An essential resource for pre-service speech-language pathologists and practicing SLPs. The book provides a comprehensive overview of 21 evidence-based phonological and articulatory intervention approaches, offering rigorous critical analyses, detailed implementation guidelines, and helpful demonstration videos.
An essential resource for pre-service speech-language pathologists and practicing SLPs. The book provides a comprehensive overview of 21 evidence-based phonological and articulatory intervention approaches, offering rigorous critical analyses, detailed implementation guidelines, and helpful demonstration videos.
Rebecca McCauley is Professor in the Department of Speech and Hearing Sciences at the Ohio State University. Her research and writing have focused on assessment and treatment of pediatric communication disorders, with a special focus on speech sound disorders, including childhood apraxia of speech. She has authored or edited 7 books on these topics and co-authored a test designed to aid in the differential diagnosis of childhood apraxia of speech. Dr. McCauley is a Fellow of the American Speech-Language-Hearing Association and has served two terms as an associate editor of the American Journal of Speech-Language Pathology. Sharynne McLeod, Ph.D. is a speech-language pathologist and professor of speech and language acquisition at Charles Sturt University, Australia. She is an elected Fellow of the American Speech-Language-Hearing Association and Life Member of Speech Pathology Australia. She is Vice President of the International Clinical Linguistics and Phonetics Association, and a past editor of the International Journal of Speech-Language Pathology. Dr. McLeod's research and writing has focussed on children's speech. She has co-authored 10 books and has been an invited speaker at conferences and universities in Australia, Hong Kong, Iceland, Italy, Ireland, Jamaica, Japan, New Zealand, Norway, Sweden, Turkey, UK, US, and Vietnam. Lynn Williams is Associate Dean in the College of Clinical and Rehabilitative Health Sciences and Professor in the Department of Audiology & Speech-Language Pathology at East Tennessee State University. Most of her research has involved clinical investigations of models of phonological treatment for children with severe to profound speech sound disorders. She developed a new model of phonological intervention called multiple oppositions that has been the basis of federally funded intervention studies by the National Institutes of Health (NIH) and developed a phonological intervention software program called Sound Contrasts in Phonology (SCIP) that was funded by NIH. Dr. Williams served as associate editor of Language, Speech, and Hearing Services in the Schools and most recently served as the associate editor of the American Journal of Speech-Language Pathology. Dr. Williams is a Fellow of the American Speech-Language-Hearing Association and is currently serving as ASHA Vice President for Academic Affairs in Speech-Language Pathology (2016-2018).
Inhaltsangabe
1. Series Preface 2. Editorial Advisory Board 3. About the Video Clips and Downloads 4. About the Editors 5. About the Contributors 6. Foreword Caroline Bowen, Ph.D. 7. Preface 8. Acknowledgments 9. Chapter 1 Introduction, A. Lynn Williams, Sharynne McLeod, and Rebecca J. McCauley 10. Chapter 2 Learning How to Implement Interventions with Acceptable Fidelity, Elise Baker and A. Lynn Williams 11. Chapter 3 Minimal Pairs Intervention, Elise Baker 12. Chapter 4 Multiple Oppositions Intervention, A. Lynn Williams and Eleanor Sugden 13. Chapter 5 Complexity Approach, Michele Morrisette 14. Chapter 6 Phonological Awareness Intervention, Brigid C. McNeill and Gail T. Gillon 15. Chapter 7 Psycholinguistic Intervention, Michelle Pascoe and Joy Stackhouse 16. Chapter 8 Digital Tools for Interventions, Yvonne Wren, Sarah Masso, and A. Lynn Williams 17. Chapter 9 Speech Perception Intervention, Susan Rvachew and FranÇoise Brosseau-LaprÉ 18. Chapter 10 Core Vocabulary Intervention, Sharon Crosbie, Alison Holm, and Barbara Dodd 19. Chapter 11 Cycles Approach, RaÚl Prezas, Lesley Magnus, and Barbara Hodson 20. Chapter 12 Stimulability Approach, Adele W. Miccio and A. Lynn Williams 21. Chapter 13 Enhanced Milieu Teaching with Phonological Emphasis, Nancy J. Scherer, Ann Kaiser, and Jennifer Frey 22. Chapter 14 Naturalistic Recast Intervention, Stephen Camarata 23. Chapter 15 Morphosyntax and Speech Sound Interventions, Ann A. Tyler, Allison M. Haskill, and Jennifer Thompson Mackovjak 24. Chapter 16 Nonlinear Phonological Intervention, Barbara May Bernhardt 25. Chapter 17 Articulation Interventions, Jonathan L. Preston and Megan C. Leece 26. Chapter 18 The Nuffield Centre Dyspraxia Programme, Pam Williams 27. Chapter 19 The PROMPT Approach, Deborah A. Hayden, Aravind K. Namasivayam, Roslyn Ward, Amy Clark, and Jennifer Eigen 28. Chapter 20 Speech Motor Programming Intervention, Kirrie J. Ballard and Donald A. Robin 29. Chapter 21 Dynamic Temporal and Tactile Cueing, Edythe A. Strand 30. Chapter 22 Biofeedback Interventions, Joanne Cleland and Jonathan L. Preston 31. Chapter 23 Intervention Strategies for Developmental Dysarthria, Lindsay Pennington and Megan M. Hodge 32. Chapter 24 Choosing the Best Intervention: The Nexus among Interventions, Clients, and Clinicians, A. Lynn Williams, Rebecca J. McCauley, and Sharynne McLeod 33. Glossary 34. Index
1. Series Preface 2. Editorial Advisory Board 3. About the Video Clips and Downloads 4. About the Editors 5. About the Contributors 6. Foreword Caroline Bowen, Ph.D. 7. Preface 8. Acknowledgments 9. Chapter 1 Introduction, A. Lynn Williams, Sharynne McLeod, and Rebecca J. McCauley 10. Chapter 2 Learning How to Implement Interventions with Acceptable Fidelity, Elise Baker and A. Lynn Williams 11. Chapter 3 Minimal Pairs Intervention, Elise Baker 12. Chapter 4 Multiple Oppositions Intervention, A. Lynn Williams and Eleanor Sugden 13. Chapter 5 Complexity Approach, Michele Morrisette 14. Chapter 6 Phonological Awareness Intervention, Brigid C. McNeill and Gail T. Gillon 15. Chapter 7 Psycholinguistic Intervention, Michelle Pascoe and Joy Stackhouse 16. Chapter 8 Digital Tools for Interventions, Yvonne Wren, Sarah Masso, and A. Lynn Williams 17. Chapter 9 Speech Perception Intervention, Susan Rvachew and FranÇoise Brosseau-LaprÉ 18. Chapter 10 Core Vocabulary Intervention, Sharon Crosbie, Alison Holm, and Barbara Dodd 19. Chapter 11 Cycles Approach, RaÚl Prezas, Lesley Magnus, and Barbara Hodson 20. Chapter 12 Stimulability Approach, Adele W. Miccio and A. Lynn Williams 21. Chapter 13 Enhanced Milieu Teaching with Phonological Emphasis, Nancy J. Scherer, Ann Kaiser, and Jennifer Frey 22. Chapter 14 Naturalistic Recast Intervention, Stephen Camarata 23. Chapter 15 Morphosyntax and Speech Sound Interventions, Ann A. Tyler, Allison M. Haskill, and Jennifer Thompson Mackovjak 24. Chapter 16 Nonlinear Phonological Intervention, Barbara May Bernhardt 25. Chapter 17 Articulation Interventions, Jonathan L. Preston and Megan C. Leece 26. Chapter 18 The Nuffield Centre Dyspraxia Programme, Pam Williams 27. Chapter 19 The PROMPT Approach, Deborah A. Hayden, Aravind K. Namasivayam, Roslyn Ward, Amy Clark, and Jennifer Eigen 28. Chapter 20 Speech Motor Programming Intervention, Kirrie J. Ballard and Donald A. Robin 29. Chapter 21 Dynamic Temporal and Tactile Cueing, Edythe A. Strand 30. Chapter 22 Biofeedback Interventions, Joanne Cleland and Jonathan L. Preston 31. Chapter 23 Intervention Strategies for Developmental Dysarthria, Lindsay Pennington and Megan M. Hodge 32. Chapter 24 Choosing the Best Intervention: The Nexus among Interventions, Clients, and Clinicians, A. Lynn Williams, Rebecca J. McCauley, and Sharynne McLeod 33. Glossary 34. Index
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