Cover
Title page
Copyright page
Brief Contents
Contents
Preface
About the Authors
Acknowledgments
Chapter 1 Children with Speech Sound Disorders
Overview
Defining SSD
Prevalence and Impact
Prevalence of Communication Disorders
Prevalence of children with SSD
Proportion of children with SSD on SLPs’ caseloads
Natural History and Long-Term Manifestation of SSD
Natural history of SSD
Manifestation of SSD in late childhood
Manifestation of SSD in adolescence and adulthood
Impact and Outcomes of Childhood SSD
Longitudinal studies of the impact and outcomes of SSD on children’s lives
Impact of SSD on children’s lives
Educational impact of SSD
Occupational impact of SSD
Impact of SSD on children’s families
Risk and Protective Factors for SSD
Evidence-Based Practice
Steps involved in clinical decision-making
Chapter summary
Suggested reading
Application of knowledge from Chapter 1
Chapter 2 Classification, Causes, and Co-occurrence
Overview
Types of SSD in Children
Speech sound disorders: Phonology
Speech sound disorders: Motor speech
Classification Systems of Children with SSD
Speech Disorders Classification System (Shriberg, 1980; 2010a)
Differential Diagnosis System (Dodd, 1995a, 2005, 2013)
Psycholinguistic Framework (Stackhouse & Wells, 1997)
International Classification of Functioning, Disability and Health – Children and Youth Version (ICF-CY) (WHO, 2007)
SSD of Known and Unknown Origins
SSD of known origins
Co-occurrence of SSD with Other Types of Communication Impairment
Co-occurrence of SSD and language impairment
Co-occurrence of SSD and literacy difficulties
Co-occurrence of SSD and oromotor difficulties
Co-occurrence of SSD and voice difficulties
Co-occurrence of SSD and stuttering
Chapter summary
Suggested reading
Application of knowledge from Chapter 2
Chapter 3 Articulatory Foundations of Speech
Overview
Anatomical Structures for Speech Production and Perception
Structures Involved in Speech Production
Tongue
Lips
Teeth
Mandible
Hard palate
Soft palate (Velum)
Nose
Pharynx
Larynx
The respiratory system
Structures Involved in Speech Detection
Ear
Additional Anatomical Structures That Support Perception and Production of Speech
The neurological system
Chapter summary
Suggested reading
Application of knowledge from Chapter 3
Chapter 4 Transcription of Speech
Overview
Transcription of Speech
International Phonetic Alphabet (IPA)
Pulmonic consonant chart
Non-pulmonic consonant chart
Other symbols chart
Diacritics chart
Vowel chart
Suprasegmentals chart
Tones and word accents chart
Extensions to the IPA
Phonotactics
Consonant clusters
Syllable shapes and word positions
Understanding English Consonants Using Knowledge of Anatomy and Auditory Transcription
Sagittal diagrams of English consonants
Transverse diagrams of English consonants
Bilabial plosives /p, b/
Alveolar plosives /t, d/
Velar plosives /k, ɡ/
Nasal consonants /m, n, ŋ /
Labiodental fricatives /f, v/
Dental fricatives /θ, ð/
Alveolar fricatives /s, z/
Postalveolar fricatives /ʃ, ʒ/
Glottal fricative /h/
Alveolar approximant /ɹ/
Palatal approximant /j/
Alveolar lateral approximant /l/
Labiovelar approximant /w/
Affricates /ʧ, ʤ/
Chapter summary
Suggested reading
Application of knowledge from Chapter 4
Appendix 4-1. Transcription decision-making tree
Appendix 4-2. Inventory of consonants for 25 languages and dialects
Appendix 4-3. Extensions to the International Phonetic Alphabet
Appendix 4-4. Voice quality symbols
Chapter 5 Theoretical Foundations of Children’s Speech
Overview
Phonology—What Is It?
Theoretical concepts: Phones, phonemes, allophones, and minimal pairs
Theoretical concepts: Features
Theoretical concepts: Naturalness, markedness, and implicational relationships
Theoretical concepts: Phonotactics
Theoretical concepts: Sonority
Phonological Theories
Classic Theories of Phonology
Generative phonology, underlying and surface representations, and rules
Natural phonology and phonological processes
Contemporary theories of phonology
Nonlinear phonology (based on Bernhardt & Stemberger, 2000
Optimality theory (based on Dinnsen & Gierut, 2008)
Representation-based accounts of SSD in children
Speech Perception
How do we perceive speech?
The theoretical relevance of speech perception for children with SSD
Speech Production
Phonological planning, motor planning, motor programming, and motor execution
Theories and models of speech production
Chapter summary
Suggested reading
Application of knowledge from Chapter 5
Chapter 6 Children’s Speech Acquisition
Overview
Part 1: Important Issues When Considering Children’s Speech Acquisition
Typical versus Acceptable Speech Acquisition
Factors influencing typical speech acquisition
Theories of Child Development That Have Influenced Our Understanding of Speech Acquisition
Jean Piaget
Lev Vygotsky
Urie Bronfenbrenner
Methodological Issues in Studying Speech Acquisition
Diary studies
Cross-sectional studies
Longitudinal studies
Comparative studies
Summary of Part 1
Part 2: Typical Speech Acquisition for English-Speaking Children
Speech Acquisition for English-Speaking Infants and Toddlers from Birth to 2 years
Oral mechanism
Perception
Crying, vocalization, and babbling
Intelligibility
Phonetic inventory
Syllable and word shape inventory
Age of acquisition of consonants, consonant clusters, and vowels
Percentage of consonants, consonant clusters, and vowels correct
Common mismatches
Phonological processes
Syllable structure
Prosody
Metalinguistic skills
Speech Acquisition for English-Speaking Preschoolers from 3 to 5 years
Oral mechanism
Intelligibility
Phonetic inventory
Syllable and word shape inventory
Age of acquisition of consonants, consonant clusters, and vowels
Percentage of consonants, consonant clusters, and vowels correct
Common mismatches
Phonological processes
Prosody
Phonological awareness
Speech Acquisition for English-Speaking School-Aged Children from 6 years
Oral mechanism
Intelligibility
Phonetic inventory
Syllable and word shape inventory
Age of acquisition of consonants, consonant clusters, and vowels
Percentage of consonants, consonant clusters, and vowels correct
Prosody
Phonological awareness and literacy
Part 3: Typical Speech Acquisition for All Children
Intelligibility
Phonetic inventory
Syllable and word shape inventory
Mastery of consonants and vowels
Percentage of consonants, consonant clusters, and vowels correct
Common mismatches
Phonological processes
Prosody
Chapter summary
Recommended reading
Application of knowledge from Chapter 6
Appendix 6-1. Summary of studies of English-speaking children’s speech acquisition
Chapter 7 Assessment Preparation, Purpose, and Types
Overview
Typical Assessments for Children with Suspected SSD
Preparation
The most important assessment tool: The Slp
Child-friendly assessments
Family-centered and family-friendly assessments
Assessment contexts
Collaboration with other professionals
Referral and Background Information
Case history information
Documenting family history of speech, language, and communication difficulties
Documenting children’s language use and proficiency
Learning from those who know the child the best: Parents, grandparents, teachers, siblings, and friends
Purposes of Assessment
Descriptive assessments
Diagnostic assessments
Intervention planning
Outcome measurement
Types of Assessments
Standardized assessments
Informal assessments
Norm-referenced assessments
Criterion-referenced assessments
Screening assessments
Static assessments
Dynamic assessments
Response to intervention
Chapter summary
Suggested reading
Application of knowledge from Chapter 7
Chapter 8 Assessment of Children’s Speech
Overview
Components of Children’s Speech Assessments
Assessment of Intelligibility
Rating scales that quantify perceptions of intelligibility
Single-word measures that quantify intelligible phonetic contrasts
Connected speech measures that quantify word and syllable identification
Assessment of acceptability and comprehensibility
Assessment of Speech Production: Elements
Consonants
Consonant clusters
Vowels and diphthongs
Polysyllables
Prosody
Tones
Assessment of Speech Production: Methods
Single-word speech assessments
Single-word testing for young children
Connected speech assessments
Single-word versus connected speech assessments
Assessment of stimulability
Assessment of inconsistency and variability
Assessment of Oral Structure and Function
Assessment of Speech Perception
Auditory discrimination tasks
Auditory lexical discrimination tasks
Assessment of Hearing
Assessment of Phonological Processing
Phonological access
Phonological working memory: Nonword repetition tasks
Phonological awareness
Assessment of Emergent Literacy, Early Literacy, and Conventional Literacy Skills
Assessment of Psychosocial Aspects
Assessment of Children’s Communicative Participation
Assessment of children’s views of their speech within educational and social contexts
Language, voice, and Fluency Assessments
Using the ICF-Cy Framework to Scaffold Assessment Planning
Strategic Assessments Suited to Children with Different Types of SSD
Assessments for Children with Suspected Phonological Impairment
Assessments for children with suspected inconsistent speech disorder
Assessments for children with suspected articulation impairment
Assessments for children with suspected CAS
Assessments for children with suspected childhood dysarthria
Assessment of SSD for child with craniofacial anomalies
Assessment of SSD for child with hearing loss
Differential Diagnosis and Prognostic Statements
Chapter summary
Suggested reading
Application of knowledge from Chapter 8
Appendix 8-1. Assessment plan
Appendix 8-2. Assessment plan for Luke
Chapter 9 Analysis of Children’s Speech
Overview
Traditional Articulation Analysis: Substitution, Omission, Distortion, Addition (SODA)
When and how do I use traditional SODA analysis?
Differentiating Phonemic (Phonological) from Phonetic (Articulation) Errors
Independent and Relational Phonological Analyses
Children’s independent and relational phonological analysis (CHIRPA)
Independent phonological analysis
Relational phonological analysis
Speech Measures
Measures of segments
Measures of whole words
Instrumental Analyses of Children’s Speech
Acoustic analysis of children’s speech
Electropalatography (EPG)
Ultrasound
Chapter summary
Suggested reading
Application of knowledge from Chapter 9
Appendix 9-1. Children’s Independent and Relational Phonological Analysis (CHIRPA) Template
Appendix 9-2. Children’s Independent and Relational Phonological Analysis (CHIRPA) Template: Worked example for Luke (4;3 years)
Chapter 10 Goal Setting
Overview
What Are Intervention Goals?
Identifying Goals for Children with SSD from Different Perspectives
Operationally Defined Goals
Goal Frameworks and Hierarchies
Generalization
Stimulus generalization
Response generalization
Approaches to Goal Setting for Children with SSD
Goal Setting for Children with Phonological Impairment: The Importance of the Target
Traditional developmental approach
Complexity approach to target selection
Cycles approach to target selection
Systemic (functional) approach to target selection
Constraint-based nonlinear approach to target selection
Neuro-network approach to target selection
Goal Setting for Children with Articulation Impairment
Goal setting for children with inconsistent speech disorder
Goal setting for children with CAS
Goal setting for children with childhood dysarthria
Goal Setting Considerations for Children with Highly Unintelligible Speech
Goal Attack Strategies
Chapter summary
Suggested reading
Application of knowledge from Chapter 10
Appendix 10-1. Goal identification template
Chapter 11 Intervention Principles and Plans
Overview
What Is Intervention?
Intervention Principles, Plans, and Procedures
Principles of Intervention
Principles of intervention: Phonology
Principles of intervention: Speech perception
Principles of intervention: Motor learning
Principles of intervention: Cognition and meta-awareness
Principles of intervention: Behavioral learning
Principles of intervention: Neurological experience
Intervention Plans
Models of intervention practice: Therapist-centered, parent-as-therapist aide, family-centered, and family-friendly practice
Management plans
Session plans
Service delivery options
Progress and Discharge Planning
Short-term goal criteria: When do I move on to a new goal?
Long-term goals: When is a child discharged from intervention?
Chapter summary
Suggested reading
Application of knowledge from Chapter 11
Appendix 11-1. Speech Sound Disorder Management Plan
Appendix 11-2. Speech Sound Disorder Intervention Session Plan
Chapter 12 Intervention Procedures and Evaluation
Overview
Intervention Procedures
The teaching and learning moment
Stimuli, resources, materials, and activities
Evaluating Intervention
Why do I have to collect data?
How do you evaluate intervention?
A Framework for Problem-Solving Slow Progress
Chapter summary
Suggested reading
Application of knowledge from Chapter 12
Chapter 13 Phonological Intervention Approaches
Overview
Principles of Phonological Intervention in Practice
Minimal Pair Approach
Historical background
Theoretical background
Procedure
Evidence
Children suited to the minimal pair approach
Resources for conducting minimal pair intervention
Minimal pairs for children who speak languages other than English
Maximal Oppositions and Treatment of the Empty Set
Historical background
Theoretical background
Procedure
Evidence
Children suited to maximal oppositions and treatment of the empty set approaches
Multiple Oppositions
Historical background
Theoretical background
Procedure
Evidence
Children suited to the multiple oppositions approach
Resources for conducting multiple oppositions intervention
Metaphon
Historical background
Theoretical background
Procedure
Children suited to the Metaphon approach
Evidence
Resources for conducting Metaphon intervention
Cycles
Historical background
Theoretical background
Procedure
Children suited to the cycles approach
Evidence
Resources for conducting the cycles approach
Speech Perception Intervention
Historical background
Theoretical background
Procedure
Children suited to speech perception intervention
Evidence
Resources for speech perception intervention
Intervention for Concomitant Phonology and Morphosyntax Difficulties
Historical background
Theoretical background
Procedure
Children suited to the intervention for concomitant phonology and morphosyntax
Evidence
Resources for conducting intervention for concomitant phonology and morphosyntax difficulties
Stimulability Intervention
Historical background
Theoretical background
Procedure
Children suited to the stimulability approach
Evidence
Resources for conducting stimulability intervention
Intervention for Inconsistent Speech Disorder
Core vocabulary: Intervention for inconsistent speech disorder
Brief Overview of Other Approaches for Managing Phonological Impairment in Children
Aligning Phonological Target Selection Approaches with Phonological Intervention Approaches
Phonological Intervention for Children Who Are Late Talkers
Goals and intervention strategies to use with infants and toddlers at risk of or showing early signs of SSD
Phonological Intervention for Multilingual Children
Addressing the Risk of Literacy Difficulties in Preschoolers with Phonological Impairment
Resources for emergent literacy intervention with children with phonological impairment
Chapter summary
Suggested reading
Application of knowledge from Chapter 13
Appendix 13-1. Core Vocabulary Words That May be Relevant for
Working with Children Who Speak Cantonese
Appendix 13-2. Core Vocabulary Words That May be Relevant for
Working with Children Who Speak Vietnamese
Appendix 13-3. Core Vocabulary Words That May be Relevant for
Working with Children Who Speak Spanish
Chapter 14 Articulatory and Motor Speech Intervention Approaches
Overview
Historical Perspectives on Articulation and Motor Speech Interventions
Intervention for Articulation Impairment
Traditional articulation intervention for articulation impairment
Concurrent treatment: Articulation intervention based on principles of motor learning
Articulation intervention using instrumental feedback: Ultrasound, electropalatography, and spectrography
Intervention for Childhood Apraxia of Speech (CAS)
Dynamic Temporal and Tactile Cueing (DTT C): Intervention for CAS
Commercial intervention programs for CAS
Rapid Syllable Transition Treatment (ReST ): Intervention for dysprosody in CAS
Prompts for Restructuring Oral Muscular Phonetic Targets (prompt): Intervention for motor speech disorders
Integrated phonological awareness intervention for CAS
Intervention for Childhood Dysarthria
Systems approach: intervention for childhood dysarthria
Using Augmentative and Alternative Communication (aac ) to improve speech and/or enhance activity and participation for children with severe motor speech disorders
Chapter summary
Suggested reading
Application of knowledge from Chapter 14
Chapter 15 Evidence-Based Practice in Practice
Overview
What Is Evidence-Based Practice (EBP)?
Integrating External Published Evidence with the Reality of Clinical Practice and Client Factors, values, and Preferences
Step 1: Generate a PICO clinical question
Step 2: Find external evidence relevant to the question
Step 3: Critically evaluate the external evidence
Step 4: Evaluate the internal evidence from your clinical practice
Step 5: Evaluate the internal evidence with respect to childa nd family factors, values, and preferences
Step 6: Make a decision by integrating the evidence
Step 7: Evaluate the outcomes of the decision
Summarizing the importance of EBP
Ethical Guidelines for Clinical Practice
Policies Affecting Clinical Practice
International conventions and frameworks
National policies and laws
Associations That Support SLPs’ Clinical Practice and Continuing Education
Speech-Language pathology position and policy papers
Chapter summary
Suggested reading
Application of knowledge from Chapter 15
Chapter 16 Individual Children with Speech Sound Disorders: Case Studies
Overview
Luke (4;3 years): Phonological Impairment
Luke: Case history
Luke: Assessment results
Adapting Luke’s case study for different dialects
Intervention studies of children who have phonological impairment
Susie (7;4 years): Articulation Impairment—Lateral Lisp
Susie: Case history
Susie: Assessment results
Intervention studies of children who have an articulation impairment involving rhotics or sibilants
Jarrod (7;0 years): Inconsistent Speech Disorder
Jarrod: Case history
Jarrod: Assessment results
Published intervention studies of children who have inconsistent speech disorder
Michael (4;2 years): Childhood Apraxia of Speech (CAS)
Michael: Case history
Michael: Assessment results
Intervention studies of children who have CAS
Lian (14;2 years): Childhood Dysarthria
Lian: Case history
Lian: Assessment results
Intervention studies of children who have childhood dysarthria
Chapter summary
Suggested reading
Application of knowledge from Chapter 16
Glossary
References
Index
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