title: Collaborating to Obtain Phonological Acquisition Data for Local Schools.
abstract: OBJECTIVE
  Twelve school-based speech-language practitioners enlisted the assistance of a university clinical phonologist to help them implement a collaborative research project for their school system in order to investigate phonological acquisition.
  
  
  METHODS
  The school practitioners transcribed speech samples of 520 typically developing children between the ages of 2:6 and 8:0 (years:months). Responses were coded for syllable/word structures (e.g., final consonant deletion) and phoneme classes (e.g., velar deficiencies).
  
  
  RESULTS
  The 3-year-olds in this sample had acquired all major phoneme classes except liquids. For the older participants, /l/ was acquired between 4 and 5 years of age and /r/ between 5 and 6 years of age. Although the strident phoneme class had reached the criterion for acquisition by age 3 years, sibilant lisps were still common until the age of 7 years. Another finding was the rare occurrence of omissions.
  
  
  CONCLUSIONS
  The practitioners resolved that when determining whether a preschooler would be eligible to receive treatment services as a part of their caseloads, consistent speech sound omissions appeared to be a critical indicator and should be considered a higher priority than substitutions and/or distortions.
  
  
  CONCLUSIONS
  The collaborative effort between the university clinical phonologist and the school-based speech-language practitioners was considered to be a valuable experience and a model for future collaborative partnerships.
authors.affiliation: Riverside County Schools, CA.
authors.forename: Judith Halvorsen
authors.initials: JH
authors.lastname: Porter
authors.affiliation: Wichita State University, KS.
authors.forename: Barbara Williams
authors.initials: BW
authors.lastname: Hodson