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    Developmental phonological disorders : foundations of clinical practice / Susan Rvachew, Françoise Brosseau-Lapré.

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    • Title:Developmental phonological disorders : foundations of clinical practice / Susan Rvachew, Françoise Brosseau-Lapré.
    •    
    • Author/Creator:Rvachew, Susan, author.
    • Other Contributors/Collections:Brosseau-Lapré, Françoise, author.
    • Published/Created:San Diego, CA : Plural Publishing, Inc., [2018]

    • Holdings

      Holdings Record Display

       
    • Library of Congress Subjects:Articulation disorders.
    • Medical Subjects: Speech Sound Disorder--therapy.
      Language Development.
      Speech Therapy--methods.
      Child.
      Speech-Language Pathology--methods.
    • Edition:Second edition.
    • Description:xvii, 604 pages ; 28 cm
    • Summary:Developmental Phonological Disorders: Foundations of Clinical Practice, Second Edition, is the only graduate-level textbook designed for a competency-based approach to teaching, learning, and assessment. The book provides a deep review of the knowledge base necessary for the competent assessment, diagnosis, and treatment of developmental phonological disorders. Thoroughly revised and updated, the textbook contains learning objectives in each chapter to further support understanding of concepts and carefully designed case studies and demonstrations to promote application to clinical problem solving. Key Features: Learning objectives for each chapter subsection. Includes the how, why and when to apply each assessment and treatment procedure in clinical practice. 62 tables containing clinically relevant information such as normative data to interpret phonological assessment results. 99 figures to support clinical decision making such as recommending a treatment delivery model, selecting treatment targets or choosing evidence based interventions. 35 case studies to support a competency-based approach to teaching and assessment. 35 demonstrations that show how to implement assessment and treatment procedures. The Second Edition provides a comprehensive overview of seminal studies and leading-edge research on both phonological development and phonological disorders, including motor speech disorders and emergent literacy. This wealth of theoretical background is integrated with detailed descriptions and demonstrations of clinical practice, allowing the speech-language pathologist to design interventions that are adapted to the unique needs of each child while being consistent with the best research evidence. New to the Second Edition: Updated and expanded section on Childhood Apraxia of Speech. Updated and expanded sections on the identification and treatment of inconsistent phonological disorder. Administration and interpretation of the Syllable Repetition Task added. Administration and interpretation of the Diagnostic Evaluation of Articulation and Phonology added with case studies and demonstrations. New organization, formatting, and editing to reduce the size of the book. Case Studies were revised to a single page format. Improved Table of Contents to ease access to content including norms tables, case studies, and demonstrations.
    • Notes:Includes bibliographical references and index.
    • ISBN:9781597567176 paperback
      1597567175 paperback
    • Contents:Machine generated contents note: pt. I Phonology from a Developmental Perspective
      ch. 1 Describing Phonological Knowledge at Multiple Levels of Representation
      1.1. Types of Phonological Knowledge
      1.2. Describing Articulatory Knowledge
      1.2.1. International Phonetic Alphabet
      1.2.2. Visual Analysis of Articulation
      1.2.3. Kinematic Descriptions of Articulation
      1.2.4. Motor Equivalence and Articulatory Targets
      1.2.5. Summary: Articulatory Knowledge
      1.3. Describing Perceptual Knowledge
      1.3.1. Distinctive Features and Acoustic Cues
      1.3.2. Categorical Perception
      1.3.3. Complexity in Perceptual Encoding
      1.3.4. Assessment of Perceptual Knowledge
      1.3.5. Summary: Perceptual Knowledge
      1.4. Describing Phonological Knowledge
      1.4.1. Segmental Phonological Knowledge
      1.4.1.1. Phoneme and the Phonemic Repertoire
      1.4.1.2. Allophonic Rules
      1.4.1.3. Neutralization Rules
      1.4.1.4. Phonotactic Constraints
      1.4.1.5. Inventory Constraints
      1.4.1.6. Independent Versus Relational Descriptions of Segmental Phonological Knowledge
      1.4.1.7. Covert Contrast
      1.4.2. Multilinear Phonology
      1.4.2.1. Prosodic Hierarchy
      1.4.2.2. Syllables and Intrasyllabic Units
      1.4.2.3. Segmental Tiers
      1.4.2.4. Rules in Multilinear Phonology
      1.4.3. Phonological Processes
      1.4.4. Summary: Phonological Knowledge
      1.5. References
      ch. 2 Speech Perception Development
      2.1. Assessment of Speech Perception Skills in Infancy
      2.2. Speech Perception Development in Infancy
      2.2.1. Language-General Phonetic Perception in Early Infancy
      2.2.2. Environmental Influences on Phonetic Perception in Infancy
      2.2.3. Perception of Prosodic Units in Infancy
      2.2.4. Phonemic Perception and Word Learning in Infancy
      2.3. Speech Perception Development in Childhood
      2.3.1. Development of Perceptual Representations for Words
      2.3.2. Development of Segmented Phonological Representations for Words
      2.4. Mechanisms That Underlie Speech Perception Development
      2.4.1. Experience Expectancy and Environmental Factors
      2.4.2. Biological Mechanisms
      2.4.3. Cognitive Learning Processes
      2.4.4. Summary
      2.5. References
      ch. 3 Development of Speech Motor Control
      3.1. Acoustic and Kinematic Studies of Speech Development
      3.1.1. Syllables and Multisyllabic Utterances
      3.1.1.1. Infraphonological Description of Infant Speech
      3.1.1.2. Stages in Infant Speech Development
      3.1.1.3. Development of Mandibular Control During Babbling
      3.1.1.4. Organization of Supralaryngeal Articulatory Gestures in Meaningful Speech
      3.1.1.5. Gestural Goals in Connected Speech
      3.1.2. Vowels
      3.1.2.1. Development of the Vowel Space in Infancy
      3.1.2.2. Vowel Production in Childhood
      3.1.3. Voice-Onset Time
      3.1.4. Fundamental Frequency Contours
      3.1.5. Summary of Studies of Speech Development
      3.2. Theories of Speech Motor Control
      3.2.1. Psycholinguistic Models of Speech Production
      3.2.2. Motor Schema Theory
      3.2.3. Auditory Feedback Based Models of Speech Motor Control
      3.2.3.1. DIVA Model
      3.2.3.2. Experimental Investigations of Feedback and Feed-Forward Mechanisms in Adult Speech
      3.2.3.3. Development of Internal Models
      3.3. Factors That Contribute to the Development of Speech Motor Control
      3.3.1. Maturation of Biomechanical and Neurophysiological Structures
      3.3.1.1. Maturation of the Vocal Tract
      3.3.1.2. Maturation of Neurophysiological Structures
      3.3.2. Access to Sensory Feedback
      3.3.2.1. Auditory Input
      3.3.2.2. Somatosensory Feedback
      3.3.3. Social and Cognitive Influences
      3.4. References
      ch. 4 Phonological Development
      4.1. Normal Phonological Development
      4.2. Emerging Phonological Knowledge in Infants and Toddlers
      4.2.1. Normative Data: Phonetic Repertoires
      4.2.2. Normative Data: Whole Word Measures
      4.2.3. Clinical Application of Normative Data with Infants and Toddlers
      4.3. Normative Data: Preschool and School-Age Children
      4.3.1. Whole Word Accuracy and Connected Speech Measures
      4.3.2. Segmental Norms
      4.3.3. Normative Data for Phonological Processes
      4.3.4. Acquisition of Prosodic Units
      4.3.5. Clinical Application of Normative Data with Older Children
      4.4. Theoretical Issues in Phonological Development
      4.4.1. Formal Linguistic Theories
      4.4.2. Cognitive Linguistic Models
      4.5. Environmental Influences and Physiological Constraints on Phonological Development
      4.5.1. Cross-Linguistic Studies of Feature Development
      4.5.2. Speech Perception Skills and Phonological Development
      4.5.3. Motoric Factors and Phonological Development
      4.5.4. Lexical Effects on Phonological Development
      4.5.5. Summary
      4.6. References
      pt. II Holistic Approach to Diagnosis and Treatment Planning
      ch. 5 Assessment of Children with Developmental Phonological Disorders
      5.1. Planning the Assessment
      5.1.1. Case History
      5.2. Obligatory Assessment Tools and Procedures
      5.2.1. Standardized Single-Word Citation-Form Tests
      5.2.1.1. Scoring the Articulation Test
      5.2.2. Stimulability Testing
      5.2.3. Oral-Motor Screening and Assessment
      5.2.3.1. Facial Characteristics
      5.2.3.2. Lips
      5.2.3.3. Dentition
      5.2.3.4. Tongue
      5.2.3.5. Palatal and Pharyngeal Areas
      5.2.3.6. Coordinated Nonspeech Movements
      5.2.3.7. Maximum Performance Tasks
      5.2.3.8. Standardized Measures of Oral-Motor Function
      5.2.4. Continuous Speech Sample
      5.2.4.1. Eliciting the Speech Sample
      5.2.4.2. Recording the Speech Sample
      5.2.4.3. Interpreting Speech Sample Performance
      5.2.5. Hearing Screen
      5.3. Optional Assessment Tools and Procedures
      5.3.1. Phonology Skills and Inconsistency Assessment
      5.3.2. Measures of Intelligibility and Participation Restrictions
      5.3.3. Language and Cognitive Skills
      5.3.4. Phonological Processing
      5.3.4.1. Speech Perception Skills
      5.3.4.2. Phonological Awareness Skills and Emergent Literacy
      5.3.4.3. Nonword Repetition
      5.3.4.4. Auditory Processing
      5.4. Considerations for Dialect Speakers, Children Speaking English as a Second Language, and Multilingual Children
      5.4.1. Regional Dialects of American English
      5.4.2. African American English
      5.4.3. Children Speaking English as a Second Language, Bilingual and Multilingual Children
      5.5. Putting It All Together
      5.6. References
      ch. 6 Speech Sample Analysis
      6.1. Analyses to Select Treatment Goals
      6.1.1. Phonological Patterns
      6.1.2. Multilinear Analysis
      6.1.2.1. Short Tutorial on Multilinear Phonology
      6.1.2.2. Adequacy of the Speech Sample for a Multilinear Analysis
      6.1.2.3. Quick Multilinear Phonology Analysis
      6.1.2.4. Complete Multilinear Phonology Analysis
      6.1.3. Phonotactic Assessment
      6.2. Analyses to Track Treatment Progress
      6.2.1. Syllable Structure Levels
      6.2.2. Phonological Mean Length of Utterance
      6.2.3. Weighted Speech Sound Accuracy Measure
      6.3. Predictive Assessment Procedures
      6.4. References
      ch. 7 Nature of Developmental Phonological Disorders
      7.1. Classification of Developmental Phonological Disorders
      7.2. Linguistic Classification Systems
      7.3. Shriberg's Framework for Research in Speech Sound Disorders
      7.3.1. Speech Delay
      -Genetic
      7.3.2. Speech Delay
      -Otitis Media with Effusion
      7.3.3. Speech Delay
      -Psychosocial Involvement
      7.3.4. Speech Errors
      7.3.5. Motor Speech Disorder
      7.3.6. Clinical Value of the Medical Approach to Classifying Speech Sound Disorders
      7.4. Psycholinguistic Approach to the Description of DPD
      7.4.1. Input Processing in Children with DPD
      7.4.2. Phonological Representations
      7.4.3. Output Representations
      7.4.4. Clinical Utility of the Psycholinguistic Approach
      7.5. Prevalence, Comorbidity, and Long-Term Outcomes
      7.5.1. Prevalence
      7.5.2. Comorbidity
      7.5.2.1. Comorbidity with Specific Language Impairment
      7.5.2.2. Comorbidity of DPD and Reading Disability
      7.5.3. Medium and Long-Term Outcomes for Children with DPD
      7.6. References
      ch. 8 Treatment Planning
      8.1. Deciding Whether to Provide an Intervention
      8.1.1. Norm-Referenced Approach
      8.1.2. Medical Approach
      8.1.3. ICF Approach
      8.1.4. Recommended Protocol for Deciding When to Treat
      8.2. Service Delivery Options
      8.2.1. How Much Intervention Is Enough?
      8.2.2. Intensity of the Treatment Schedule
      8.2.3. Group Therapy
      8.2.4. Parents as Intervention Agents
      8.2.5. Summary and Recommendations
      8.3. Treatment Planning for the Individual Child
      8.3.1. Goals and Goal Attack Strategies
      8.3.2. Factors to Consider When Selecting Goals
      8.3.3. Randomized Control Trial of Target Selection Strategies
      8.3.4. Dynamic Systems Perspective on the Selection of Treatment Goals
      8.3.5. Instructional Objectives
      8.3.6. Monitoring Treatment Progress
      8.3.7. Summary
      8.4. References
      pt. III Intervention at Multiple Levels of Representation
      ch. 9 Input-Oriented Intervention Procedures
      9.1. Focused Stimulation
      9.1.1. Principles of Focused Stimulation
      9.1.2. Case Studies of Focused Stimulation to Remediate DPD
      9.1.3. Empirical Evidence for the Efficacy of Focused Stimulation
      9.1.4. Summary: Focused Stimulation
      9.2. Ear Training
      9.2.1. Case Studies of Computer-Based and Live-Voice Ear Training
      Contents note continued: 9.2.2. Empirical Evidence for the Efficacy of Ear Training
      9.2.2.1. Efficacy of Live-Voice Ear Training Procedures
      9.2.2.2. SAILS: Computer-Based Speech Perception Training
      9.2.3. Summary: Ear Training
      9.3. Dialogic Reading
      9.3.1. Dialogic Reading Techniques
      9.3.2. Demonstrations of Dialogic Reading
      9.3.3. Empirical Evidence for the Efficacy of Dialogic Reading
      9.3.4. Summary: Dialogic Reading
      9.4. Conclusions and Recommendations
      9.5. References
      ch. 10 Output-Oriented Intervention Procedures
      10.1. Explore Possibilities of the Vocal System
      10.1.1. Procedures to Encourage Vocal Play
      10.1.2. Demonstration of Therapy to Encourage Vocal Play
      10.1.3. Empirical Evidence for the Efficacy of Vocal Play Therapy
      10.2. Controlled Variability in Babble and Early Words
      10.2.1. Sensorimotor Procedures to Enhance Dynamic Stability in the Production of Syllable Sequences
      10.2.2. Demonstrations of Sensorimotor Therapy
      10.2.3. Empirical Evidence for the Sensorimotor Approach
      10.3. Intelligible Speech
      10.3.1. Procedures to Establish Correct Articulation of a New Phoneme
      10.3.1.1. Demonstrations of Techniques to Establish New Phonemes
      10.3.2. Stabilization of New Phonemes
      10.3.2.1. Demonstration of Sound Stabilization Activities
      10.3.3. Empirical Support for Traditional Procedures
      10.4. Ongoing Refinements Toward Adultlike Speech
      10.4.1. Increased Segmental Consistency
      10.4.2. Increased Motor Stability
      10.4.2.1. Demonstration of a Therapy Plan for Maintenance
      10.5. Conclusions and Recommendations
      10.6. References
      ch. 11 Phonological Intervention Procedures
      11.1. Word-Based Phonology
      11.1.1. Core Vocabulary Approach
      11.1.2. Empirical Basis for Core Vocabulary Approach
      11.2. Emergence and Reorganization of Phonological Structure
      11.2.1. Selecting Treatment Goals to Promote Phonological Generalization
      11.2.1.1. Demonstration of Target Selection to Promote Phonological Reorganization
      11.2.1.2. Empirical Evidence for Phonological Generalization
      11.2.2. Promoting Phonological Reorganization
      11.2.2.1. Demonstration of a Cycles Treatment Session
      11.2.2.2. Empirical Support for the Cycles Approach
      11.2.3. Meaningful Minimal Pairs Procedures
      11.2.3.1. Empirical Support for the Method of Meaningful Minimal Pairs
      11.3. Explicit Access to Phonological Structure
      11.3.1. Metaphonological Approaches to Speech Therapy
      11.3.1.1. Demonstration of Metaphonological Approach
      11.3.1.2. Empirical Support for the Metaphonological Approach
      11.3.2. Preventive Emergent Literacy Programs
      11.3.2.1. Characteristics of Effective Phonological Awareness Interventions
      11.3.2.2. Evidence-Based Phonological Awareness Interventions
      11.3.3. Direct Reading and Spelling Interventions
      11.4. Conclusions and Recommendations
      11.5. References.
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