Multiple oppositions and conventional minimal pairs – optimising outcomes for children with consistent phonological disorder/delay
About this course
Optimally efficient and effective intervention for children with speech sound disorder (SSD) is increasingly shown to depend on the delivery of approaches that map clearly to the sub-type of the child’s SSD and follow the evidence-base with fidelity (e.g., Crosbie et al. 2005, Lousada et al. 2013) in contrast to the eclectic approach favoured by most Speech and Language Therapists (e.g., Hegarty et al. 2020).
When considering children with consistent phonological disorder/delay, two such evidence-based approaches are the focus of this course: conventional minimal pairs (Weiner 1981) and multiple opposition therapy (Williams 2010).
Attend this course to:
Build on your current knowledge and skills and reflect on your current practice when selecting and delivering conventional minimal pairs (Weiner 1981) or multiple oppositions (Williams 2010) intervention approaches for children with consistent phonological disorder/delay. The course also aims to support you in delivering the approaches with fidelity to the evidence base and monitor progress on an ongoing basis.
Course Times
This course is delivered over 2 mornings on our June 2025 dates. In November 2025 the course will be delivered in one day – 9.30 am to 4.30 pm (UK Time) for a list of course dates and times please go to the Booking page
Course pricing
| Book and pay online | Organisational payment | Student / Returner | |
|---|---|---|---|
| Course Price Per Person | £132 | £154 | £77 |
Please book your place here or alternatively, you can contact us if you are you would like to:
- Book four or more courses (we can offer you a discount)
- Make a block booking for a group
- Book a closed course
Course presenter
Dr Jill Titterington
Consultant Speech and Language Therapist/Researcher
Dr Jill Titterington is a consultant Speech and Language Therapist/Researcher https://www.thespeechdoctorni.co.uk/ a Senior Fellow of the Higher Education Academy, and one of the International Journal of Language & Communication Disorders’ Editor-in-Chiefs. Jill has ~20 years of clinical experience, and ~17 years working for Ulster University’s Speech and Language Therapy (SLT) department. Jill is a Senior Fellow of the Higher Education Academy and her speciality area of teaching is in child speech sound disorder: both phonetic transcription skills, and clinical management (particularly of phonological delay and disorder). Jill provides ongoing CPD teaching and learning opportunities for qualified SLTs in these areas. Jill’s research focuses on supporting implementation of evidence to Speech and Language Therapy practice for children with speech and language difficulties. She has a particular interest in supporting the delivery of evidence-based dosage/intensity of intervention for children with moderate to severe speech sound disorder. Driven by this interest, Jill established a group of academics, researchers, and clinical/managerial SLTs (Raising Awareness of Dosage in Speech Sound Disorder (RADiSSD)) in 2023 which is working to drive change to practice across the UK and Ireland. Recent publications include a chapter on the pedagogy of clinical phonetics for students of SLT, and journal articles on applying evidence on dosage to practice for children with severe speech sound disorder, and how to work effectively with parents to increase dosage of intervention. See here for recent publications.
Course topics
- Reflection on current practice.
- The theoretical underpinnings and explanations for different subtypes of SSD.
- Why might conventional minimal pairs and multiple oppositions be optimal choices of intervention for children with consistent phonological disorder/delay?
- Conventional minimal pairs:
- Target selection – which targets, how many targets, training sets.
- Evidence-based protocol and goals.
- Evidence-based dosage.
- Monitoring progress
- What to do if children aren’t making predicted progress.
- Multiple oppositions:
- Target selection – which targets, how many targets, training sets.
- Evidence-based protocol and goals.
- Evidence-based dosage.
- Monitoring progress
Who this course is suitable for
This course is suitable for: Returners to Speech and Language Therapy, Speech and Language Therapists (SLTs), Speech and Language Therapy Students
Booking information
This course is available on various dates throughout the year. To view available course dates, select your preferred date and book your place, please click here.
During the booking process, you can select to reserve a place instead (while you confirm you can attend or to organise payment through your employer for example). We can hold your place for up to four weeks, if we have not heard from you after this time, we may need to cancel your reservation so other people can attend the training.
Course Beetle is an approved supplier for NHS Trusts, Local Authorities and Schools.
Course testimonials
I liked the structure of the course with the theory and how to deliver the interventions in the morning with more in-depth practice at approach and target selection in the afternoon. The pace and style of delivery was excellent and questions from participants were discussed thoroughly.
Thank you for the tips/considerations for when working with deaf children. I found this very helpful too. I enjoyed the day and it has made me want to book onto Dr. Titterington’s other courses.
I liked the course and how the systematic way it was explained, plus the opportunity for discussion in groups.
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