Case Selection in the Public Schools

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Abstract
Selection of cases for public school speech therapy is discussed. In one school system it was decided that the classroom teacher should be responsible for the articu-latory errors of children who could produce misarticulated phonemes correctly in isolation. Clinicians should administer therapy to those children who could not produce the errored sounds in isolation. Professional reaction to this criteria was negative. Phonemes produced correctly in isolation may not be so produced in the phonetic context of syllables and words, and the diagnosis of a speech defect should not be made with the use of only one testing instrument.

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