 | Interventions for Speech Sound Disorders in Children An essential building block of every speech-language pathologist's professional preparation, the second edition of this bestselling textbook is a comprehensive critical analysis of 21 interventions for highly prevalent speech sound disorders (SSD) in children. Bringing together a powerhouse team of international experts, this new edition has been revised and enhanced with current research, new interventions, more guidance on selecting interventions, and updated video clips that show the approaches in action. For each intervention, readers will get a clear explanation of its robust evidence base, plus thorough guidance on implementing the approach, monitoring progress, and using the intervention with children from culturally and linguistically diverse backgrounds. A key graduate-level text and an important professional resource for practicing SLPs, early interventionists, and special educators, this book will help readers choose and use the best interventions for children with phonological or motor-based speech disorders. WHAT'S NEW: 18 high-quality video clips that offer a vivid inside look at intervention techniques in action Expanded information on choosing interventions and implementing them with fidelity New featured interventions, including Dynamic Temporal and Tactile Cueing, speech motor programming intervention, articulation interventions, and biofeedback approaches Up-to-date research on SSD and interventions, including Levels of Evidence tables that help readers evaluate the evidence base for each intervention In-depth discussion of how the interventions relate to the World Health Organization's framework of enhancing participation New learning activities that help readers apply their understanding of each interventionLearn more about the new edition This title is part of the Brookes Communication and Language Intervention Series . Alan G. Kamhi, Ph.D. , is Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University. Since the mid-1970s, he has conducted research on many aspects of developmental speech, language, and reading disorders. He has written several books with Hugh Catts on the connections between language and reading disabilities as well as two books with Karen E. Pollock and Joyce Harris on communication development and disorders in African American speakers. His current research focuses on how to use research and reason to make clinical decisions in the treatment of children with speech, language, and literacy problems. He began a 3-year term as the Language Editor for the Journal of Speech, Language, and Hearing Research in January 2004 and served as Editor of Language, Speech, and Hearing Services in Schools from 1986 to 1992. 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. 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. 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 . Barbara May Bernhardt, Ph.D. was a professor at the School of Audiology and Speech Sciences at the University of British Columbia (1990âe"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 M. Camarata, Ph.D. is a professor of hearing and speech sciences at Vanderbilt University School of Medicine and an investigator at the John F. Kennedy Center on Development and Disabilities. His expertise includes speech and language intervention in children with disabilities, including autism, Down syndrome, hearing loss, and developmental language disorders (DLD), and he has published more than 100 articles on these topics. He is a Fellow of the American Speech-Language-Hearing Association and Editor for Language of the Journal of Speech, Language, and Hearing Research . Dr. Camarata''s research has been funded by the U.S. National Institutes of Health, the U.S. Institute of Educational Sciences, the U.S. Department of Education, and/or private foundations since 1986, and he is the past chair of the NIH study sections on Child Psychopathology and Developmental Disabilities (CPDD) and Communication Disorders Research (CDRC). Amy Clark, M.S. is a treatment clinician at Children''s Minnesota. She has more than 20 years of extensive experience working with children with developmental delays, motor speech disorders, autism spectrum disorders, and language disorders in a variety of settings. Amy is a nationally recognized speaker who works for the PROMPT Institute, which entails teaching PROMPT classes to speech-language pathologists worldwide, developing online courses, and contributing to PROMPT publications. She views PROMPT as an integral part of her daily practice that helps a wide variety of patients reach their full potential. Joanne Cleland, Ph.D. is a speech and language therapist and senior lecturer at the University of Strathclyde in Glasgow, Scotland. Her research focuses on using instrumental techniques to diagnose and treat speech disorders in children. She is particularly interested in develop-ing ultrasound tongue imaging into a clinical tool. 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. Jennifer R. Frey, Ph.D. is an associate professor of special education and disability studies at the George Washington University. Her research explores factors that influence early social communication development and predictors of response to treatment in order to adapt interventions to meet the unique needs of individual children with disabilities and their families. She has published in the fields of special education, pediatrics, psychology, and speech-language pathology. Gail T. Gillon, Ph.D. is Director of the Child Well-being Research Institute at the University of Canterbury, New Zealand, and is Co-director of A Better Start National Science Challenge, a 10-year program of research focused on ensuring all children''s learning success and well- being. She has an extensive publication record in children''s speech-language and literacy development. 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, |
