Interventions for Speech Sound Disorders in Children / Edition 1

by A. Lynn Williams, Sharynne Mcleod, Rebecca McCauley

Overview

NEW edition coming Fall 2020!

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

Product Details

ISBN-13:	9781598570182
Publisher:	Brookes Publishing
Publication date:	04/01/2010
Pages:	672
Product dimensions:	7.00(w) x 9.90(h) x 1.50(d)

About the Author

Ann Kaiser, Ph.D. is the Susan W. Gray Professor of Education and Human Development at Vanderbilt University. She is the author of more than 175 articles on early intervention for children with autism and other development communication disabilities. Her research focuses on therapist- and parent-implemented naturalistic interventions.

Pam Williams, Ph.D. worked as a speech and language therapist at the Nuffield Hearing and Speech Centre for more than 30 years before retiring from her clinical role in December 2017. She was involved in the creation of the original Nuffield Centre Dyspraxia Programme (1985) and has been responsible for its development since 1993. She continues to run training courses for speech and language professionals on the subject of childhood apraxia of speech and the Nuffield Centre Dyspraxia Programme (third edition). Dr. Williams was awarded a Fellowship of the Royal College of Speech and Language Therapists in 2013 in recognition of having carried out work of special value to the profession. She completed her doctoral studies at the University of Sheffield, United Kingdom, in 2016, and her thesis investigated the diadochokinetic skills of children with speech sound disorders. She continues to be a member of the Child Speech Disorder Research Network for the United Kingdom and Ireland.

Yvonne Wren, Ph.D. is Director of Bristol Speech and Language Therapy Research Unit in the United Kingdom, a research center hosted within a National Health Service facility and carrying out applied research in speech-language pathology. Her primary research interests include speech sound disorder, cleft palate, and epidemiology of speech and language development and disorder. She is chief investigator of the Cleft Collective Speech and Language Study, a national cohort study of children born with cleft palate in the United Kingdom and is a collaborator of the Avon Longitudinal Study of Parents and Children, a longitudinal community population study following the development of children over a 25-year period.

Steven F. Warren, Ph.D., Professor, Speech-Language-Hearing Sciences and Disorders, Dole Human Development Center, University of Kansas, 1000 Sunnyside Avenue, #3045, Lawrence, Kansas 66045

Dr. Steven Warren's research has focused on communication and language development and intervention. Working with various colleagues, Dr. Warren has contributed to the creation of pre-linguistic and milieu intervention approaches. Much of his research has focused on the effect of these intervention approaches and on the role of parenting on moderating the impact of developmental disorders, such as Down syndrome and fragile X Syndrome.

Marc E. Fey, Ph.D., CCC-SLP, was emeritus professor for the Hearing and Speech Department at the University of Kansas Medical Center. He published numerous articles, chapters, and software programs on children’s speech and language development and disorders and wrote and edited three books on child-language intervention. He was editor of the American Journal of Speech-Language Pathology from 1996 to 1998 and Chair of the American Speech-Language Hearing Association's (ASHA) publications board from 2003 to 2005. He received the Kawana Award for Lifetime Achievement in Publications and the Honors of the Association from ASHA.

In Memory of Marc E. Fey

The field of communication sciences lost a remarkable leader when Marc Fey passed away on September 12, 2023. At Brookes, we will remember him as the dedicated Co-Series Editor of the Communication and Language Intervention (CLI) book series, which he helped direct and expand for many years. Marc was not only a series editor but also a volume editor/author. One of those titles, Treatment of Language Disorders in Children, now in its second edition and slated for a third, has become a classic text for speech-language pathologists, for its balanced examination of interventions for emerging communication and language as well as more advanced language and literacy. A strong supporter of evidence-based practice, Marc brought his passion for research and commitment to well-designed intervention studies to the selection process for the CLI series. Those books benefited from his keen editorial and writing skills. Our staff who had the pleasure of working with him will remember many enjoyable moments at CLI Board meetings and his collaborative, encouraging leadership. His legacy will live on in the volumes he helped to envision and create for the field, and the difference he made in the lives of so many children with speech and language disorders.

A. Lynn Williams, Ph.D. is Associate Dean in the College of Clinical and Rehabilitative Health Sciences and a professor in the Department of Audiology and Speech-Language Pathology at East Tennessee State University. Most of her research has involved clinical investigations of models of phonological treatment for children with severe to profound speech sound disorders. She developed a new model of phonological intervention called multiple oppositions that has been the basis of federally funded intervention studies by the National Institutes of Health (NIH), and she developed a phonological intervention software program, Sound Contrasts in Phonology (SCIP), that was funded by NIH. Dr. Williams served as associate editor of Language, Speech, and Hearing Services in Schools and most recently served as the associate editor of the American Journal of Speech-Language Pathology. Dr. Williams is a Fellow of the American Speech-Language-Hearing Association and served as ASHA Vice President for Academic Affairs in Speech-Language Pathology (2016–2018). She currently serves as ASHA’s 2020 President-Elect (2021 ASHA President).

Sharynne McLeod, Ph.D. is a speech-language pathologist and professor of speech and language acquisition at Charles Sturt University, Australia. She is an elected Fellow of the American Speech-Language-Hearing Association and Life Member of Speech Pathology Australia. She was named Australia’s Research Field Leader in Audiology, Speech and Language Pathology (2018, 2019, 2020) and has won Editors’ Awards from Journal of Speech, Language, and Hearing: Speech (2018) and American Journal of Speech-Language Pathology (2019). She was an Australian Research Council Future Fellow, previous editor-in-chief of the International Journal of Speech-Language Pathology, and has coauthored 11 books and over 200 peer-reviewed journal articles and chapters focusing on children’s speech acquisition, speech sound disorders, and multilingualism.

Rebecca J. McCauley, Ph.D.is a professor in the Department of Speech and Hearing Sciences at The Ohio State University. Her research and writing have focused on assessment and treatment of pediatric communication disorders, with a special focus on speech sound disorders, including childhood apraxia of speech. She has authored or edited seven books on these topics and co-authored a test designed to aid in the differential diagnosis of childhood apraxia of speech. Dr. McCauley is a Fellow of the American Speech-Language-Hearing Association, has received Honors of the Association, and has served two terms as an associate editor of the American Journal of Speech-Language Pathology.

Elise Baker, Ph.D. is a speech-language pathologist, clinical researcher, and an associate professor of Allied Health, with Western Sydney University and South Western Sydney Local Health District, Australia. Her research focuses of assessment and intervention for children with speech sound disorders. She is passionate about supporting speech-language pathologists’ implementation of high-quality clinical research into everyday clinical practice.

Barbara May Bernhardt, Ph.D. was a professor at the School of Audiology and Speech Sciences at the University of British Columbia (1990"“2017). Her primary focus is phonological development, assessment, and intervention, including an ongoing crosslinguistic project ( http://phonodevelopment.sites.olt.ubc.ca). Other areas of focus include ultrasound in speech therapy; language development, assessment, and intervention; and approaches to service delivery to Indigenous people in Canada.

Françoise Brosseau-Lapré, Ph.D. is a speech-language pathologist and an assistant professor in the Department of Speech, Language, and Hearing Sciences at Purdue University. Her research is funded through the National Institutes of Health. Her research as director of the Purdue Child Phonology Lab focuses on how speech perception impacts speech production and interacts with language factors in children with speech sound disorder with or without concomitant language disorder.

Stephen Camarata, Ph.D., Professor, Hearing and Speech Sciences, Vanderbilt University School of Medicine, 1215 21st Avenue South, Suite 8310, Nashville, TN 37232
Stephen Camarata is a nationally and internationally renowned clinician-scientist who studies late-talking children. His research focuses on the assessment and treatment of speech and language disorders in children with disabilities such as autism, Down syndrome, and specific language impairment. He also studies children whose late onset of talking appears to be a natural developmental stage rather than a symptom of a broader developmental disability.

Sharon Crosbie, Ph.D. is a senior lecturer in speech pathology at the Australian Catholic University. Her research has focused on speech, language, and literacy development in childhood.

Barbara Dodd, Ph.D. is officially retired, but still active in research and teaching and writing. She worked in departments of psychology, linguistics, and speech-language pathology at universities in the United Kingdom and Australia. Her research focuses on the nature, differential diagnosis, and treatment of spoken and written developmental phonological disorders.

Jennifer Eigen, M.S. owns a private practice in Brooklyn, New York, where she and her therapists provide speech-language services to toddlers, preschoolers, and school-age children with a wide range of issues, including motor speech, language, and autism spectrum disorders. Jennifer also works for the PROMPT Institute, teaching PROMPT classes to speech-language pathologists worldwide, helping the institute develop online courses, and contributing to PROMPT publications. Additionally, Jennifer teaches a course in speech sound disorders to graduate students in New York University’s online graduate program.

Allison M. Haskill, Ph.D. is a professor in the Communication Sciences and Disorders Department at Augustana College where she teaches child language development and disorders courses and also serves as Director for the Center for Speech, Language, and Hearing. Her areas of research include narratives of children on the autism spectrum and morphosyntax skills of children with speech-language impairments.

Deborah A. Hayden, M.A. is the developer and founder of the PROMPT Institute. Currently, she is the research director of the PROMPT Institute and continues to work with col- leagues around the world to promote and develop clinical and brain-related research for the identification, assessment, and treatment of expressive speech disorders across the life span.

Megan M. Hodge, Ph.D.’s clinical and research work have focused on linking theory with practice for serving children with motor speech disorders with the goal of maximizing these children’s acquisition of intelligible speech.

Barbara Hodson, Ph.D. is a professor at Wichita State University and has been directly involved with phonology clients for more than 30 years. Her major professional goal has been to develop more effective assessment and remediation procedures for children with highly unintelligible speech. In 2004, she received the American Speech-Language-Hearing Foundation’s Frank R. Kleffner Lifetime Clinical Career Award, and in 2009, she received the American Speech-Language-Hearing Association’s Honors of the Association.

Alison Holm, Ph.D. is a speech-language pathologist and academic at the Nathan campus of Griffith University in Brisbane. Her research interests include assessment and intervention for multilingual and monolingual children with speech sound disorders and multilingual children’s language development and disorder.

Adele W. Miccio, Ph.D. died in March 2009. Having completed her Ph.D. in speech and hearing sciences at Indiana University in Bloomington, she was a distinguished professor at the Pennsylvania State University since 1995. Her research, funded by the National Institutes of Health and the U.S. Department of Education, focused on interventions for children with speech sound disorders and phonological development of bilingual children and children with chronic middle-ear infections. In 2002, she was a visiting scholar and guest lecturer at Harvard University, and in 2006, she was named Director of the Penn State Center for Language Science. A beloved and cherished colleague, Adele is greatly missed by all of us who had the privilege of knowing her.

Michelle Pascoe, Ph.D. is an associate professor in the Division of Communication Sciences and Disorders at the University of Cape Town, South Africa, and a speech-language therapist. She is director of Child Language Africa ( https://www.childlanguageafrica.com), a research unit focused on speech and language development in the languages of Southern Africa, multilingualism, and ways to support clinicians when working with families from a range of language and cultural backgrounds.

Rauúl Francisco Prezas is an associate professor in the Department of Human Services at Stephen F. Austin State University in Texas. He has several years of clinical experience in the university, public school, and home health settings, particularly working with culturally and linguistically diverse populations and their families. His interests include speech disorders, phonological development, bilingual/multicultural assessment and treatment, working with children with highly unintelligible speech, phonological treatment models/outcomes, school-based issues, working with underrepresented students, and epistemological beliefs. In addition to publications in several journals, including the American Journal of Speech-Language Pathology, Dr. Prezas has written book chapters and articles related to interest areas, including monolingual and bilingual phonological acquisition, selective mutism, autism, fluency disorders, and culturally and linguistically diverse children.

Susan Rvachew, Ph.D. is a professor in the School of Communication Sciences and Disorders at McGill University. Her research focuses on the development of more effective interventions to treat speech sound disorders in children and prevent reading disability in this population. She is the author of more than 80 papers and two books on phonological development and disorders.

Nancy J. Scherer, Ph.D. is a professor of speech and hearing science at Arizona State University. She conducts research on assessment and intervention efficacy for young children with craniofacial conditions. She focuses on assessing effectiveness of early intervention service delivery models (telehealth, parent training, hybrid) for application in the United States and international contexts.

Joy Stackhouse, Ph.D. is Emeritus Professor of Human Communication Sciences at the University of Sheffield and a Fellow of the Royal College of Speech and Language Therapists. In collaboration with Bill Wells and Michelle Pascoe, she has developed a psycholinguistic framework for the assessment and management of children and young adults with spoken and written language difficulties.

Ann A. Tyler, Ph.D. is Associate Dean in the College of Health and Human Services and Professor of Speech, Language and Hearing Sciences at Western Michigan University. She is a Fellow of the American Speech-Language-Hearing Association (ASHA). She has presented and published extensively in childhood speech sound disorders. Her research in the area of treatment efficacy has been supported by a variety of external funding sponsors. Dr. Tyler has served on numerous editorial boards and has served ASHA in a variety of roles.

Table of Contents

Series Preface viii

Editorial Advisory Board ix

About the Editors x

Contributors xii

Foreword Marc E. Fey xxi

Acknowledgements xxiii

1 Introduction to Interventions for Speech Sound Disorders in Children A. Lynn Williams Sharynne McLeod Rebecca J. McCauley 1

I Direct Speech Production Interventions A. Lynn Williams Sharynne McLeod Rebecca J. McCauley 27

2 Minimal Pair Intervention Elise Baker 41

3 Multiple Oppositions Intervention A. Lynn Williams 73

Appendix 3A Example of a Multiple Oppositions Data Sheet 94

4 Complexity Approaches to Intervention Elise Baker A. Lynn Williams 95

5 Core Vocabulary Intervention Barbara Dodd Alison Holm Sharon Crosbie Beth McIntosh 117

6 The Cycles Phonological Remediation Approach Raul F. Prezas Barbara Williams Hodson 137

7 The Nuffield Centre Dyspraxia Programme Pam Williams Hilary Stephens 159

8 Stimulability Intervention Adele W. Miccio A. Lynn Williams 179

Appendix 8A Stimulability Probe 201

Appendix 8B Palindrome Generalization Probe 202

II Speech Interventions in Broader Contexts Sharynne McLeod Rebecca J. McCauley A. Lynn Williams 203

9 Psycholinguistic Intervention Joy Stackhouse Michelle Pascoe 219

10 Metaphonological Intervention: Phonological Awareness Therapy Anne Hesketh 247

11 Computer-Based Interventions Yvonne Wren Sue Roulstone A. Lynn Williams 275

12 Speech Perception Intervention Susan Rvachew Françoise Brosseau-Lapré 295

13 Nonlinear Phonological Intervention B. May Bernhardt Karen D. Bopp Bonnie Daudlin Susan M. Edwards Susan E. Wastie 315

14 Dynamic Systems and Whole Language Intervention Paul R. Hoffman Janet A. Norris 333

15 Morphosyntax Intervention Ann A. Tyler Allison M. Haskill 355

Appendix 15A Morphosyntax Session Planning Worksheet 378

Appendix 15B Example Language Sample Script 379

16 Naturalistic Intervention for Speech Intelligibility and Speech Accuracy Stephen M. Camarata 381

17 Parents and Children Together (PACT) Intervention Caroline Bowen 407

18 Enhanced Milieu Teaching with Phonological Emphasis for Children with Cleft Lip and Palate Nancy J. Scherer Ann P. Kaiser 427

Appendix 18A Sample Consonant Inventory 451

Appendix 18B Sample Analysis Sheet 452

19 Prompt: A. Tactually Grounded Model Deborach A. Hayden Jennifer Eigen Anne Walker Lisa Olsen 453

20 Family-Friendly Intervention Nicole Watts Pappas 475

III Interventions for Achieving Speech Movements Rebecca J. McCauley Sharynne McLeod A. Lynn Williams 497

21 Visual Feedback Therapy with Electropalatography Fiona E. Gibbon Sara E. Wood 509

Appendix 21A Cleftnet Speech Word List 536

22 Vowel Intervention B. May Bernhardt Joseph P. Stemberger Penelope Bascsfalvi 537

23 Developmental Dysarthria Interventions Megan M. Hodge 557

24 Nonspeech Oral Motor Intervention Heather M. Clark 579

25 Interventions for Children with Speech Sound Disorders: Future Directions Rebecca J. McCauley A. Lynn Williams Sharynne McLeod 601

Glossary 615

The International Phonetic Alphabet 625

Index 627

What People are Saying About This

Ken Bleile

"A much needed and excellent addition to the intervention literature on speech sound disorders . . . will likely be a standard text in the field for many years to come."--(Ken Bleile, Ph.D., CCC-SLP, Professor, University of Northern Iowa)

Emma Filies

"A breath of fresh air . . . well-written, inspiring, and informative. Each chapter beautifully summarizes the literature covering each perspective on speech sound disorders . . . and best of all, explicit direction is provided for the implementation of each approach. This book will spend more time open on my desk than on the bookshelf"--(Emma Filies, Speech Pathologist, Sydney South West Area Health Service, Australia)

Barbara L. Davis

"In this era when evidence-based practice research support for intervention is the standard in our field, Interventions for Speech Sound Disorders in Children provides an invaluable sourcebook for both practicing clinicians and pre-professional training settings."--(Barbara L. Davis, Ph.D., Houston Harte Centennial Professor of Communication, The University of Texas at Austin)

Wayne A. Secord

"An elegant mix of evidence-based practice and instructional leadership . . . Teachers, students, and other professionals will be able to put so much of what they read to use right away, and begin making a difference in the lives of children and adults on Monday."--(Wayne A. Secord, Ph.D., Department of Speech and Hearing Science, The Ohio State University)

Paula R. McGuire

"Useful both as a text for graduate level courses and for practicing clinicians . . . The lucid mapping provided between the ICF-CY and the intervention is extremely helpful and functional."--(Paula R. McGuire, Ph.D., CCC-SLP, Northwestern University)

Editorial Reviews

http://www.booknews.com/sci_issues/sci_jun2010/brookes21.html

From the Publisher

"A gift to our field! Both clinicians and academics will find it very useful . . . It will be at the top of the reading list for my courses in sound system disorders."

Julie J. Masterson

"In this era when evidence-based practice research support for intervention is the standard in our field, Interventions for Speech Sound Disorders in Children provides an invaluable sourcebook for both practicing clinicians and pre-professional training settings."

Barbara L. Davis

"This detailed reference book for students and clinicians is a "must buy" for any paediatric speech and language therapy department."

Speech & Language Therapy in Practice

"An outstanding collection of approaches . . . a perfect blend of practical and theoretical information. I can't wait to use this book with my students!"

University of Alberta - Karen E. Pollock

"A valuable resource for students because of its scope and straightforward discussion of different interventions. Clinicians will find it a useful reference, particularly in the implementation of evidence-based practice."

Professor of Speech and Hearing Sciences and Cognitive Science, Adjunct Professor of Linguistics, Indiana University-Blo - Judith A. Gierut

"A much needed and excellent addition to the intervention literature on speech sound disorders . . . will likely be a standard text in the field for many years to come."

Professor, University of Northern Iowa - Ken Bleile

"Useful both as a text for graduate level courses and for practicing clinicians . . . The lucid mapping provided between the ICF-CY and the interventions is extremely helpful and functional."

Northwestern University - Paula R. McGuire

"An elegant mix of evidence-based practice and instructional leadership . . . Teachers, students, and other professionals will be able to put so much of what they read to use right away, and begin making a difference in the lives of children and adults on Monday."

Department of Speech and Hearing Science, The Ohio State University - Wayne A. Secord

"A breath of fresh air . . . well-written, inspiring, and informative. Each chapter beautifully summarizes the literature covering each perspective on speech sound disorders . . . and best of all, explicit direction is provided for the implementation of each approach. This book will spend more time open on my desk than on the bookshelf"

Speech Pathologist, Sydney South West Area Health Service, Australia - Emma Filies

http://www.booknews.com/sci_issues/sci_jun2010/brookes21.html

Inc. Book News