Background\ud\udChildren with speech sound disorders (SSD) form a heterogeneous group who differ in terms of the severity of their condition, underlying cause, speech errors, involvement of other aspects of the linguistic system and treatment response. To date there is no universal and agreed-upon classification system. Instead, a number of theoretically differing classification systems have been proposed based on either an aetiological (medical) approach, a descriptive–linguistic approach or a processing approach.\ud\udAims\ud\udTo describe and review the supporting evidence, and to provide a critical evaluation of the current childhood SSD classification systems.\ud\udMethods & Procedures\ud\udDescriptions of the major specific approaches to classification are reviewed and research papers supporting the reliability and validity of the systems are evaluated.\ud\udMain Contribution\ud\udThree specific paediatric SSD classification systems; the aetiologic-based Speech Disorders Classification System, the descriptive–linguistic Differential Diagnosis system, and the processing-based Psycholinguistic Framework are identified as potentially useful in classifying children with SSD into homogeneous subgroups. The Differential Diagnosis system has a growing body of empirical support from clinical population studies, across language error pattern studies and treatment efficacy studies. The Speech Disorders Classification System is currently a research tool with eight proposed subgroups. The Psycholinguistic Framework is a potential bridge to linking cause and surface level speech errors.\ud\udConclusions & Implications\ud\udThere is a need for a universally agreed-upon classification system that is useful to clinicians and researchers. The resulting classification system needs to be robust, reliable and valid. A universal classification system would allow for improved tailoring of treatments to subgroups of SSD which may, in turn, lead to improved treatment efficacy.
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机译：背景\ ud \ ud患有言语障碍（SSD）的儿童组成一个异质性群体，他们的病情轻重，根本原因，言语失误，语言系统其他方面的参与和治疗反应均不同。迄今为止，还没有普遍认可的分类系统。取而代之的是，已经基于病因学（医学）方法，描述性语言学方法或加工方法提出了许多理论上不同的分类系统。\ ud \ udAims \ ud \ ud用于描述和审查支持证据，并提供\ ud \ ud方法和步骤\ ud \ ud对主要的特定分类方法的描述进行了审查，并对支持该系统可靠性和有效性的研究论文进行了评估。\ ud \ ud主要贡献\ ud \ ud三种特定的儿科SSD分类系统；基于病因的言语障碍分类系统，描述性语言鉴别诊断系统和基于处理的心理语言学框架被认为可以有效地将SSD患儿分类为同质亚组。差异诊断系统在临床人群研究，语言错误模式研究和治疗功效研究等方面的经验支持不断增长。言语障碍分类系统目前是一个研究工具，有八个提议的子组。心理语言框架是链接原因和表面级别语音错误的潜在桥梁。\ ud \ ud结论与含义\ ud \ ud需要一种对临床医生和研究人员有用的普遍认可的分类系统。最终的分类系统必须健壮，可靠和有效。通用分类系统将允许根据SSD的亚组对治疗进行更好的调整，从而可以提高治疗效果。
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