Children's Speech Sound Disorders.
Bowen, Caroline.
Children's Speech Sound Disorders. - 1st ed. - 1 online resource (498 pages) - New York Academy of Sciences Series . - New York Academy of Sciences Series .
Intro -- Children's Speech Sound Disorders -- Dedication -- Contents -- Contributors -- About the companion website -- Part I A practical update -- Introduction to Part I -- The contributors -- The children -- E3BP -- Children with SSD -- World Health Organization -- Evidence, belief and practice -- Controversial, exclusive and untested practices -- Theory-therapy and research-practice gaps -- Positive collaborations -- Two questions -- Keeping up with the literature -- Cultural and linguistic parochialism -- A plethora of gaps and questions -- References -- Chapter 1 The evolution of current practices -- Early understandings of 'normal' and 'deviant' speech -- Disparities between theory, therapy and practice -- Dyslalia and function alarticulation disorder -- Linguistic theory and sound patterns -- Clinical phonology -- Articulation development -- Revolution? -- Models of phonological acquisition -- The behaviourist model -- The structuralist model -- The biological model -- The natural phonology model -- The prosodic model -- The cognitive/Stanford model -- Levels of representation -- Theories of development, theories of disorder, and theories of intervention -- Communication and advocacy -- Terminology -- References -- Chapter 2 Terminology, classification, description, measurement, assessment and targets -- Where does 'functional' fit? -- Subtypes -- Clinicians' use of classification terms -- 'Articulation disorder' as a cover term -- 'Phonological disorder' as a cover term -- 'Sound system disorders' as a cover term -- 'Speech sound disorder' as a cover term -- Terms related to intervention -- Three phonological principles -- Characteristics of phonological disorder -- Misuse of terms -- Four easily confused 'phonological terms' -- Web questions -- Two major sub-groups -- Speech assessment: Screening -- Diagnostic evaluation. The case history interview and 'red flags' -- Video observations of early characteristics of CAS -- Independent and relational analysis -- Summarising these assessment data -- Intervening early -- Severity measures -- Parents' concerns and questions -- Questions parents ask -- Questions families ask: Severity -- Percentage of consonants correct -- Percentage of occurrence of processes, or patterns -- Normative data -- Informal intelligibility ratings -- Questions families ask: Prevalence -- Questions families ask: Aetiology -- Questions families ask: Delay ordisorder -- The questions families ask: Prognosis -- The questions families ask: Which method do you use? -- Question families seldom ask: Target selection, goal setting and generalisation -- Communicating with clients -- References -- Chapter 3 Special populations of children -- Parents' initial perceptions of their child's SSD -- Three special populations -- Children with co-occurring speech and language disorders -- Children with difficult behaviour -- An SLP/SLT view of counselling -- Children with cleft palate, craniofacial anomalies and velopharyngeal dysfunction -- Children who have been internationally adopted -- Children learning more than one language -- Non-English-speaking children -- Children with speech impairments in culturally and linguistically diverse settings -- Children with speech and literacy difficulties -- Special issues and concerns -- References -- Chapter 4 Intervention approaches -- Phonetic approaches -- Co-occurring error types -- Children with limited stimulability -- Stimulability training, pre-practice and the SLP/SLT skill set -- Auditory input -- Amplified auditory stimulationin CPPA -- Amplified auditory stimulation -- Focused auditory input (focused auditory stimulation) -- Auditory input in PACT -- Auditory Input Therapy (AIT). Perceptually based interventions -- Phonemic intervention -- Feature contrasts in English -- Grunwell's approach -- Metaphon -- Metaphon Phase 1 -- Concept Level -- Substitution processes (Sound Level) -- Syllable structure processes (Sound Level) -- Metaphon Phase 2 -- Core activity -- Metaphon final phase -- Minimal pair approaches: Conventional Minimal Pairs -- Minimal pair approaches: Maximal Oppositions -- Minimal pair approaches: Empty Set (Unknown Set) -- Minimal pair approaches: Multiple Oppositions -- Multiple Oppositions -- Sound contrasts in phonology -- Imagery Therapy -- Whole Language Therapy -- Core Vocabulary Therapy -- A psycholinguistic framework -- Phoneme Awareness Therapy -- Vowel Therapy -- Implications for service delivery -- Note -- References -- Chapter 5 'Common', 'best' and evidence-based practice -- Speech acquisition and the family -- A Canadian survey -- SLT and education in New Zealand -- Technology, tablet computers and Apps -- Child speech assessment and intervention practices in UK -- Non-speech oral motor exercises -- The student experience -- Clinical problem solving -- Embracing change -- A model for ethical practices -- The last say -- References -- Part II Speech intervention in every day practice -- Introduction -- SLPs/SLTs as counsellors -- New and potentially better ideas -- References -- Chapter 6 Phonological disorder and CAS: Characteristics, goals and treatment -- Treat the symptoms, not the label -- Six characteristics CAS and phonological disorder may have incommon -- Intervention goals that are common to phonological disorder and CAS -- Case history interview -- Motor speech examination worksheet -- Multi-Syllabic words -- Reading and reviewing the literature -- Neurophysiological investigations -- Characteristics and general observations of CAS -- Segmental characteristics of CAS. Suprasegmental (prosodic) characteristics of CAS -- General observations of CAS -- Phonetic characteristics/phonetic error types in CAS -- Sound sequencing difficulties in CAS -- Timing disturbances in CAS -- Disturbed temporal-spatial relationships of the articulators in CAS -- Contextual changes in articulatory proficiency in CAS -- Phonological awareness and CAS -- Receptive language and CAS -- Expressive language and CAS -- Rating speech characteristics -- Overlapping symptoms and treatments -- Symptomatic treatment techniques -- 1. Pre-practice -- 2. Stimulability training -- 3. Phonetic placement techniques -- 4. Shaping -- 5. CV syllable and word drills -- 6. Phonotactic therapy -- 7. Metalinguistic approaches -- 8. Reading -- 9. Auditory input therapy/thematic play -- 10. Minimal contrast therapy -- 11. Melodic intonation therapy -- 12. Singing -- 13. Prolongation of vowels -- 14. Slowed rate of production -- 15. Progressive approximations -- 16. Single word production drill -- 17. Techniques to encourage self-monitoring -- 18. Single word and conversational speech production drill -- 19. Backward build-ups -- 20. Backward chaining -- Additional techniques -- References -- Chapter 7 Childhood apraxia of speech -- Principles of motor learning -- Repetitive practice (motor drill) -- A comparison of practice schedules -- Massed practice versus distributed practice -- Blocked practice versus random practice -- KP and KR feedback to the child -- Rate of production trials -- Finding the right level of intervention -- Integral stimulation -- Dynamic temporal and tactile cueing -- NDP3 -- An intervention for CAS with a prosodic emphasis -- Early days -- Taking responsibility -- Homework and the homework habit -- Brag book -- Ten tips for intervention for young children with severe CAS -- Controversial interventions for CAS -- References. Chapter 8 Treatment targets and strategies for speech sound disorders -- Phonological disorder signs -- Puzzle phenomenon -- Marking -- Individualised education programs: IEPs -- Guide to expressing IEP goals phonological disorder and CAS -- Tad's IEP goals -- Target selection -- Newer target selection criteria -- Targeting speech perception -- Targeting compensatory errors in the cleft palate population -- Competence, focus and motivation -- Intrinsic motivation -- Words and pictures -- Consonants, clusters and vowels -- Minimal pairs -- Near minimal pairs -- Alliterative stories and activities -- Inspiration online -- References -- Chapter 9 Parents and children together in phonological intervention -- Primary population -- Secondary populations -- Theoretical basis -- Empirical support -- Assessment -- Quick Screener -- Assessing progress -- Goals and goal attack -- Materials and equipment -- Intervention -- Therapy sessions -- Intervention scheduling -- Dosage -- Target selection -- PACT components -- Parent education (Family education) -- Metalinguistic training -- Phonetic production training -- Multiple exemplar training -- Homework -- Case study -- Background -- Referral -- Initial presentation -- Screening process -- Therapy planning for Josie -- Agent, scheduling and dosage -- Josie's therapy -- Consonant clusters and multisyllabic words -- Acknowledgement -- References -- Chapter 10 Directions and reflections -- Sociophonetics -- A view from audiology -- Choices -- Survival and progress -- Two conclusions -- References -- Contributor index -- Subject index -- EULA.
9781118634004
Speech disorders in children.
Electronic books.
RJ496.S7 .B694 2015
618.92/855
Children's Speech Sound Disorders. - 1st ed. - 1 online resource (498 pages) - New York Academy of Sciences Series . - New York Academy of Sciences Series .
Intro -- Children's Speech Sound Disorders -- Dedication -- Contents -- Contributors -- About the companion website -- Part I A practical update -- Introduction to Part I -- The contributors -- The children -- E3BP -- Children with SSD -- World Health Organization -- Evidence, belief and practice -- Controversial, exclusive and untested practices -- Theory-therapy and research-practice gaps -- Positive collaborations -- Two questions -- Keeping up with the literature -- Cultural and linguistic parochialism -- A plethora of gaps and questions -- References -- Chapter 1 The evolution of current practices -- Early understandings of 'normal' and 'deviant' speech -- Disparities between theory, therapy and practice -- Dyslalia and function alarticulation disorder -- Linguistic theory and sound patterns -- Clinical phonology -- Articulation development -- Revolution? -- Models of phonological acquisition -- The behaviourist model -- The structuralist model -- The biological model -- The natural phonology model -- The prosodic model -- The cognitive/Stanford model -- Levels of representation -- Theories of development, theories of disorder, and theories of intervention -- Communication and advocacy -- Terminology -- References -- Chapter 2 Terminology, classification, description, measurement, assessment and targets -- Where does 'functional' fit? -- Subtypes -- Clinicians' use of classification terms -- 'Articulation disorder' as a cover term -- 'Phonological disorder' as a cover term -- 'Sound system disorders' as a cover term -- 'Speech sound disorder' as a cover term -- Terms related to intervention -- Three phonological principles -- Characteristics of phonological disorder -- Misuse of terms -- Four easily confused 'phonological terms' -- Web questions -- Two major sub-groups -- Speech assessment: Screening -- Diagnostic evaluation. The case history interview and 'red flags' -- Video observations of early characteristics of CAS -- Independent and relational analysis -- Summarising these assessment data -- Intervening early -- Severity measures -- Parents' concerns and questions -- Questions parents ask -- Questions families ask: Severity -- Percentage of consonants correct -- Percentage of occurrence of processes, or patterns -- Normative data -- Informal intelligibility ratings -- Questions families ask: Prevalence -- Questions families ask: Aetiology -- Questions families ask: Delay ordisorder -- The questions families ask: Prognosis -- The questions families ask: Which method do you use? -- Question families seldom ask: Target selection, goal setting and generalisation -- Communicating with clients -- References -- Chapter 3 Special populations of children -- Parents' initial perceptions of their child's SSD -- Three special populations -- Children with co-occurring speech and language disorders -- Children with difficult behaviour -- An SLP/SLT view of counselling -- Children with cleft palate, craniofacial anomalies and velopharyngeal dysfunction -- Children who have been internationally adopted -- Children learning more than one language -- Non-English-speaking children -- Children with speech impairments in culturally and linguistically diverse settings -- Children with speech and literacy difficulties -- Special issues and concerns -- References -- Chapter 4 Intervention approaches -- Phonetic approaches -- Co-occurring error types -- Children with limited stimulability -- Stimulability training, pre-practice and the SLP/SLT skill set -- Auditory input -- Amplified auditory stimulationin CPPA -- Amplified auditory stimulation -- Focused auditory input (focused auditory stimulation) -- Auditory input in PACT -- Auditory Input Therapy (AIT). Perceptually based interventions -- Phonemic intervention -- Feature contrasts in English -- Grunwell's approach -- Metaphon -- Metaphon Phase 1 -- Concept Level -- Substitution processes (Sound Level) -- Syllable structure processes (Sound Level) -- Metaphon Phase 2 -- Core activity -- Metaphon final phase -- Minimal pair approaches: Conventional Minimal Pairs -- Minimal pair approaches: Maximal Oppositions -- Minimal pair approaches: Empty Set (Unknown Set) -- Minimal pair approaches: Multiple Oppositions -- Multiple Oppositions -- Sound contrasts in phonology -- Imagery Therapy -- Whole Language Therapy -- Core Vocabulary Therapy -- A psycholinguistic framework -- Phoneme Awareness Therapy -- Vowel Therapy -- Implications for service delivery -- Note -- References -- Chapter 5 'Common', 'best' and evidence-based practice -- Speech acquisition and the family -- A Canadian survey -- SLT and education in New Zealand -- Technology, tablet computers and Apps -- Child speech assessment and intervention practices in UK -- Non-speech oral motor exercises -- The student experience -- Clinical problem solving -- Embracing change -- A model for ethical practices -- The last say -- References -- Part II Speech intervention in every day practice -- Introduction -- SLPs/SLTs as counsellors -- New and potentially better ideas -- References -- Chapter 6 Phonological disorder and CAS: Characteristics, goals and treatment -- Treat the symptoms, not the label -- Six characteristics CAS and phonological disorder may have incommon -- Intervention goals that are common to phonological disorder and CAS -- Case history interview -- Motor speech examination worksheet -- Multi-Syllabic words -- Reading and reviewing the literature -- Neurophysiological investigations -- Characteristics and general observations of CAS -- Segmental characteristics of CAS. Suprasegmental (prosodic) characteristics of CAS -- General observations of CAS -- Phonetic characteristics/phonetic error types in CAS -- Sound sequencing difficulties in CAS -- Timing disturbances in CAS -- Disturbed temporal-spatial relationships of the articulators in CAS -- Contextual changes in articulatory proficiency in CAS -- Phonological awareness and CAS -- Receptive language and CAS -- Expressive language and CAS -- Rating speech characteristics -- Overlapping symptoms and treatments -- Symptomatic treatment techniques -- 1. Pre-practice -- 2. Stimulability training -- 3. Phonetic placement techniques -- 4. Shaping -- 5. CV syllable and word drills -- 6. Phonotactic therapy -- 7. Metalinguistic approaches -- 8. Reading -- 9. Auditory input therapy/thematic play -- 10. Minimal contrast therapy -- 11. Melodic intonation therapy -- 12. Singing -- 13. Prolongation of vowels -- 14. Slowed rate of production -- 15. Progressive approximations -- 16. Single word production drill -- 17. Techniques to encourage self-monitoring -- 18. Single word and conversational speech production drill -- 19. Backward build-ups -- 20. Backward chaining -- Additional techniques -- References -- Chapter 7 Childhood apraxia of speech -- Principles of motor learning -- Repetitive practice (motor drill) -- A comparison of practice schedules -- Massed practice versus distributed practice -- Blocked practice versus random practice -- KP and KR feedback to the child -- Rate of production trials -- Finding the right level of intervention -- Integral stimulation -- Dynamic temporal and tactile cueing -- NDP3 -- An intervention for CAS with a prosodic emphasis -- Early days -- Taking responsibility -- Homework and the homework habit -- Brag book -- Ten tips for intervention for young children with severe CAS -- Controversial interventions for CAS -- References. Chapter 8 Treatment targets and strategies for speech sound disorders -- Phonological disorder signs -- Puzzle phenomenon -- Marking -- Individualised education programs: IEPs -- Guide to expressing IEP goals phonological disorder and CAS -- Tad's IEP goals -- Target selection -- Newer target selection criteria -- Targeting speech perception -- Targeting compensatory errors in the cleft palate population -- Competence, focus and motivation -- Intrinsic motivation -- Words and pictures -- Consonants, clusters and vowels -- Minimal pairs -- Near minimal pairs -- Alliterative stories and activities -- Inspiration online -- References -- Chapter 9 Parents and children together in phonological intervention -- Primary population -- Secondary populations -- Theoretical basis -- Empirical support -- Assessment -- Quick Screener -- Assessing progress -- Goals and goal attack -- Materials and equipment -- Intervention -- Therapy sessions -- Intervention scheduling -- Dosage -- Target selection -- PACT components -- Parent education (Family education) -- Metalinguistic training -- Phonetic production training -- Multiple exemplar training -- Homework -- Case study -- Background -- Referral -- Initial presentation -- Screening process -- Therapy planning for Josie -- Agent, scheduling and dosage -- Josie's therapy -- Consonant clusters and multisyllabic words -- Acknowledgement -- References -- Chapter 10 Directions and reflections -- Sociophonetics -- A view from audiology -- Choices -- Survival and progress -- Two conclusions -- References -- Contributor index -- Subject index -- EULA.
9781118634004
Speech disorders in children.
Electronic books.
RJ496.S7 .B694 2015
618.92/855