Interventions for Speech Sound Disorders in Children

The purpose of this book is to describe and critically analyze a spectrum of phonologic and articulatory intervention approaches used in the treatment of speech sound disorders (SSD) in children. This book and DVD set includes 23 treatment approaches used with young children with functional or motor-based speech disorders from early childhood through the early elementary period that have been selected based on their empirical evidence or potential efficacy, as well as their widespread use across ages, severity levels, and populations. It also includes intervention approaches that target phonological impairments (i.e. Minimal Pairs and Multiple Oppositions), articulation impairments (i.e., Vowel Intervention), and motor speech disorders (i.e., PROMPT and Nonspeech Oral Motor Treatment) that encompass a range of treatments that focus on sound production accuracy, system-wide restructuring, perceptual training, and overall speech intelligibility.

“"In this era when evidence-based practice research support for intervention is the standard in our field, Interventions for Speech Sound Disorders in Children provides an invaluable sourcebook for both practicing clinicians and pre-professional training settings."”

"A breath of fresh air . . . well-written, inspiring, and informative. Each chapter beautifully summarizes the literature covering each perspective on speech sound disorders . . . and best of all, explicit direction is provided for the implementation of each approach. This book will spend more time open on my desk than on the bookshelf"--Emma Filies"Speech Pathologist, Sydney South West Area Health Service, Australia" (04/01/2010) "An elegant mix of evidence-based practice and instructional leadership . . . Teachers, students, and other professionals will be able to put so much of what they read to use right away, and begin making a difference in the lives of children and adults on Monday."--Wayne A. Secord, Ph.D."Department of Speech and Hearing Science, The Ohio State University" (04/01/2010) "Useful both as a text for graduate level courses and for practicing clinicians . . . The lucid mapping provided between the ICF-CY and the interventions is extremely helpful and functional."--Paula R. McGuire, Ph.D., CCC-SLP"Northwestern University" (04/01/2010) "A much needed and excellent addition to the intervention literature on speech sound disorders . . . will likely be a standard text in the field for many years to come."--Ken Bleile, Ph.D., CCC-SLP"Professor, University of Northern Iowa" (04/01/2010) "A valuable resource for students because of its scope and straightforward discussion of different interventions. Clinicians will find it a useful reference, particularly in the implementation of evidence-based practice."--Judith A. Gierut, Ph.D., CCC-SLP"Professor of Speech and Hearing Sciences and Cognitive Science, Adjunct Professor of Linguistics, Indiana University-Bloomington" (04/01/2010) "A gift to our field! Both clinicians and academics will find it very useful . . . It will be at the top of the reading list for my courses in sound system disorders."--Julie J. Masterson, Ph.D., CCC-SLP"Professor, Communication Sciences and Disorders, Missouri State University" (04/01/2010) "An outstanding collection of approaches . . . a perfect blend of practical and theoretical information. I can't wait to use this book with my students!"--Karen E. Pollock, Ph.D."University of Alberta" (04/01/2010) --Barbara L. Davis, Ph.D.

Marc E. Fey, Ph.D., Professor, Hearing and Speech Department, University of Kansas Medical Center, 3901 Rainbow Boulevard, Kansas City, Kansas 66160 Dr. Fey's primary research and clinical interests include the role of input on children's speech and language development and disorders and the efficacy and effectiveness of speech and language intervention with children. Dr. Fey was editor of the American Journal of Speech-Language Pathology from 1996 to 1998 and was chair of the American Speech-Language-Hearing Association Publications Board from 2003 to 2005. Along with his many publications, including articles, chapters, and software programs, he has published three other books on language intervention--Language Intervention with Young Children (Allyn & Bacon, 1986) and Language Intervention: Preschool Through the Elementary Years (co-edited with Jennifer Windsor & Steven F. Warren; Paul H. Brookes Publishing Co., 1995), and Treatment of Language Disorders in Children (co-edited with Rebecca McCauley; Paul H. Brookes Publishing Company, 2006). Dr. Fey received the American Speech-Language-Hearing Association's Kawana Award for Lifetime Achievement in Publication in 2010 and the Honors of the Association in 2011. 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)a "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. McLeoda (TM)s translational research has primarily focused on childrena (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 a oeFor sustained dedication, innovation and enthusiasm in university teaching that has had local, national and international impact.a  Rebecca J. McCauley, Ph.D., Professor, Department of Speech and Hearing Science, The Ohio State University, 1070 Carmack Road, Columbus, OH 43210 Dr. McCauley is a board-recognized specialist in child language and an associate editor of the American Journal of Speech-Language Pathology. Her interests include issues in assessment and treatment of communication disorders, especially in children. She has authored one book on assessment--Assessment of Language Disorders in Children (2001). In addition to co-editing the first edition of this book, she has co-edited three other books on treatment--Interventions for Speech Sound Disorders in Children (with A. Lynn Williams & Sharynne McLeod; Paul H. Brookes Publishing Co., 2010), Treatment of Stuttering (with Barry Guitar; Lippincott, Williams, & Wilkins/Wolters Kluwer, 2010), and Treatment of Autism Spectrum Disorders: Evidence-Based Intervention Strategies for Communication and Social Interaction (with Patricia Prelock; Paul H. Brookes Publishing Co., 2012). She is currently completing work on the Dynamic Evaluation of Motor Speech Skill in Children, a test developed with Edythe Strand (to be published by Paul H. Brookes Publishing Co.). Ann P. Kaiser, Ph.D., Susan W. Gray Professor of Education and Human Development, Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee 37203Dr. 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. 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. 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 66045Dr. 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.

The purpose of this book is to describe and critically analyze a spectrum of phonologic and articulatory intervention approaches used in the treatment of speech sound disorders (SSD) in children. This book and DVD set includes 23 treatment approaches used with young children with functional or motor-based speech disorders from early childhood through the early elementary period that have been selected based on their empirical evidence or potential efficacy, as well as their widespread use across ages, severity levels, and populations. It also includes intervention approaches that target phonological impairments (i.e. Minimal Pairs and Multiple Oppositions), articulation impairments (i.e., Vowel Intervention), and motor speech disorders (i.e., PROMPT and Nonspeech Oral Motor Treatment) that encompass a range of treatments that focus on sound production accuracy, system-wide restructuring, perceptual training, and overall speech intelligibility.

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