Interventions for Speech Sound Disorders (Communication and Language Intervention)

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

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

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

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

A. Lynn Williams, Ph.D., joined the Communicative Disorders faculty of East Tennessee State University in 1995 following academic positions at Oklahoma State University and California State University at Fullerton. Most of her research over the past decade has involved clinical investigations of models of phonological treatment for children with severe to profound speech disorders. She developed an alternative model of phonological intervention, called multiple oppositions, which she has examined in National Institutes of Health (NIH)â "funded treatment efficacy studies and recently has compared with other models of contrastive phonological intervention. Dr. Williams is the author of SCIP: Sound Contrasts in Phonology, a phonological intervention software program that was funded through the National Institute of Deafness and Communicative Disorders.

Sharynne McLeod, Ph.D., is a professor in speech and language acquisition in the School of Teacher Education at Charles Sturt University (CSU), Australia. She is a Fellow of the American Speech-Language-Hearing Association and Speech Pathology Australia as well as Vice President of the International Clinical Linguistics and Phonetics Association. Dr. McLeod is currently editor of International Journal of Speech-Language Pathology. Dr. McLeodâ (TM)s translational research has primarily focused on childrenâ (TM)s speech and foregrounds the right of everyone (particularly children) to participate fully in society. Recently she has been awarded an Australian Learning and Teaching Council Citation for Outstanding Contribution to Student Learning â oeFor sustained dedication, innovation and enthusiasm in university teaching that has had local, national and international impact.⠝

Rebecca McCauley, Ph.D., CCC-SLP, is a professor in Speech and Hearing Science at The Ohio State University. She is a Fellow of the American Speech, Language, and Hearing Association (ASHA) and former associate editor of American Journal of Speech-Language Pathology. She will be receiving Honors of ASHA at this year's annual convention in Boston. Her research and scholarly interests include issues in assessment and treatment of communication disorders in children, especially those with speech sound disorders, including childhood apraxia of speech. Rebecca is currently Editor with Alan Kamhi of the Communication and Language Intervention series for Brookes Publishing. With A. Lynn Williams and Sharynne McLeod, she has co-edited Interventions for Speech Sound Disorders in Children (Brookes Publishing, 2010), and is currently working with those colleagues on the second edition of that book. She has recently co-authored a paper on a taxonomy of phonological interventions with Elise Baker, A. Lynn Williams and Sharynne McLeod. In addition, Rebecca has authored one book on assessment, Assessment of Language Disorders in Children (2001) and has co-edited four other books on treatment for children's communication disorders.

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

Ann P. Kaiser, Ph.D., Susan W. Gray Professor of Education and Human Development, Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee 37203

Dr. Ann Kaiser is the Susan W. Gray Professor of Education and Human Development at Peabody College of Vanderbilt University. Dr. Kaiser's research focuses on early language interventions for children with developmental disabilities and children at risk due to poverty. She has developed and researched an early communication program to improve the language outcomes for young children with intellectual and developmental disabilities, children with autism, and children at risk due to behavior problems.