children transition their skills into daily life seamlessly, others with moderate effort, and some only after intensive and prolonged instruction. This diversity in carryover efficiency highlights a need for personalized strategies tailored to individual learning paths and challenges.

Factors Influencing Carryover Success

Research suggests that carryover's success is influenced by both environmental and within-child factors. Environmental factors encompass the therapeutic adjustments aimed at mirroring the child's natural communication settings—increasing linguistic complexity, changing practice environments, and utilizing naturalistic activities  (McReynolds, 1987). Within-child factors, on the other hand, include innate qualities such as motivation, problem-solving abilities, and self-monitoring skills. Children who spontaneously exhibit carryover often demonstrate an "aha" moment, swiftly integrating speech targets into their everyday language with minimal guidance.

A Dual Approach: Behavioral and Cognitive Strategies

Traditional phonological training has leaned heavily on behavioral learning theories, emphasizing stimulus-response-reinforcement paradigms (Bankson & Byrne, 1972; Shelton, Johnson, & Arndt, 1972), and cognitive-linguistic learning theories, which focus on active mental processing and problem-solving (Johnston & Johnston, 1972; Ruscello & Shelton, 1979). While effective in establishing correct speech targets and facilitating transfer within therapeutic settings, these approaches sometimes fall short in promoting carryover (McReynolds, 1987; Shriberg & Kwiatkowski, 1990).