Book Summary: This book links research to clinical practice with studies of parents' perceptions of their involvement in their child's intervention, and their relationship with the SLP being used to inform clinicians of the most effective ways of interacting with and involving parents in SLP intervention. A series of chapters covering the evidence base of effectiveness of parent and family involvement in different areas of SLP clinical practice also inform readers of what methods of parental involvement have been proven to increase child and family outcomes. Sections on practical tips for involving families and individual case studies facilitate the readers' knowledge of how to use family-friendly principles in practice.

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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions. This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders. Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach Interventions for Speech Sound Disorders in Children is a part of the Communication and Language Intervention Series

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Define the SLP role with patients commonly seen in primary care Duplicate SLP knowledge to help in primary care Evaluate the role of the SLP as part of the multidisciplinary team

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Children with cleft lip and/or palate show early delays in speech and vocabulary development that may have an impact on later communication and social development. While delays in the complexity of babbling may put children at risk for later delays in speech and language development, there is considerable variability in development. This study focused on the rate of children's communication acts, canonical vocalizations, and word use as they made the transition from the pre-linguistic to linguistic development. The study included 15 children with non-syndromic cleft lip and/or palatewho were seen at three time points between 17–34 months age. Communication rates were calculated from parent–child language samples collected during play activities. Assignment to linguistic stages was based on the children's expressive vocabulary, as reported on the MacArthur Communicative Development Inventory: Words and Sentences. From the pre-linguistic to linguistic level, the children's average rate per minute of: communicative acts overall increased significantly from 1.49 to 3.07 per minute; canonical vocalizations from 0.21 to 0.90 per minute; and word usefrom 0.16 to 3.61 per minute. Rates of communicative acts were associated with later word use. It appears that children with clefts rely on non-verbal communicative acts when verbal development is delayed.

Anybody who has even a passing interest in auditory perception is familiar with the work and publications of Professor Andrzej Rakowski who is an internationally acclaimed authority on musical acoustics and psychoacoustics. This citation serves a symbolic tribute to Professor Rakowski on the 50th anniversary of his scientific career. Andrzej Rakowski was born in Warsaw, Poland, on 16 June 1931. In 1957, he received a Master of Science degree in electronic communication from the Warsaw University of Technology and a Master of Arts degree in music theory from then the State School of Music in Warsaw, now called The Fryderyk Chopin Academy of Music, in 1958. His contributions to acoustic research began during his postgraduate fellowship at Durham University, King's College, Newcastle upon Thyne, in England (1958/59), where he studied acoustics of musical instruments with E. G. Richardson. He received a doctoral degree in electronic communication from the Warsaw University of Technology in 1963, a second doctoral degree (habilitation) in art sciences (musicology) from the University of Warsaw in 1977, and became a full-professor in 1982, as conferred by the President of the Republic of Poland.