Developmental Phonological Disorders

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Developmental Phonological Disorders

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Developmental Phonological Disorders
Foundations of Clinical Practice

: Second Edition

: Susan Rvachew, Françoise Brosseau-Lapré

Details:: 624 pages, Illustrated (B/W), Softcover, 8.5 x 11"

ISBN13:: 978-1-59756-717-6

Release Date:: 12/30/2016

$149.95

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Overview

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 revised to a single-page format
Improved Table of Contents to ease access to content, including norms tables, case studies, and demonstrations

Reviews

Lissa Power-deFur, Ph.D., CCC-SLP, ASHA-F, Professor, Communication Sciences and Disorders Director, Longwoods Speech, Hearing, and Learning Services, Longwood University (March 2017):
"They have reviewed research from outside fields (e.g., genetics, sociolinguistics, and neurolinguistics) to expand the knowledge base of speech-language pathologists. Each chapter is very well organized, beginning with learning objectives that are clearly met as one reads the chapter. The chapters on development (speech perception, speech motor control, and phonological) are more comprehensive than most other graduate level texts, providing a valuable resource for both faculty and students, most especially doctoral level students. Rvachews and Brosseau-Lapres approach to diagnosis and treatment planning is remarkably comprehensive. They provide valuable information in their tables and figures to support practitioners and the case studies and demonstrations are extremely helpful in applying the research base. . . . In summary, this is an exceptionally useful addition to the body of knowledge regarding articulation and phonology. Rvachew and Brosseau-Lapre present perhaps the most solidly research-based text available and supplement their comprehensive overview of the research literature with practical information that can be easily incorporated into masters and doctoral level education. The practical information will be valuable to practicing clinicians who turn to the text for up-to-date research and application information. . . . I believe it is an exceptionally useful addition to the profession and I am most appreciative of Rvachews and Brosseau-Lapres work to update their work."
Dennis M. Ruscello, Ph.D. FASHA, Professor of Communication Sciences and Disorders, Adjunct Professor of Otolaryngology, West Virginia University, Morgantown, WV (May 2017):
"I have read portions of the book and feel that it is an excellent contribution to the literature. The authors in my opinion have hit a home run."

Foreword
Preface
Acknowledgments

Part I. Phonology from a Developmental Perspective

Chapter 1. Describing Phonological Knowledge at Multiple Levels of Representation
1.1 Types of Phonological Knowledge
1.2 Describing Articulatory Knowledge
1.3 Describing Perceptual Knowledge
1.4 Describing Phonological Knowledge
1.5 References

Chapter 2. Speech Perception Development
2.1 Assessment of Speech Perception Skills in Infancy
2.2 Speech Perception Development in Infancy
2.3 Speech Perception Development in Childhood
2.4 Mechanisms That Underlie Speech Perception Development
2.5 References

Chapter 3. Development of Speech Motor Control
3.1 Acoustic and Kinematic Studies of Speech Development
3.2 Theories of Speech Motor Control
3.3 Factors That Contribute to the Development of Speech Motor Control
3.4 References

Chapter 4. Phonological Development
4.1 Normal Phonological Development
4.2 Emerging Phonological Knowledge in Infants and Toddlers
4.3 Normative Data: Preschool and School-Age Children
4.4 Theoretical Issues in Phonological Development
4.5 Environmental Influences and Physiological Constraints on Phonological Development
4.6 References

Part II. A Holistic Approach to Diagnosis and Treatment Planning

Chapter 5. Assessment of Children with Developmental Phonological Disorders
5.1 Planning the Assessment
5.2 Obligatory Assessment Tools and Procedures
5.3 Optional Assessment Tools and Procedures
5.4 Considerations for Dialect Speakers, Children Speaking English as a Second Language, and Multilingual Children
5.5 Putting It All Together
5.6 References

Chapter 6. Speech Sample Analysis
6.1 Analyses to Select Treatment Goals
6.2 Analyses to Track Treatment Progress
6.3 Predictive Assessment Procedures
6.4 References

Chapter 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
7.4 Psycholinguistic Approach to the Description of DPD
7.5 Prevalence, Comorbidity, and Long-Term Outcomes
7.6 References

Chapter 8. Treatment Planning
8.1 Deciding Whether to Provide an Intervention
8.2 Service Delivery Options
8.3 Treatment Planning for the Individual Child
8.4 References

Part III. Intervention at Multiple Levels of Representation

Chapter 9. Input-Oriented Intervention Procedures
9.1 Focused Stimulation
9.2 Ear Training
9.3 Dialogic Reading
9.4 Conclusions and Recommendations
9.5 References

Chapter 10. Output-Oriented Intervention Procedures
10.1 Explore Possibilities of the Vocal System
10.2 Controlled Variability in Babble and Early Words
10.3 Intelligible Speech
10.4 Ongoing Refinements Toward Adultlike Speech
10.5 Conclusions and Recommendations
10.6 References

Chapter 11. Phonological Intervention Procedures
11.1 Word-Based Phonology
11.2 Emergence and Reorganization of Phonological Structure
11.3 Explicit Access to Phonological Structure
11.4 Conclusions and Recommendations
11.5 References

List of Illustration Legends, Figures, Tables, Case Studies, and Demonstrations
Index

CASES STUDIES:

Case Study 1-1. Allophonic Rule Produced by Child with Chronic Otitis Media
Case Study 1-2. Covert Contrast Produced by a Preschooler
Case Study 1-3. Unique Error Pattern for Fricatives in Onset Versus Ambisyllabic and Coda Position
Case Study 41. Using Normative Data to Determine if a 24-Month-Old Child Has Delayed Speech Development
Case Study 42. Productions of the Words clock and clocks by One Child in a Study of Cluster Development
Case Study 43. Speech Data from a Male Preschooler
Case Study 51A. DEAP Articulation Assessment Responses
Case Study 51B. Oral Motor Screening
Case Study 51C. DEAP Diagnostic Screen Responses and Phonology Assessment Results
Case Study 51D. Performance on Measures of Phonological Processing
Case Study 51E. Assessment Report
Case Study 61A. Speech Sample Obtained from Dwigth with the HAPP-3
Case Study 61B. Comparison of Phonological Pattern versus Quick Multilinear Analysis for Dwights Sample
Case Study 62A. Ambers Single Word Sample Organized for Multilinear Phonology Analysis
Case Study 62B. Steps 1 and 2 of Complete Multilinear Analysis: Syllable/Word Shape and Segment Inventories
Case Study 62C. Completed SODA Analysis Form for Ambers Speech Sample
Case Study 6-2D. Feature Trees Derived from Amber's Sample
Case Study 62E. Summary of Findings: Multilinear Phonology Analysis of Amber's Sample
Case Study 63. Phonetic and Phonotactic Analysis of Speech Sample Produced by Toddler
Case Study 64. Using pMLU to Track Improvements in Early Phonological Development
Case Study 65. Change is Indexed by WSSA Score When GFTA Score is Stable
Case Study 66. Predictive Assessment Protocol for Sibilant Distortions
Case Study 71. Assessment Results Characteristic of Inconsistent Deviant Phonological Disorder
Case Study 72. Assessment Results Characteristic of Motor Speech Disorder
Case Study 81. Example of Speech Delay and Dyslexia Profile
Case Study 82. Risks of Phoneme Specific Eligibility Criteria
Case Study 83. Speech Errors Not Requiring Treatment
Case Study 84. Example of Phonological Disorder Profile
Case Study 91. Focused Stimulation Targeting /l/ Phoneme
Case Study 92. Focused Stimulation by Parent in Home Environment
Case Study 93. Use of SAILS to Improve Speech Perception and Production Accuracy
Case Study 94. Live Voice Error Detection as part of an Input Oriented Intervention
Case Study 101. A Late Talking Toddler Responds to Vocal Play Intervention
Case Study 102. Case Study and Demonstration of Sensorimotor Lesson Plan
Case Study 111. Selected Speech Sample Data from a Candidate for Core Vocabulary Intervention

About The Authors

Susan Rvachew

Susan Rvachew, PhD, S-LP(C), ASHA Fellow, worked as a speech-language pathologist in pediatric health care settings for 20 years before taking a position at McGill University, where she is currently a Full Professor in the School of Communication Sciences and Disorders. Her research is focused on phonological development and disorders and the development of more effective interventions to treat phonological disorders in children and prevent reading disability in this population. She has published over 80 articles and chapters describing the speech perception, speech production, and emergent literacy skills of infants, children, and adults.

Françoise Brosseau-Lapré

Françoise Brosseau-Lapré, PhD, CCC-SLP, worked as a speech-language pathologist in the pediatric health care setting for several years before taking a position at Purdue University, where she is currently an Assistant Professor of Speech, Language, and Hearing Sciences. Her research is focused on the contribution of speech perception to speech production in phonological development and disorders, as well as cross-linguistic investigations of children with phonological disorders, with the goal to develop more effective assessment and intervention protocols for this population.