Phonological Disorders in Children: Clinical Decision Making in Assessment and Intervention

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April 2005



This is one-of-a-kind resource presents a wide range of expert opinions about phonological disorders in children, allowing readers to understand and compare diverse approaches to assessment and intervention, choose the ones that will work best, and use their new knowledge to make decisions during clinical interventions. For each of the book's three sections--Assessment and Classification. Goal and Target Selection, and Intervention--the editors pose important "frequently asked questions" for each contributor to answer, on topics such as diagnostic classification systems, integration of language goals with phonological goals, selection of treatment goals and targets, individual therapy versus group therapy, and what to do when an intervention plan is not working. Through the theoretical insights and practical experience each contributor shares--and a helpful conclusion that comments on all the approaches discussed--readers will have the broad and balanced knowledge they need for informed clinical decision making. Speech-language parhologists, graduate students, audiologists, and educators will use this comprehensive, accessible resource to shape their practices and improve the lives of children with phonological disorders.


Assessment and Classification; Clinical Diagnosis of Developmental Speech Disorders; Diagnostic Classification Systems and Special Considerations in Assessment; Components of Phonological Assessment; Assessment for Determining a Communication Profile; Assessment and Classification: An Integrative Model of Language and Motor; Contributions to Phonological Development; Goal and Target Selection; Promoting Generalization: Selecting, Scheduling, and Integrating Goals; Goal and Target Selection; Goal and Target Selection for Developmental Speech Disorders; From Developmental Norms to Distance Metrics: Target Selection Practices Past, Present, and Future Directions; Selection of Phonological Goals and Targets: Not Just an Exercise in Phonological Analysis; Intervention; Planning and Monitoring Intervention Programs; Structure of Intervention Programs and Intervention Techniques and Materials; Special Considerations in Intervention; A Treatment Program for Enhancing Stimulability; The Importance of Phonetic Factors in Phonological Intervention; A Model and Structure for Phonological Intervention; Phonological Intervention: The How or the What? Conclusion; Summary and Conclusion


Dr. Fey's research and clinical interests include the role of input on children's speech and language acquisition, the relationship between oral and written language, and the efficacy and effectiveness of speech and language intervention for 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 Assocation Publications Board from 2003 to 2005. Along with his many publications, including articles, chapters, and software programs, he has published two other books on language intervention, "Language Intervention with Young Children" (Allyn & Bacon, 1986), and "Language Intervention: Preschool Through the Elementary Years" (edited with Jennifer Windsor & Steven F. Warren; Paul H. Brookes Publishing Co., 1995). Alan G. Kamhi, Ph.D., is Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University. Since the mid-1970s, he has conducted research on many aspects of developmental speech, language, and reading disorders. He has written several books with Hugh Catts on the connections between language and reading disabilities as well as two books with Karen E. Pollock and Joyce Harris on communication development and disorders in African American speakers. His current research focuses on how to use research and reason to make clinical decisions in the treatment of children with speech, language, and literacy problems. He began a 3-year term as the Language Editor for the "Journal of Speech, Language, and Hearing Research" in January 2004 and served as Editor of "Language, Speech, and Hearing Services in Schools" from 1986 to 1992. Karen E. Pollock, Ph.D., is Professor and Chair of the Department of Speech Pathology and Audiology at the University of Alberta. She has taught graduate courses, conducted research, and published in the area of child phonology for almost 20 years. In addition to co-editing two books with Alan G. Kamhi and Joyce Harris on communication development/ disorders and literacy in African American children, she served as associate editor in the area of phonology for the "Journal of Speech, Language, and Hearing Research" from 1995 to 1997 and is currently an editorial consultant for several scholarly professional journals. Her recent research interests include vowel errors in children with phonological disorders, phonological variation in southern and African American English dialects, and speech-language development in internationally adopted children. 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. "
EAN: 9781557667847
ISBN: 1557667845
Untertitel: Sprache: Englisch.
Erscheinungsdatum: April 2005
Seitenanzahl: 240 Seiten
Format: kartoniert
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