Title overview
- Distills the world’s research on speech sound disorders across the areas of speech acquisition, assessment, analysis, diagnosis and intervention:
- Provides evidence-based information for differential diagnosis and management of children with different types of speech sound disorders, including phonology, articulation, childhood apraxia of speech, and childhood dysarthria.
- Enacts an evidence-based practice framework considering research, clinician, and client perspectives, enabling readers to make clinical decisions grounded in evidence-based practice.
- Provides case-based material for five children with speech sound disorders including transcribed speech samples, case history information, assessment results, and other real-life material. Readers see the clinical application and relevance of the material in the text.
- Applies foundational material on anatomy phonetic transcription, and phonological theory to children with speech sound disorder and includes extensive images of speech production for each English consonant generated by electropalatography and ultrasound.
- Adopts a child and family-centered approach to assessment, goal setting, and intervention, allowing readers to consider the individual and the impact of speech sound disorder across the lifespan.
- Provides a user-friendly phonological analysis template (Children’s Independent and Relational Phonological Analysis¿-CHIRPA) and guided instruction on how to complete the template to allow readers to learn how to phonologically analyze children’s speech and identify suitable goals.
- Provides assessment planning and goal templates and guided instruction for completion to give readers the ability to conduct comprehensive assessments with children.
- Uses the International Classification of Functioning Disability and Health-Children and Youth (ICF-CY) framework to guide a person-centered approach as recommended by the American Speech-Language-Hearing Association.
- International in scope:
- Includes information about English-speaking children and SLPs who live in the United States, Canada, the United Kingdom, Ireland, Australia, and New Zealand, as well as SLPs and researchers who speak Cantonese, French, German, Icelandic, Spanish, Swedish, Turkish, Vietnamese, and many other languages across the globe.
- Recognizes and respects cultural and linguistic diversity, as well as the need to learn from children, families, and professionals who are multilingual or monolingual in languages other than English.
- Facilitates student learning with a number of valuable pedagogical aids:
- Learning objectives, key words, and overviews begin each chapter.
- Concluding summaries, recommended readings, case applications, and study questions end each chapter.
- Comment boxes provide insights from clinical experience, observations about controversies in the field, or commentary about a particular issue.
- Application boxes provide students with an opportunity to apply what they have learned to a clinical case, develop a practical skill (e.g., analyze a speech sample, make a decision about an assessment result) and reflect on what they have learned.
- Children’s insights boxes offer unique insights into what children think, do, draw and say about their lives and living with speech sound disorders, and what they think about receiving speech-language pathology. These boxes are designed to help students engage in the lives of children with speech sound disorders and become competent compassionate clinicians.
- Multicultural insights boxes equip students with knowledge, awareness, and confidence to with work with children and families from diverse cultures and languages.
- Supports course teaching with a number of aids for instructors:
- A systematic organization mirrors the unfolding stages of clinical management with children with speech sound disorders.
- The approach includes a comprehensive synthesis of published research alongside theory, case-based information, and practical resources.
- Clinical templates and accompanying step-by-step instructions help instructors’ foster students’ abilities to plan assessments, analyze speech samples, identify goals, and plan intervention sessions.
- The unique pedagogical elements and case-based materials help instructors use authentic instruction and actively engage students in the learning process from a constructivist perspective.
- The clinical cases could be used in a case-based curriculum. They also represent potential for instructors to create communities of practice within their classrooms.
- The alignment of the content, learning objectives, and four box types helps instructors deliver a course characterized by constructive alignment, valuable for student learning.
Table of contents
- Chapter 1 Children with Speech Sound Disorders
- Chapter 2 Classification, Causes, and Co-occurrence
- Chapter 3 Articulatory Foundations of Speech
- Chapter 4 Transcription of Speech
- Chapter 5 Theoretical Foundations of Children’s Speech
- Chapter 6 Children’s Speech Acquisition
- Chapter 7 Assessment Preparation, Purpose, and Types
- Chapter 8 Assessment of Children’s Speech
- Chapter 9 Analysis of Children’s Speech
- Chapter 10 Goal Setting
- Chapter 11 Intervention Principles and Plans
- Chapter 12 Intervention Procedures and Evaluation
- Chapter 13 Phonological Intervention Approaches
- Chapter 14 Articulatory and Motor Speech Intervention Approaches
- Chapter 15 Evidence-Based Practice in Practice
- Chapter 16 Individual Children with Speech Sound Disorders:
- Case Studies
- Glossary
- References
- Index
Author bios
Sharynne McLeod, Ph.D. is a speech-language pathologist and professor of speech and language acquisition from Charles Sturt University, Australia. She is an elected Fellow of the American Speech-Language-Hearing Association and Life Member of Speech Pathology Australia. She is an elected board member of the International Association of Logopedics and Phoniatrics, Vice President of the International Clinical Linguistics and Phonetics Association, a past editor of the International Journal of Speech-Language Pathology and co-chair of the International Expert Panel on Multilingual Children’s Speech. Dr. McLeod has been an invited speaker at the American Speech-Language-Hearing Association conventions as well as at conferences and universities in Australia, Hong Kong, Iceland, Italy, Ireland, New Zealand, Norway, Sweden, Turkey, UK, US, and Vietnam.
Dr. McLeod's research focuses on monolingual and multilingual children's speech. She applies the International Classification of Functioning, Disability and Health (ICF-CY, World Health Organization, 2007) to children with speech sound disorders and is one of two speech-language pathologists who contributed to the development of the ICF-CY (WHO, 2007). Her research foregrounds the right of everyone (particularly children) to participate fully in society. Dr. McLeod also researches the prevalence and impact of childhood speech sound disorders and links this to policy and service delivery issues.
Elise Baker, PhD is a speech-language pathologist and academic from The University of Sydney, Australia. Dr. Baker has been an invited speaker at American Speech-Language-Hearing Association conventions has served as the National Tour Speaker for Speech Pathology Australia and is a member of the International Expert Panel on Multilingual Children’s Speech. Dr. Baker is an award-winning teacher. She has taught tertiary students in the area of speech sound disorders in children for over 20 years. She is passionate about speech-language pathologists and researchers working together to foster knowledge creation, dissemination and implementation. Dr. Baker nurtures her passion through service on the steering committee of a large evidence-based practice network of practicing speech-language pathologists. Dr. Baker’s research focuses on intervention for speech sound disorders in children, innovative service delivery solutions for children with speech sound disorders, speech-language pathologists' methods of practice with children who have speech sound disorders, and the conduct of evidence-based practice.
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