This accessible book provides an overview of the whole area of speech sound disorders in children, covering assessment, diagnosis, treatment and management, underpinned by the latest research in the field. Full of practical advice, it is valuable reading for students through to experienced speech and language therapists and clinicians.
This accessible book provides an overview of the whole area of speech sound disorders in children, covering assessment, diagnosis, treatment and management, underpinned by the latest research in the field. Full of practical advice, it is valuable reading for students through to experienced speech and language therapists and clinicians.
Kathryn Murrell is the author of Working with Childhood Apraxia of Speech and is a specialist SALT in independent practice, as well as a clinical supervisor in SSDs.
Inhaltsangabe
List of tables Acknowledgements Introduction Part I: Classification and subtypes 1. What is a speech sound disorder? 2. How can we classify SSD? 3. Phonological delay 4. Consistent phonological disorder (CPD) 5. Inconsistent phonological disorder (IPD) 6. Articulation disorder 7. Childhood apraxia of speech (CAS) 8. When these subtypes overlap Part II: Assessment and Diagnosis 9. Case history taking 10. The core speech sample 11. Detailed speech assessment 12. Transcription 13. Oral examination/oro-motor screen 14. Then pre-verbal child 15. Assessing the impact on the child's activity and participation 16. Assessing non-speech areas 17. The case profile and diagnostic statement 18. Communicating with others Part III: Treatment 19. Goal-setting 20. Evidence-based practice (EBP) 21. Choosing an intervention 22. The central role of parents/carers 23. Pre-verbal interventions 24. Phonological approaches: interventions with a strong evidence base 25. Phonological approaches: syllable-level intervention 26. Intervention for inconsistent phonological disorder (IPD) 27. Therapy for articulation disorder: principles 28. Therapy for articulation disorder: common sound errors 29. Treatment approaches for childhood apraxia of speech (CAS) 30. Phonological awareness intervention 31. Working with older children with SSD 32. Considerations for children from culturally and linguistically diverse backgrounds 33. Multiple areas of need 34. Outcome measures Part IV: Service-delivery and decision-making 35. Timing of therapy 36. Dosage 37. Discharge: when and how? 38. Effective time-management 39. Caseload prioritisation 40. Group therapy 41. Blocks and breaks approach 42. Telehealth 43. Consultative approach Part V: The link with education 44.Working in the school setting 45. EHCPs and report-writing 46. SEND tribunals 47. The link with literacy Part VI: Concluding thoughts 48. The concept of 'disorder' 49. Where we're heading with SSD 50. Moving forward with confidence Index
List of tables Acknowledgements Introduction Part I: Classification and subtypes 1. What is a speech sound disorder? 2. How can we classify SSD? 3. Phonological delay 4. Consistent phonological disorder (CPD) 5. Inconsistent phonological disorder (IPD) 6. Articulation disorder 7. Childhood apraxia of speech (CAS) 8. When these subtypes overlap Part II: Assessment and Diagnosis 9. Case history taking 10. The core speech sample 11. Detailed speech assessment 12. Transcription 13. Oral examination/oro-motor screen 14. Then pre-verbal child 15. Assessing the impact on the child's activity and participation 16. Assessing non-speech areas 17. The case profile and diagnostic statement 18. Communicating with others Part III: Treatment 19. Goal-setting 20. Evidence-based practice (EBP) 21. Choosing an intervention 22. The central role of parents/carers 23. Pre-verbal interventions 24. Phonological approaches: interventions with a strong evidence base 25. Phonological approaches: syllable-level intervention 26. Intervention for inconsistent phonological disorder (IPD) 27. Therapy for articulation disorder: principles 28. Therapy for articulation disorder: common sound errors 29. Treatment approaches for childhood apraxia of speech (CAS) 30. Phonological awareness intervention 31. Working with older children with SSD 32. Considerations for children from culturally and linguistically diverse backgrounds 33. Multiple areas of need 34. Outcome measures Part IV: Service-delivery and decision-making 35. Timing of therapy 36. Dosage 37. Discharge: when and how? 38. Effective time-management 39. Caseload prioritisation 40. Group therapy 41. Blocks and breaks approach 42. Telehealth 43. Consultative approach Part V: The link with education 44.Working in the school setting 45. EHCPs and report-writing 46. SEND tribunals 47. The link with literacy Part VI: Concluding thoughts 48. The concept of 'disorder' 49. Where we're heading with SSD 50. Moving forward with confidence Index
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