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

A mismatch negativity response (MMN) and a new differential waveform were derived in an effort to evaluate a neural refractory or recovery effect in adult listeners. The MMN was elicited using oddball test runs in which the standard and deviant stimuli differed in frequency. To derive the differential waveform, the same standard and deviant stimuli were presented alone. MMN responses were obtained by subtracting the averaged responses to standards from the deviants. The differential waveforms were obtained by subtracting the averaged responses to standards presented alone from deviants presented alone. Scalp topography for the MMN and differential waveforms were similar. A significant (p Se obtuvo una respuesta de negatividad desigual (MMN) y una nueva onda ?diferencial? en un esfuerzo por evaluar un efecto neural refractario o de recuperación en sujetos adultos. La MMN fue generada utilizando cursos peculiares de prueba en los que el estimulo estándar y el alterado tenían frecuencias diferentes. Para derivar la onda diferencial, se presentaron el mismo estímulo estándar y el alterado en forma aislada. Las respuestas MMN se obtuvieron restando las respuestas promediadas estándar de las alteradas. Las formas de onda diferenciales se obtuvieron restando las respuestas promediadas a estímulos estándar presentados aisladamente, de los estímulos alterados presentados también en forma aislada. La topografía craneana de los MMN y las onda diferenciales fueron similares. Se encontraron correlaciones positivas y negativas significativas (p

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Excerpt: Tinnitus is the sensation of ringing, buzzing, whooshing or other sound in the ears or head without an external stimulus. You are not alone if you feel that your experience with tinnitus has changed you as a person. It can impair your ability to carry out basic activities, such as sleeping, relaxing, or enjoying a quiet peaceful location. It can influence the ability to interact with other people.

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Objectives: The hypothesis that a natural auditory psychophysical discontinuity contributes to a perceptual category boundary between voiced and voiceless English stop consonants was examined. Design: The relationships between voice onset time (VOT) phonetic boundary and gap-detection thresholds for conditions in which the sounds delimiting the gap were acoustically identical or different were examined in 18 native young adult English speakers. It was specifically hypothesized that between-channel gap-detection thresholds, in contrast to within-channel gap thresholds, would be better predictors of categorical VOT values for listeners. The stimuli used in the between-channel gap-detection task were designed such that dissimilar leading and trailing markers of the gap approximated a stop burst and a following vowel, both in terms of temporal and spectral relationships, while being devoid of phonetic identity. The stimuli used to examine the VOT measure were synthesized bilabial stop syllables in a continuum ranging from /ba/ to /pa/. Results: Statistically significant larger gap thresholds were found for the between-channel conditions than for the within-channel condition (p < 0.05). The center frequency of the trailing marker affected the between-channel gap thresholds with the thresholds improving as the center frequency increased (p < 0.05). Statistically significant positive correlations and predictive linear relations were found between VOT phonetic boundaries and between-channel gap thresholds (p < 0.05) but not within-channel gap thresholds (p > 0.05). Conclusions: A relationship between the phonetic boundary of voiced–voiceless speech sounds and the auditory temporal resolution task of detecting gaps placed within dissimilar markers, regardless of the center frequency of the trailing marker noise burst, was demonstrated. Detection of gaps between different nonspeech acoustic markers and categorical perception of VOT seems to share the same underlying perceptual timing mechanisms in native English speakers.

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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