<div>Findings suggested evidence to support certain intervention approaches (e.g., environmental, auditory-perceptual, cognitive-linguistic, production, integrated) for preschool children with speech sound disorders. The authors indicated that more included studies supported interventions targeting imitation and drill procedures or using cognitive-linguistic approaches (i.e., complexity approaches, meaningful minimal contrast approaches, or metalinguistic approaches including phonological awareness). However, findings indicated higher graded evidence for interventions targeting phoneme discrimination, and combined approaches for preschool children with speech sound disorders.</div>
