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The incidence children exposed to drugs and/or alcohol prenatally is rising rapidly and increasingly appearing on speech-language pathology caseloads. This session provides background information about the problems and neurodevelopmental outcomes. As well, a communication-based intervention approach for babies and their mothers is described with data from case studies.

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Background. This study reports comparative phonological assessment results for children with cleft lip and/or palate (CLP) to typically developing peers using an evaluation tool for early phonological skills. Methods. Children without clefts (NC = noncleft) and 24 children with CLP, ages of 18–36 months, were evaluated using the Profile of Early Expressive Phonological Skills (PEEPSs) [1]. Children interacted with toy manipulatives to elicit a representative sample of target English consonants and syllable structures that are typically acquired by children between 18 and 27 months of age. Results. Results revealed significant differences between the two groups with regard to measures of consonant inventory, place of articulation, manner of production, accuracy, and error patterns. Syllable structure did not indicate differences, with the exception of initial consonant clusters. Conclusions. findings provide support for PEEPS as a viable option for single-word assessment of children with CLP prior to 3 years of age.

Abstract The multiple oppositions approach (Williams, 1992; 2000) was incorporated as the beginning point of intervention for 10 children who exhibited moderate-to-profound phonological impairments. Several variables that potentially affect phonological change were examined in a longitudinal case study of these children. Different models of intervention (multiple oppositions, minimal pairs, and naturalistic speech intelligibility training) were incorporated within different structures of treatment (vertical, horizontal, and cyclical) using a model of phonologic learning that was based on a developmental structuring of intervention. This nontraditional research paradigm is proposed as a possible bridge to link the science and practice of clinical research. Specifically, the clinical reality of providing intervention to children from their initial treatment to discharge provides a broader perspective of treatment efficacy while also serving as a foundation for future areas of more controlled investigations of specific variables.