Book Summary: Caroline Bowen’s Children’s Speech Sound Disorders will be welcomed by experienced and novice clinicians, clinical educators, and students in the field of speech-language pathology/speech and language therapy for its practical, clinical focus. Drawing on the evidence base where possible, and making important theory to practice links overt, Bowen enhances her comprehensive account of assessment and clinical management of children with protracted or problematic speech development, with the addition of forty nine expert essays. These unique contributions are authored by fifty one internationally respected academicians, clinicians, researchers and thinkers representing a range of work settings, expertise, paradigms and theoretical orientations. In response to frequently asked questions about their work they address key theoretical, assessment, intervention, and service delivery issues.

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

No description available.

No description available.

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.

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

Book Summary: This one-of-a-kind resource presents a wide range of expert opinions about phonological disorders in children, allowing readers to understand and compare diverse approaches to assessment and intervention, choose the ones that will work best, and use their new knowledge to make decisions during clinical interventions. For each of the book's three sections—Assessment and Classification, Goal and Target Selection, and Intervention —the editors pose important "frequently asked questions" for each contributor to answer, such as Which diagnostic classification system do you find useful? How does your assessment differ for children of different ages, developmental levels, or linguistic backgrounds? How do you integrate language goals with phonological goals? What factors influence your selection of treatment goals and targets? When should a child receive individual therapy as opposed to group therapy? What do you do when your intervention plan is not working? Through the theoretical insights and practical experience each contributor shares— and a helpful conclusion that comments on all the approaches discussed — readers will have the broad and balanced knowledge they need for informed clinical decision making. Speech-language pathologists, graduate students, audiologists, and educators will use this comprehensive, accessible resource to shape their practices and improve the lives of children with phonological disorders. Phonological Disorders in Children is a part of the Communication and Language Intervention Series

Book Summary: This revised and updated volume in the Clinical Competence Series is a valuable resource for use in the care and treatment of individuals with articulation and phonological disorders. Covering articulation and phonological disorders that span client ages, populations, and settings, this text is ideal for both clinical use and in communication sciences programs. In addition to updating information from the first edition, the second edition adds two new chapters, providing an overview of speech and its disorders and addressing how children develop speech perception and production skills for communication. New to the Edition New Chapter 1: Foundations of Care, describes the social, linguistic, and biological foundations that underlie clinical care as described in this book. New Chapter 3: Speech Development, contains extensive discussion and clinically useful tables showing developmental milestones in speech perception and production, the connection between speech perception and production, and speech for purposes of communication. Updated references New appendices Revises section on distinguishing dialect from disorder and varieties of American English

No description available.

Studies of early communicative development have shown a relationship between rates of communicative acts (CA) and the acquisition of words for typically developing children. Rates of CA provide a measure that predicts vocabulary growth. For children with cleft lip and/or palate, early vocabulary delays are common. Examination of rates of CA may provide a means for predicting which children show readiness for vocabulary expansion. The purpose of this study was to examine children’s rates of CA, canonical vocalizations (CV), and words during the transition from prelinguistic to linguistic development. This retrospective study included 15 participants from northeast Tennessee that were drawn from a previous longitudinal study of nonsyndromic children with cleft lip and/or palate. There were nine females and six males; nine of the participants had cleft lip and palate, while the remaining six participants had cleft palate only. Through video recordings, children were evaluated at 18, 24, and 30 months of age, during which time they transitioned from the prelinguistic level (< 10 words on CDI) to the linguistic level (> 10). Data was recorded on the number of CA [e.g., protodeclaratives (PD) and protoimperatives (PI) to determine the purpose of communication], CV, and words the child produced at each age. The data was then converted to a rate per minute ratio. The results show that from the prelinguistic to the linguistic level, the children’s average rate of CA overall increased from 1.94 to 3.08; PD from 18.86 to 19.45; words from 0.46 to 2.66 and both CV and PI decreased from 0.39 to 0.36 and 0.21 to 0.00 respectively. Results indicate that when compared to typically developing children, children with cleft lip and/or palate demonstrated delays when transitioning from prelinguistic to the linguistic level in rates of CA, CV, and words. This study did not show a significant correlation between CA at the prelinguistic level and word use at the linguistic level. When compared to the study of typically developing children conducted by Proctor-Williams, Dixon, Brown, Ringley, Barber, and Light-Newell (2007), the participants in this study demonstrated a delayed progression in the rate of CA, CV and word acquisition. Scores for PI and PD were not found to be statistically different across age groups for children with cleft lip and/or palate. Measurement of rates of CA at the prelinguistic level could assist clinicians in better assessing early communicative development in children with cleft lip and/or palate beyond traditional measures of vocalization. While this study did not find a significant difference between prelinguistic CA and linguistic CDI, CV, and words, a study with more participants is necessary to identify potential predictive relationships. This study identified differences in rates of CA, CV, and words, which suggest that early delays are not restricted to developmental parameters associated with sound production. Future studies should also incorporate testing at closer age intervals to more specifically determine their development and provide a better indication of rates of CA and CV per minute.