Dissertations / Theses on the topic 'Speech Sound Disorders (SSDs)'
To see the other types of publications on this topic, follow the link: Speech Sound Disorders (SSDs).
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Speech Sound Disorders (SSDs).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Williams, A. "Intensity in Phonological Intervention: Is There a Prescribed Amount?" Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2000.
Full textAbstract:
Despite a number of studies that have demonstrated positive outcomes for inducing clinical change in children with speech sound disorders (SSD), there is a need to address the question of whether resources are being applied in an optimal manner. As a consequence, there has been a call to look within interventions to examine parameters that may contribute to intervention outcomes; specifically the intensity of intervention (dose, frequency, duration, and cumulative intervention intensity). In this paper, empirical evidence from three intervention studies using multiple oppositions primarily, and a second contrastive approach, minimal pairs, is reported with regard to the parameters of intervention intensity. The findings indicated that greater intensity yields greater treatment outcomes. Further, quantitative and qualitative changes in intensity occur as intervention progresses, and there were differences in intensity based on severity of the SSD. Based on these data, suggestions were made toward establishing some prescribed amounts of intensity to affect treatment outcomes for children with SSD.
2
Fagelson, Marc A. "Disorders of Sound Tolerance." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1666.
Full textAbstract:
A variety of unusual and challenging auditory events may be associated with excessive loudness, pitch anomalies, aversions to specific sounds, or the sensation of pain in the ears. This presentation will review mechanisms associated with disordered sound tolerance (DST), including hyperacusis, diplacusis, and auditory nociception. Audiologists lack consensus regarding the terminology associated with such disorders (i.e., misophonia) and distinctions will be made between different labeling schemes. Relations between audiometric status and DST will be reinforced using clinical data.
3
Fagelson, Marc A. "Disorders of Sound Tolerance." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7810.
Full text
4
Oriti, Taylor. "Narrative Abilities in Preschool Children with Childhood Apraxia of Speech, Speech Sound Disorder, and Language Impairment." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1586948079666208.
Full text
5
Williams, A. Lynn. "Frameworks for Analyzing Speech Sound Disorders in Children." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2015.
Full text
6
Pera, Natalie. "Processing predictors of severity of speech sound disorders." Thesis, University of Canterbury. Dept of Communication Disorders, 2013. http://hdl.handle.net/10092/7949.
Full textAbstract:
This study investigated whether or not variability in the severity of speech sound disorders is related to variability in phonological short-term memory and/or variability in the accuracy of phonological representations. The aim was to determine speech processing predictors of severity of speech sound disorders. A total of 33 children, aged three to six years of age, were assessed on measures of nonword repetition, accuracy of phonological representations, accuracy of speech production, and language. The tests administered included the Clinical Evaluation of Language Fundamentals Preschool – 2 Australian, the Diagnostic Evaluation of Articulation and Phonology, the Nonword Repetition Test (modified), and the Phonological Representation Judgement Task (modified). The relationships between the results of these tests were established using a correlation analysis. The relationship between accuracy of phonological representations and the percentage of consonants correct was found to be mediated by language. There was no significant relationship between nonword repetition and percentage consonants correct. These findings may have been the result of small sample size, age of the participants, or co-morbid language difficulties. These findings imply that variability in severity of speech sound disorders may be related to a variable not directly assessed in this study. This variable may be a constraint relating to the stored motor programs within children’s speech processing systems. Implications for future research are discussed.
7
Williams, A. Lynn, Sharynne McLeod, Rebecca J. McCauley, Steven F. Warren, and Marc E. Fey. "Interventions for Speech Sound Disorders in Children (CLI)." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188.
Full textAbstract:
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 approachhttps://dc.etsu.edu/etsu_books/1180/thumbnail.jpg
8
Williams, A. Lynn, Jan Edwards, Benjamin Munson, Amy Glaspey, and Shelley Velleman. "Assessment of Speech Sound Disorders: Clinical Decision Making." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2055.
Full textAbstract:
This session is developed by, and presenters invited by Speech Sound Disorders in Children. A case-based approach will be used to assess the complexity of SSD through assessment and analysis measures that guide clinical decisions regarding differential diagnosis, intervention planning, and progress monitoring.
9
Preston, Jonathan. "Phonological processing and speech production in preschoolers with speech sound disorders." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
Full text
10
Farquharson, Kelly, A. Lynn Williams, Ann Tyler, and Elise Baker. "Incorporating Science into Practice for Treatment of Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2044.
Full textAbstract:
This session is developed by, and presenters invited by Speech Sound Disorders in Children. Using an evidence-based practice framework, this short course will examine clinical decisions suited to children with speech sound disorder. Evidence-based recommendations and case-based assessment data will guide analysis, target selection, goal writing, intervention, and service delivery options. Strategies for translating evidence into practice will be considered. Audience participation is encouraged.
11
Williams, A. Lynn, Sharynne McLeod, and R. J. McCauley. "Introduction to Interventions for Speech Sound Disorders in Children." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.
Full textAbstract:
Book Summary: 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
12
McCauley, R. J., A. Lynn Williams, and Sharynne McLeod. "Interventions For Speech Sound Disorders In Children: Future Directions." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.
Full textAbstract:
Book Summary: 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
13
Fagelson, Marc A., and David M. Baguley. "Disorders of Sound Tolerance: History and Termininology." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5398.
Full textAbstract:
Book Summary: Hyperacusis and Disorders of Sound Intolerance: Clinical and Research Perspectives is a professional resource for audiology practitioners involved in the clinical management of patients who suffer from sound tolerance concerns. The text covers emerging assessment and intervention strategies associated with hyperacusis, disorders of pitch perception, and other unusual processing deficits of the auditory system. In order to illustrate the patients perspectives and experiences with disorders of auditory processing, cases are included throughout.
This collection of diagnostic strategies and tools, evidence-based clinical research, and case reports provides practitioners with avenues for supporting patient management and coping. It combines new developments in the understanding of auditory mechanisms with the clinical tools developed to manage the effects such disorders exert in daily life. Topics addressed include unusual clinical findings and features that influence a patient s auditory processing such as their perceptual accuracy, recognition abilities, and satisfaction with the perception of sound. Hyperacusis is covered with respect to its effects, its relation to psychological disorders, and its management. Hyperacusis is often linked to trauma or closed head injury and the text also considers the management of patients with traumatic brain injury as an opportunity to illustrate the effectiveness of interprofessional care in such cases.
Interventions such as cognitive behavioral therapy, self-efficacy training, and hearing aid use are reported in a way that enhances clinicians' ability to weave such strategies into their own work, or into their referral system. Hyperacusis and Disorders of Sound Intolerance illuminates increasingly observed auditory-related disorders that challenge students, clinicians, physicians, and patients. The text elucidates and reinforces audiologists contributions to polytrauma and interprofessional care teams and provides clear definitions, delineation of mechanisms, and intervention options for auditory disorders.
14
Baguley, David M., and Marc A. Fagelson. "Disorders of Sound Tolerance and their Management." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5409.
Full text
15
Williams, A. Lynn. "Advanced Workshop on Treating Speech Sound Disorders: From Assessment to Intervention." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/2018.
Full text
16
McLeod, Sharynne, S. Verdon, C. Bowden, and A. Lynn Williams. "Multilingual Children with Speech Sound Disorders: Creation of a Position Paper." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2056.
Full text
17
Snapp, Sean. "Utterance Length Affects Articulation in Children with Speech Sound Disorders." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1522974587905785.
Full text
18
Ingram, D., A. Lynn Williams, and Nancy J. Scherer. "Are Speech Sound Disorders Phonological or Articulatory? A Spectrum Approach." Digital Commons @ East Tennessee State University, 2018. https://www.amzn.com/1781795649/.
Full textAbstract:
Book Summary: Phonemic awareness and phonetic skill are the backbones of phonological theory. In phonological acquisition, the presence or lack of the former crucially determines the outcome of the latter. This inescapably becomes a common thread that interweaves developmental phonology in both childhood and adulthood. Child and adult-learner speech in the course of development constitute separate linguistic systems in their own right: they are intermediate states whose endpoint is, or ought to be, mastery of targeted speech either in a first or a second language. These intermediate states form the theme of this volume which introduces the term protolanguage (to refer to child language in development) and juxtaposes it with interlanguage (to refer to language development in adulthood). Although major languages like English and Spanish are included, there is an emphasis in the book on under-reported languages: monolingual Hungarian and Swedish and bilingual combinations, like Greek-English and German-English. There is also a focus on under-represented studies in IL: L2 German from L1 French; L2 English from Catalan and Portuguese; and in dialectal acquisition of Ecuadorian Spanish from Andalusian speakers. This volume brings together different methodological approaches with a stress on both phonetic and phonological analysis. It includes both child and adult developmental perspectives, descriptive and/or theoretical results from a combination of methodological approaches (e.g. single-case, cross-sectional; spontaneous speech samples, narrative retells) and a consideration of speech acquisition in the general context of language. The volume aims to motivate a shift in the general tendency among researchers to specialize in language subfields (L1 acquisition; L2 acquisition, bilingualism; typical/atypical language) of what is actually one common linguistic domain, i.e. the study of speech sounds (phonology/phonetics).
19
Sugden, Eleanor, Natalie Munro, Carol M. Trivette, Elise Baker, and A. Lynn Williams. "Parents’ Experiences of Completing Home Practice for Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5555.
Full textAbstract:
Early childhood practitioners, including speech-language pathologists (SLPs), frequently provide home practice to children and families. For children with speech sound disorder (SSD), who comprise a large proportion of SLPs’ caseloads worldwide, completing home practice can increase the amount of intervention received and improve outcomes. However, little is known about parents’ experiences of completing this home practice. The purpose of this qualitative study was to explore parents’ experiences of completing home practice for children with SSD. Semi-structured interviews were conducted with six parents. Qualitative content analysis was used to analyze data and identify four themes: evolution over time, different roles, importance, and managing the practicalities of home practice. The findings speak to the complexities of this experience for families and the need for practitioners to collaborate with families when providing home practice. These findings have implications for the home practice that early intervention practitioners provide to children and families.
20
Long, Katie, dos Santos Daniel Bonfanti, Isadora Pelissari, Melo Andrea de, Fernanda Pichini, da Silva Thalissan Finamor, Kelsey Greif, Hanau Leticia Pessota, Simonede Simoni, and Ken Bleile. "Narrative Review of Speech Sound Disorders within an ICF-CY Framework." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2051.
Full text
21
Wood, Sara Elizabeth. "Electropalatographic study of speech sound errors in adults with acquired aphasia." Thesis, Open University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361902.
Full text
22
Overby, Megan, A. Lynn Williams, and John Bernthal. "Comparison of Two Treatment Conditions for Young Children with Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2073.
Full textAbstract:
The purpose of this study was to compare treatment outcomes between stimulus presentation conditions to children with moderate to severe SSD: a traditional paper presentation versus a computer software generated presentation. The participants were four monolingual kindergarten children with moderate to severe SSD. A multiple baseline across behaviors single subject design was employed in the study. Two non-stimulable, non-cognate sounds from two different manner categories were selected as sound targets. One sound error was treated using paper stimuli presented in a traditional paper table-top presentation (TAB condition) while the other sound error was treated using stimuli presented on the computer (CBI condition). Picture stimuli for both conditions were generated by the SCIP (Sound Contrasts in Phonology) software program. Treatment followed the paradigm described by Williams (2003). The number of treatment sessions, final treatment performance, and highest generalization performance are summarized for both treatment conditions in Table 1. Although conditions were counterbalanced, data are arranged by condition for ease of interpretation.
23
Baker, Elise, and A. Lynn Williams. "Intervention Intensity for Speech Sound Disorders: How Much and for How Long?" Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2065.
Full textAbstract:
Seminar Outline 1) What is intervention intensity? 2) What do we know about the intensity of intervention for SSD in children? 3) How might SLPs use the evidence on intervention intensity in their everyday management of SSD in children?
24
Sugden, Eleanor, Elise Baker, Natalie Munro, and A. Lynn Williams. "What’s the Evidence for Involving Parents in Intervention for Speech Sound Disorders?" Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2039.
Full textAbstract:
This systematic overview examines the evidence base for parent involvement in intervention for phonology-based speech sound disorders. Of the 175 identified papers, 61 reported including parents and/or home-based tasks in intervention. However, insufficient detail reported within these papers limits replication and implementation. The clinical and research implications are discussed.
25
Fagelson, Marc, and David M. Baguley. "Hyperacusis and Disorders of Sound Intolerance: Clinical and Research Perspectives." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu_books/190.
Full textAbstract:
Hyperacusis and Disorders of Sound Intolerance: Clinical and Research Perspectives is a professional resource for audiology practitioners involved in the clinical management of patients who suffer from sound tolerance concerns. The text covers emerging assessment and intervention strategies associated with hyperacusis, disorders of pitch perception, and other unusual processing deficits of the auditory system. In order to illustrate the patients perspectives and experiences with disorders of auditory processing, cases are included throughout.
This collection of diagnostic strategies and tools, evidence-based clinical research, and case reports provides practitioners with avenues for supporting patient management and coping. It combines new developments in the understanding of auditory mechanisms with the clinical tools developed to manage the effects such disorders exert in daily life. Topics addressed include unusual clinical findings and features that influence a patient s auditory processing such as their perceptual accuracy, recognition abilities, and satisfaction with the perception of sound. Hyperacusis is covered with respect to its effects, its relation to psychological disorders, and its management. Hyperacusis is often linked to trauma or closed head injury and the text also considers the management of patients with traumatic brain injury as an opportunity to illustrate the effectiveness of interprofessional care in such cases.
Interventions such as cognitive behavioral therapy, self-efficacy training, and hearing aid use are reported in a way that enhances clinicians' ability to weave such strategies into their own work, or into their referral system. Hyperacusis and Disorders of Sound Intolerance illuminates increasingly observed auditory-related disorders that challenge students, clinicians, physicians, and patients. The text elucidates and reinforces audiologists contributions to polytrauma and interprofessional care teams and provides clear definitions, delineation of mechanisms, and intervention options for auditory disorders.https://dc.etsu.edu/etsu_books/1210/thumbnail.jpg
26
Sugden, Eleanor, Elise Baker, Natalie Munro, A. Lynn Williams, and false Carol Trivette M. "Service Delivery and Intervention Intensity for Phonology-Based Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4595.
Full textAbstract:
Background When planning evidence‐based intervention services for children with phonology‐based speech sound disorders (SSD), speech and language therapists (SLTs) need to integrate research evidence regarding service delivery and intervention intensity within their clinical practice. However, relatively little is known about the optimal intensity of phonological interventions and whether SLTs’ services align with the research evidence.
Aims The aims are twofold. First, to review external evidence (i.e., empirical research evidence external to day‐to‐day clinical practice) regarding service delivery and intervention intensity for phonological interventions. Second, to investigate SLTs’ clinical practice with children with phonology‐based SSD in Australia, focusing on service delivery and intensity. By considering these complementary sources of evidence, SLTs and researchers will be better placed to understand the state of the external evidence regarding the delivery of phonological interventions and appreciate the challenges facing SLTs in providing evidence‐based services.
Methods & Procedures Two studies are presented. The first is a review of phonological intervention research published between 1979 and 2016. Details regarding service delivery and intervention intensity were extracted from the 199 papers that met inclusion criteria identified through a systematic search. The second study was an online survey of 288 SLTs working in Australia, focused on the service delivery and intensity of intervention provided in clinical practice.
Main Contributions There is a gap between the external evidence regarding service delivery and intervention intensity and the internal evidence from clinical practice. Most published intervention research has reported to provide intervention two to three times per week in individual sessions delivered by an SLT in a university clinic, in sessions lasting 30–60 min comprising 100 production trials. SLTs reported providing services at intensities below that found in the literature. Further, they reported workplace, client and clinician factors that influenced the intensity of intervention they were able to provide to children with phonology‐based SSD.
Conclusions & Implications Insufficient detail in the reporting of intervention intensity within published research coupled with service delivery constraints may affect the implementation of empirical evidence into everyday clinical practice. Research investigating innovative solutions to service delivery challenges is needed to provide SLTs with evidence that is relevant and feasible for clinical practice
27
Sugden, Eleanor, Elise Baker, Natalie Munro, A. Lynn Williams, and Carol M. Trivette. "Service Delivery and Intervention Intensity for Phonology‐Based Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5557.
Full textAbstract:
Background When planning evidence‐based intervention services for children with phonology‐based speech sound disorders (SSD), speech and language therapists (SLTs) need to integrate research evidence regarding service delivery and intervention intensity within their clinical practice. However, relatively little is known about the optimal intensity of phonological interventions and whether SLTs’ services align with the research evidence. Aims The aims are twofold. First, to review external evidence (i.e., empirical research evidence external to day‐to‐day clinical practice) regarding service delivery and intervention intensity for phonological interventions. Second, to investigate SLTs’ clinical practice with children with phonology‐based SSD in Australia, focusing on service delivery and intensity. By considering these complementary sources of evidence, SLTs and researchers will be better placed to understand the state of the external evidence regarding the delivery of phonological interventions and appreciate the challenges facing SLTs in providing evidence‐based services. Methods & Procedures Two studies are presented. The first is a review of phonological intervention research published between 1979 and 2016. Details regarding service delivery and intervention intensity were extracted from the 199 papers that met inclusion criteria identified through a systematic search. The second study was an online survey of 288 SLTs working in Australia, focused on the service delivery and intensity of intervention provided in clinical practice. Main Contributions There is a gap between the external evidence regarding service delivery and intervention intensity and the internal evidence from clinical practice. Most published intervention research has reported to provide intervention two to three times per week in individual sessions delivered by an SLT in a university clinic, in sessions lasting 30–60 min comprising 100 production trials. SLTs reported providing services at intensities below that found in the literature. Further, they reported workplace, client and clinician factors that influenced the intensity of intervention they were able to provide to children with phonology‐based SSD. Conclusions & Implications Insufficient detail in the reporting of intervention intensity within published research coupled with service delivery constraints may affect the implementation of empirical evidence into everyday clinical practice. Research investigating innovative solutions to service delivery challenges is needed to provide SLTs with evidence that is relevant and feasible for clinical practice.
28
Sugden, Eleanor, Elise Baker, Natalie Munro, and A. Lynn Williams. "The Value of Home Practice for Speech Sound Disorders: What do Parents Think?" Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2034.
Full text
29
Sugden, Eleanor, Elise Baker, Natalie Munro, A. Lynn Williams, and Carol M. Trivette. "An Australian Survey of Parent Involvement in Intervention for Childhood Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1995.
Full textAbstract:
Purpose: To investigate how speech-language pathologists (SLPs) report involving parents in intervention for phonology-based speech sound disorders (SSDs), and to describe the home practice that they recommend. Further aims were to describe the training SLPs report providing to parents, to explore SLPs? beliefs and motivations for involving parents in intervention, and to determine whether SLPs? characteristics are associated with their self-reported practice.
Method: An online survey of 288 SLPs working with SSD in Australia was conducted.
Result: The majority of SLPs (96.4%) reported involving parents in intervention, most commonly in providing home practice. On average, these tasks were recommended to be completed five times per week for 10?min. SLPs reported training parents using a range of training methods, most commonly providing opportunities for parents to observe the SLP conduct the intervention. SLPs? place of work and years of experience were associated with how they involved and trained parents in intervention. Most (95.8%) SLPs agreed or strongly agreed that family involvement is essential for intervention to be effective.
Conclusion: Parent involvement and home practice appear to be intricately linked within intervention for phonology-based SSDs in Australia. More high-quality research is needed to understand how to best involve parents within clinical practice.
30
Garner, Briel Francis. "Measuring Speech Perception in Children With Speech Sound Disorders Using the Wide Range Acoustic Accuracy Scale." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9109.
Full textAbstract:
The purpose of this study was to measure the speech perception of children with speech sound disorders and compare it to that of adults and typically developing children. A secondary purpose was to determine if an adaptive-tracking tool, the Wide Range Acoustic Accuracy Scale (WRAAS) equalized task demands across participants independent of perceptual ability. The participants included 31 adults, 15 typically developing children, and 15 children with speech sound disorders. Children with speech sound disorders all had difficulty producing /r/ correctly. Each participant completed perceptual testing discriminating differences in three syllable contrast pairs: /bɑ/-/wɑ/, /dɑ/-/gɑ/, and /rɑ/-/wɑ/. Results indicated that children with speech sound disorders had significantly poorer perception than the adults for /bɑ/-/wɑ/ and /dɑ/-/gɑ/ and significantly poorer perception than their typically developing peers for the /rɑ/-/wɑ/ contrast. Adults and typically developing children did not differ in their perception of any contrast. Results also indicated that WRAAS equalized the number of trials across all participants irrespective of perceptual ability. We discuss clinical implications of these results and how WRAAS may be used in future research and in clinical work to efficiently and effectively determine perceptual abilities of children with speech sound disorders.
31
McLeod, Sharynne, S. Verdon, C. Bowden, and A. Lynn Williams. "Aspirations of an International Expert Panel for Working with Multilingual Children with Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2057.
Full text
32
Williams, A. Lynn. "Evidence-Based Practice for Children with Speech Sound Disorders: A Call for Practice-Based Evidence." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2016.
Full text
33
Sugden, Eleanor, Elise Baker, Natalie Munro, A. Lynn Williams, and Carol M. Trivette. "The Efficacy of Training Parents to Deliver Multiple Oppositions Intervention to Children with Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2030.
Full text
34
Williams, A. Lynn, Sharynne McLeod, and R. J. McCauley. "Direct Speech Production Interventions." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.
Full textAbstract:
Book Summary: 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
35
Williams, A. Lynn. "Evidence-based Practice and Speech Sound Disorders: The why? And the How? Part I and II." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2087.
Full text
36
Mortimer, Jennifer Karen. "Effects of speech perception, vocabulary, and articulation skills on morphology and syntax in children with speech sound disorders." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18719.
Full textAbstract:
Although it has been shown that some children with Speech Sound Disorders (SSD) have difficulties in the area of productive morphosyntax, there has been little investigation into the possible source of these problems. Such research may nevertheless shed some light on theoretical questions of morphosyntactic abilities in children with atypical speech and/or language development, as well as suggest avenues for remediation of language weaknesses. The current study examined possible effects of speech perception, vocabulary, and articulation skills on concurrent syntax and longitudinal morphology in a group of seventy-nine children with SSD. Structural Equation Modelling techniques were used to model the relationships among the variables. The rationales for the models were drawn from the literature on children with SSD and also from studies of children with Specific Language Impairment (SLI). The latter were paid particular attention, as some children with SSD may also have SLI, and as morphosyntactic skills in individuals with SLI have been rigorously investigated. It was found that, of the three models examined, an articulation model, in which links were posited from articulation to syntax and from articulation to morphology, demonstrated good fit. Although some of the limitations in morphology and syntax seen in these children could be accounted for in terms of frank articulation errors, other explanations for the association between articulation and morphosyntax were also considered. One possibility was that speech motor skills and morphosyntax were dependent on similar neural substrates that may have been impaired in some of the participants investigated. A second possibility was that, given a finite set of resources devoted to language production, laboured articulation in the children with SSD bled resources from other areas of speech/language processing, and from expressive morphosyntax in particular. Further research, especially studies examining posBien qu'il ait été montré que certains enfants présentant des troubles phonologiques ont aussi des difficultés dans le domaine de la morphosyntaxe productive, peu d'enquêtes ont été faites pour trouver les sources possibles de ces problèmes. Cependant, de telles recherches pourraient éclairer les questions théoriques des habiletés morphosyntaxiques chez les enfants ayant un développement atypique de la parole et/ou du langage, et pourraient aussi suggérer des approches pour remédier aux faiblesses de la langue. La présente étude a examiné les effets possibles des habilités de perception de la parole, du vocabulaire, et de l'articulation sur la syntaxe concurrente et la morphologie longitudinale dans un groupe de soixante-dix-neuf enfants présentant des troubles phonologiques. Les techniques de modèles d'équations structurelles ont été utilisées pour modeler les liens entre les variables. Les exposés raisonnés ont été tirés de la littérature sur les enfants présentant des troubles phonologiques aussi bien que de recherches sur les enfants présentant un trouble primaire (dysphasie) du langage. Une attention toute particulière a été prêtée à ce dernier groupe puisque certains enfants présentant des troubles phonologiques peuvent aussi avoir un trouble primaire du langage et que les habiletés morphosyntaxiques chez les individus présentant un trouble primaire du langage ont été rigoureusement étudiées. On a constaté que, des trois modèles examinés, un modèle d'articulation dans lequel des liens ont été postulés de l'articulation à la syntaxe et de l'articulation à la morphologie se révélait particulièrement approprié. Quoique certaines des limitations en morphologie et syntaxe constatées chez ces enfants puissent provenir de simples erreurs d'articulation, d'autres explications pour le lien entre l'articulation et la morphosyntaxe ont été aussi considérées. Une possibilité serait que les habilet
37
Sugden, Eleanor, Elise Baker, Natalie Munro, and A. Lynn Williams. "Involvement of Parents in Intervention for Childhood Speech Sound Disorders: A Review of the Evidence." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1996.
Full textAbstract:
Background
Internationally, speech and language therapists (SLTs) are involving parents and providing home tasks in intervention for phonology-based speech sound disorder (SSD). To ensure that SLTs’ involvement of parents is guided by empirical research, a review of peer-reviewed published evidence is needed.
Aims
To provide SLTs and researchers with a comprehensive appraisal and analysis of peer-reviewed published intervention research reporting parent involvement and the provision of home tasks in intervention studies for children with phonology-based SSD.
Methods & Procedures
A systematic search and review was conducted. Academic databases were searched for peer-reviewed research papers published between 1979 and 2013 reporting on phonological intervention for SSD. Of the 176 papers that met the criteria, 61 were identified that reported on the involvement of parents and/or home tasks within the intervention. These papers were analysed using a quality appraisal tool. Details regarding the involvement of parents and home tasks were extracted and analysed to provide a summary of these practices within the evidence base.
Main Contribution
Parents have been involved in intervention research for phonology-based SSD. However, most of the peer-reviewed published papers reporting this research have provided limited details regarding what this involved. This paucity of information presents challenges for SLTs wishing to integrate external evidence into their clinical services and clinical decision-making. It also raises issues regarding treatment fidelity for researchers wishing to replicate published intervention research.
Conclusions & Implications
The range of tasks in which parents were involved, and the limited details reported in the literature, present challenges for SLTs wanting to involve parents in intervention. Further high-quality research reporting more detail regarding the involvement of parents and home tasks in intervention for SSD is needed.
38
Wellman, Rachel Lipscomb. "Narrative Ability of Children with Speech and Language Deficits and its Potential to Predict Later Literacy Skills." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238613706.
Full textAbstract:
Thesis (M.A.)--Case Western Reserve University, 2009Title from PDF (viewed on 29 May 2009) Department of Communication Sciences Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center
39
McLeod, Sharynne, R. J. McCauley, and A. Lynn Williams. "Speech Interventions in Broader Contexts." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.
Full textAbstract:
Book Summary: 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
40
McCauley, R. J., A. Lynn Williams, and Sharynne McLeod. "Interventions For Achieving Speech Movements." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.
Full textAbstract:
Book Summary: 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
41
Baker, Elise, A. Lynn Williams, Sharynne McLeod, and Rebecca McCauley. "Elements of Phonological Interventions for Children With Speech Sound Disorders: The Development of a Taxonomy." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5556.
Full textAbstract:
Purpose Our aim was to develop a taxonomy of elements comprising phonological interventions for children with speech sound disorders. Method We conducted a content analysis of 15 empirically supported phonological interventions to identify and describe intervention elements. Measures of element concentration, flexibility, and distinctiveness were used to compare and contrast interventions. Results Seventy-two intervention elements were identified using a content analysis of intervention descriptions then arranged to form the Phonological Intervention Taxonomy: a hierarchical framework comprising 4 domains, 15 categories, and 9 subcategories. Across interventions, mean element concentration (number of required or optional elements) was 45, with a range of 27 to 59 elements. Mean flexibility of interventions (percentage of elements considered optional out of all elements included in the intervention) was 44%, with a range of 29% to 62%. Distinctiveness of interventions (percentage of an intervention's rare elements and omitted common elements out of all elements included in the intervention [both optional and required]) ranged from 0% to 30%. Conclusions An understanding of the elements that comprise interventions and a taxonomy that describes their structural relationships can provide insight into similarities and differences between interventions, help in the identification of elements that drive treatment effects, and facilitate faithful implementation or intervention modification. Research is needed to distil active elements and identify strategies that best facilitate replication and implementation.
42
Rossouw, Katherine. "Intervention for bilingual children with speech sound disorders: A description of three English/isiXhosa speaking children." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22934.
Full textAbstract:
IsiXhosa is a language that is widely spoken in South Africa. Bilingualism is common in South Africa, with many children learning isiXhosa as a home language and English from a young age. This study investigated three case studies of bilingual children with speech sound disorders. It aimed to describe changes in their speech following intervention according to a tailor made intervention plan. The project aimed to add to the limited research available on intervention for bilingual children with speech sound disorders. The speech of Gcobisa* (4;2), Lulama* (4;0) and Ntando* (3;0) were assessed and their speech sound disorders categorized according to Dodd's diagnostic subcategories. From this, intervention was planned and the language of intervention was selected. Following intervention, the speech of the children was reassessed. Gcobisa's speech was categorized as a consistent phonological delay, and she was provided with intervention using a minimal pairs approach with isiXhosa targets, and showed evidence of generalizing the target phoneme to English words. Lulama's speech was categorized as a consistent phonological disorder, and she received intervention based on an adapted cycles approach in English, with little evidence of change in her phonological systems in English and isiXhosa, but increased intelligibility. Ntando's speech, although more difficult to categorize, was categorized as presenting with a consistent phonological disorder, and he received intervention based on core vocabulary in English. He showed an increase in his consistency and intelligibility in both English and isiXhosa. The data has theoretical implications regarding bilingual development of isiXhosa-English, as it highlights the ways bilingual development may differ from the monolingual development of this language pair, as well as adding to the small set of intervention studies investigating the changes in the speech of bilingual children following intervention. In addition, clinical implications can be drawn, as it provides a possible framework to guide intervention for isiXhosa-English bilingual children with speech sound disorders.
*Pseudonyms were used to ensure anonymity.
43
McLeod, Sharynne, Sarah Verdon, and Caroline Bowen. "International Aspirations for Speech-Language Pathologists’ Practice with Multilingual Children with Speech Sound Disorders: Development of a Position Paper." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1997.
Full textAbstract:
A major challenge for the speech-language pathology profession in many cultures is to address the mismatch between the “linguistic homogeneity of the speech-language pathology profession and the linguistic diversity of its clientele” (Caesar & Kohler, 2007, p. 198). This paper outlines the development of the Multilingual Children with Speech Sound Disorders: Position Paper created to guide speech-language pathologists’ (SLPs’) facilitation of multilingual children's speech. An international expert panel was assembled comprising 57 researchers (SLPs, linguists, phoneticians, and speech scientists) with knowledge about multilingual children's speech, or children with speech sound disorders. Combined, they had worked in 33 countries and used 26 languages in professional practice. Fourteen panel members met for a one-day workshop to identify key points for inclusion in the position paper. Subsequently, 42 additional panel members participated online to contribute to drafts of the position paper. A thematic analysis was undertaken of the major areas of discussion using two data sources: (a) face-to-face workshop transcript (133 pages) and (b) online discussion artifacts (104 pages). Finally, a moderator with international expertise in working with children with speech sound disorders facilitated the incorporation of the panel's recommendations. The following themes were identified: definitions, scope, framework, evidence, challenges, practices, and consideration of a multilingual audience. The resulting position paper contains guidelines for providing services to multilingual children with speech sound disorders (http://www.csu.edu.au/research/multilingual-speech/position-paper). The paper is structured using the International Classification of Functioning, Disability and Health: Children and Youth Version (World Health Organization, 2007) and incorporates recommendations for (a) children and families, (b) SLPs’ assessment and intervention, (c) SLPs’ professional practice, and (d) SLPs’ collaboration with other professionals. Learning outcomes: Readers will 1. recognize that multilingual children with speech sound disorders have both similar and different needs to monolingual children when working with speech-language pathologists. 2. Describe the challenges for speech-language pathologists who work with multilingual children. 3. Recall the importance of cultural competence for speech-language pathologists. 4. Identify methods for international collaboration and consultation. 5. Recognize the importance of engaging with families and people within their local communities for supporting multilingual children in context.
44
Sugden, Eleanor, Elise Baker, Natalie Munro, A. Lynn Williams, and Carol Trivette. "An International Comparison of Intervention Practices for Children with Speech Sound Disorder." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2037.
Full textAbstract:
Two-hundred and seven speech-language pathologists (SLPs) from the US and 335 SLPs from Australia were surveyed about the intervention, service delivery models and intensity of intervention that they provide to children with speech sound disorder. Differences in practices, and implications for evidence-based practice and clinical outcomes, are discussed.
45
de, Melo Andrea, Katie Barnes, Katie Marth, Kathleen Schweitzer, A. Lynn Williams, and Marcia Keske-Soares. "Prevalence of Disorders of the Sound of speech in the Brazilian Portuguese Speakers and English-Speaking Countries: A Narrative Review." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2011.
Full textAbstract:
OBJECTIVE: The disorder of speech sounds (DSF) is the most prevalent type of communication disorders, which corresponds to 32% of all disorders (Slater, 1992). The objective was to conduct a comprehensive narrative review of studies on the prevalence of DSF in English-speaking countries (USA, UK, Australia, Canada), as well as Brazilian Portuguese speakers. METHODS: The method for systematic and transparent selection of appropriate studies included the search terms («Prevalence», «criteria», «speech and language delay», «disorder», «speech delay», «primary speech and language delay prevalence», «speech impairment prevalence», «speech disorder prevalence») and databases (CINHAL, PubMed, ASHA, Psyinfo, Google Search, Scielo). The number of articles found in the narrative review period (February-March 2012) was 52, 37 were selected, and those who were included in the review were 35 articles. Each article was summarized according to the author(s), year of publication, reported the prevalence, sample size, age of study participants, and the measures used to determine DSF. RESULTS: The results indicate that DSF remains a highly prevalent condition that the variation is even greater for children speakers of Brazilian Portuguese. CONCLUSION: The results of this narrative review are discussed in relation to differences in the definition of DSF, severity and type of change communication studied the nature of the study samples and differences in study methods. Still, will be discussed on the need for future research to examine the prevalence between countries and languages.
46
Avrich, Allison Ashley. "Determining the Predictors Behind Persistence and Recovery of Speech Sound Disorders and the Social Outcomes That May Present Themselves From Such Persistence." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333736074.
Full text
47
Voss-Hoynes, Heather A. Voss-Hoynes. "DISSECTING THE GENETICS OF HUMAN COMMUNICATION: INSIGHTS INTO SPEECH, LANGUAGE, AND READING." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1473337776061224.
Full text
48
Hart, Sharon Blodgett. "THE EFFECTIVENESS OF USING COMMUNICATION-CENTERED INTERVENTION TO FACILITATE PHONOLOGICAL LEARNING IN YOUNG CHILDREN." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_diss/518.
Full textAbstract:
A phonological disorder is a communication disorder of the speech sound system characterized by an impaired ability to use developmentally expected speech sounds and sound patterns to communicate with others (Bauman-Waengler, 2004). This impairment affects the clarity of a child's speech and how easily a child's speech can be understood. As stated in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) (American Psychiatric Association, 1994), difficulties with speech sound production may interfere with academic achievement, social communication, or future occupational achievement. Children with phonological impairments are generally viewed as being at risk for reading difficulties (American Speech-Language-Hearing Association, 2001).Clinicians and researchers in speech-language pathology agree that efficient treatment of children who have moderate to severe phonological disorders is critical. Although imitation and structured practice are primary strategies employed by speech- language pathologists for practicing speech production, using communicative tasks to facilitate generalization during phonological intervention has been suggested in the literature.The purpose of this study was to determine if communication-centered phonological intervention would be effective in improving speech production in preschool children with moderate to severe phonological disorders. A single subject multiple probe across subjects research design (Horner andamp; Baer, 1978) was used to assess the effectiveness of communication-centered phonological intervention with three preschool children. The communication-centered phonological intervention in this investigation consisted of the combined application of focused stimulation of key words during joint storybook reading and interactive practice of key words using communicative feedback.All three subjects demonstrated some type of phonological improvement following the communication-centered intervention. Two out of the three subjects demonstrated improvement in the use of the target phonological patterns during theintervention sessions with one of these participants demonstrating generalization of the target phonological pattern to conversational speech. Although the third subject did not demonstrate improvement during the intervention period, follow-up testing revealed some system-wide changes in his phonology that may be attributed to the intervention. Further investigation of communication-centered phonological intervention is warranted.
49
Baker, Elise, and A. Lynn Williams. "Complexity Approaches To Intervention." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/2232.
Full textAbstract:
Book Summary: 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
50
Miccio, M. W., and A. Lynn Williams. "Stimulability Intervention." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.
Full textAbstract:
Book Summary: 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