Interventions for Speech Sound Disorders in Children: (CLI)

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 intervention Learn more about the new edition This title is part of the Brookes Communication and Language Intervention Series.

Table of Contents:
Series Preface Editorial Advisory Board About the Video Clips and Downloads About the Editors About the Contributors Foreword    Caroline Bowen, Ph.D. Preface Acknowledgments Chapter 1    Introduction A. Lynn Williams, Sharynne McLeod, and Rebecca J. McCauley Chapter 2    Learning How to Implement Interventions with Acceptable Fidelity Elise Baker and A. Lynn Williams Chapter 3    Minimal Pairs Intervention Elise Baker Chapter 4    Multiple Oppositions Intervention A. Lynn Williams and Eleanor Sugden Chapter 5    Complexity Approach Michele L. Morrisette Chapter 6    Integrated Phonological Awareness Intervention Brigid C. McNeill and Gail T. Gillon Chapter 7    Psycholinguistic Intervention Michelle Pascoe and Joy Stackhouse Chapter 8    Digital Tools for Interventions Yvonne Wren, Sarah Masso, and A. Lynn Williams Chapter 9    Speech Perception Intervention Susan Rvachew and FranÇoise Brosseau-LaprÉ Chapter 10    Core Vocabulary Intervention Sharon Crosbie, Alison Holm, and Barbara Dodd Chapter 11    The Cycles Approach RaÚl Francisco Prezas, Lesley C. Magnus, and Barbara Hodson Chapter 12    Stimulability Approach Adele W. Miccio and A. Lynn Williams Chapter 13    Enhanced Milieu Teaching with Phonological Emphasis Nancy J. Scherer, Ann Kaiser, and Jennifer R. Frey Chapter 14    Naturalistic Recast Intervention Stephen M. Camarata Chapter 15    Morphosyntax and Speech Sound Interventions Ann A. Tyler, Allison M. Haskill, and Jennifer Thompson Mackovjak Chapter 16    Nonlinear Phonological Intervention Barbara May Bernhardt Chapter 17    Articulation Interventions Jonathan L. Preston and Megan C. Leece Chapter 18    The Nuffield Centre Dyspraxia Programme Pam Williams Chapter 19    The PROMPT Approach Deborah A. Hayden, Aravind K. Namasivayam, Roslyn Ward, Amy Clark, and Jennifer Eigen Chapter 20    Speech Motor Programming Intervention Kirrie Ballard and Donald A. Robin Chapter 21    Dynamic Temporal and Tactile Cueing Edythe A. Strand Chapter 22    Biofeedback Interventions Joanne Cleland and Jonathan L. Preston Chapter 23    Intervention Strategies for Developmental Dysarthria Lindsay Pennington and Megan M. Hodge Chapter 24    Choosing the Best Intervention: The Nexus among Interventions, Clients, and Clinicians A. Lynn Williams, Rebecca J. McCauley, and Sharynne McLeod Index International Phonetic Alphabet and extended International Phonetic Alphabet charts

About the Author :
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.