There have been some theoretical attempts made towards understanding these interactions (e.g., McAllister Byun and Tessier, 2016) and characterizing speech patterns in children either solely as the product of speech motor performance limitations or purely as a consequence of phonological/grammatical competence has been challenged ( Inkelas and Rose, 2007 McAllister Byun, 2012). It is critical to understand the complex interactions between these levels as they have implications for differential diagnosis and treatment planning ( Terband et al., 2019a). Thus, in many current SSD classification systems the complex relationships between the etiology (distal), processing deficits (proximal) and the behavioral levels (speech symptoms) is under-specified ( Terband et al., 2019a). The foundations of clinical assessment, classification and intervention for children with SSD have been heavily influenced by psycholinguistic theory and procedures, which largely posit a firm boundary between phonological processes and phonetics/articulation ( Shriberg, 2010). Speech Sound Disorders (SSDs) is a generic term used to describe a range of difficulties producing speech sounds in children ( McLeod and Baker, 2017). 5Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada.3Independent Researcher, Surrey, BC, Canada.
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