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| All chapters conclude with "Questions." | |
| Normal Aspects of Articulation | |
| Introduction | |
| Fundamentals of Articulatory Phonetics | |
| Coarticulation: Interactions Among Sounds in Context | |
| Aerodynamic Considerations in Speech Production | |
| Acoustic Considerations of Speech | |
| Sensory Information in Speech Production | |
| Generative Phonology | |
| Optimality Theory | |
| Which Phonological Theory to Select? | |
| Summary of Levels of Organization of Speech | |
| Concluding Note on Implications for Speech Acquisition | |
| Early Phonological Development | |
| Models of Phonological Development: The Child as an Active Learner | |
| Infant Perception: Breaking into the Code | |
| Infant Production: Interaction of Maturation and Experience | |
| The Transition Period: From Babble to Speech | |
| Individual Differences: Profile of Two One-Year-Old Girls | |
| Systematization and Reorganization: From Word to Segment | |
| Linguistic Perception Beyond the Transition Period: Representing Speech Sounds | |
| Later Phonological Development | |
| Establishing Group Norms: Large-Scale Studies | |
| Phonological Processes: Systematicity in Production Errors | |
| Profiling the Preschool Child: Individual Differences Revisited | |
| Development of Perception Beyond Early Childhood: Understanding Running Speech | |
| Etiology/Factors Related to Phonologic Disorders | |
| Introduction | |
| Structure and Function of the Speech and Hearing Mechanisms | |
| Cognitive-Linguistic Factors | |
| Psychosocial Factors | |
| Conclusion | |
| Phonological Assessment Procedures | |
| Phonological Sampling | |
| Introduction | |
| Screening for Phonological Disorders | |
| Comprehensive Phonological Assessment: Assessment Battery | |
| Related Assessment Procedures | |
| Determining the Need for Intervention | |
| Intelligibility | |
| Severity | |
| Stimulability | |
| Error Patterns | |
| Developmental Appropriateness | |
| Case Selection Guidelines and Summary | |
| Target Behavior Selection | |
| Stimulability | |
| Frequency of Occurrence | |
| Developmental Appropriateness | |
| Contextual Analysis | |
| Phonological Process Analysis | |
| Target Behavior Selection Guidelines | |
| Other Factors to Consider in Case Selection-Intervention Decisions | |
| Dialectal Considerations | |
| Social-Vocational Expectations | |
| Computer Assisted Phonological Analysis | |
| Case Study | |
| Assessment: Phonological Samples Obtained | |
| Assessment: Interpretation | |
| Remediation Considerations | |
| Basic Considerations | |
| Introduction | |
| Framework for Conducting Therapy | |
| Making Progress in Therapy: Generalization | |
| Generalization Guidelines | |
| Dismissal from Instruction | |
| Maintenance and Dismissal Guidelines | |
| Treatment Approaches | |
| Introduction | |
| Treatment Continuum | |
| Motor Learning Principles | |
| Teaching Sounds: Establishment of Target Behaviors | |
| Beyond Teaching Sounds: Treatment Approaches with a Motor Emphasis | |
| Linguistic-Based Approaches to Intervention | |
| Oral-Motor Activities as Part of Articulation Instruction | |
| Intervention for Children with Developmental Verbal Dyspraxia (DVD) | |
| Case Study | |
| Intervention Recommendations | |
| First consideration-do I use a motor or phonological approach to intervention, or both? | |
| Language and Dialectal Variations | |
| Introduction | |
| Dialect | |
| Characteristics of American English Dialects | |
| Summary | |
| Phonological Awareness: Description, Assessment, and Intervention | |
| Introduction | |
| What Is Phonological Awareness? | |
| Phonological Awareness as Literacy Development | |
| The Development of Phonological Awareness | |
| Phonological Awareness and Reading | |
| Phonological Awareness and Disorders of Speech Production | |
| Assessment | |
| Intervention | |
| Table of Contents provided by Publisher. All Rights Reserved. |
CART
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