Children's Speech An Evidence-Based Approach to Assessment and Intervention

by McLeod, Sharynne; Baker, Elise

• ISBN13: 9780132755962
• ISBN10: 0132755963
• Edition: 1st
• Format: Paperback
• Copyright: 2016-06-03
• Publisher: Pearson

Summary

Children's Speech distills scientific evidence from around the world on sound disorders across the areas of speech acquisition, assessment, analysis, diagnosis, and intervention, and presents it with practical knowledge to prepare speech-language pathologists (SLPs) to work with children and their families. The book is guided by two contemporary frameworks that direct the successful management of speech sound disorders in children: evidence-based practice (EBP) and the International Classification of Functioning Disability and Health—Children and Youth (ICF-CY). The foundation knowledge covers important topics including defining the population, types of speech sound disorders, anatomical structures, articulation and transcription of speech sounds, and theoretical foundations of speech and speech acquisition. Practical evidence-based knowledge is covered in chapters that mirror the stages of contact when working with children with speech sound disorders including assessment, analysis, goal setting, intervention principles and plans, intervention procedures, phonological interventions, motor speech interventions, and the conduct of EBP. The last chapter provides comprehensive clinical information for five clinical cases, including transcribed speech samples, case history information, assessment results and other real-life material. Throughout, readers are directed to complete clinical application tasks, drawing on the case-based information in this final chapter.

Author Biography

Sharynne McLeod, Ph.D. is a speech-language pathologist and professor of speech and language acquisition from 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 an elected board member of the International Association of Logopedics and Phoniatrics, Vice President of the International Clinical Linguistics and Phonetics Association, a past editor of the International Journal of Speech-Language Pathology and co-chair of the International Expert Panel on Multilingual Children’s Speech. Dr. McLeod has been an invited speaker at the American Speech-Language-Hearing Association conventions as well as at conferences and universities in Australia, Hong Kong, Iceland, Italy, Ireland, New Zealand, Norway, Sweden, Turkey, UK, US, and Vietnam.

 

Dr. McLeod's research focuses on monolingual and multilingual children's speech. She applies the International Classification of Functioning, Disability and Health (ICF-CY, World Health Organization, 2007) to children with speech sound disorders and is one of two speech-language pathologists who contributed to the development of the ICF-CY (WHO, 2007). Her research foregrounds the right of everyone (particularly children) to participate fully in society. Dr. McLeod also researches the prevalence and impact of childhood speech sound disorders and links this to policy and service delivery issues.

 

Elise Baker, PhD is a speech-language pathologist and academic from The University of Sydney, Australia. Dr. Baker has been an invited speaker at American Speech-Language-Hearing Association conventions has served as the National Tour Speaker for Speech Pathology Australia and is a member of the International Expert Panel on Multilingual Children’s Speech. Dr. Baker is an award-winning teacher. She has taught tertiary students in the area of speech sound disorders in children for over 20 years. She is passionate about speech-language pathologists and researchers working together to foster knowledge creation, dissemination and implementation. Dr. Baker nurtures her passion through service on the steering committee of a large evidence-based practice network of practicing speech-language pathologists. Dr. Baker’s research focuses on intervention for speech sound disorders in children, innovative service delivery solutions for children with speech sound disorders, speech-language pathologists' methods of practice with children who have speech sound disorders, and the conduct of evidence-based practice.

 

Table of Contents

Brief Table of Contents 

Preface xiii

About the Authors xvii

Acknowledgments xix

Chapter 1 Children with Speech Sound Disorders 1

Chapter 2 Classification, Causes, and Co-occurrence 37

Chapter 3 Articulatory Foundations of Speech 60

Chapter 4 Transcription of Speech 84

Chapter 5 Theoretical Foundations of Children’s Speech 134

Chapter 6 Children’s Speech Acquisition 175

Chapter 7 Assessment Preparation, Purpose, and Types 220

Chapter 8 Assessment of Children’s Speech 244

Chapter 9 Analysis of Children’s Speech 288

Chapter 10 Goal Setting 340

Chapter 11 Intervention Principles and Plans 372

Chapter 12 Intervention Procedures and Evaluation 412

Chapter 13 Phonological Intervention Approaches 434

Chapter 14 Articulatory and Motor Speech Intervention Approaches 483

Chapter 15 Evidence-Based Practice in Practice 520

Chapter 16 Individual Children with Speech Sound Disorders:

Case Studies 541

Glossary 570

References 583

Index 622

Detailed Table of Contents 

Preface xiii 

About the Authors xvii 

Acknowledgments xix

Chapter 1 Children with Speech Sound Disorders 1

Overview 2

Defining SSD 4

Prevalence and Impact 9

Prevalence of Communication Disorders 10

Natural History and Long-Term Manifestation of SSD 14

Impact and Outcomes of Childhood SSD 17

Risk and Protective Factors for SSD 26

Evidence-Based Practice 33

Chapter summary 36 / Suggested reading 36 / Application of knowledge from Chapter 1 36

Chapter 2 Classification, Causes, and Co-occurrence 37

Overview 38

Types of SSD in Children 38

Classification Systems of Children with SSD 46

SSD of Known and Unknown Origins 51

Co-occurrence of SSD with Other Types of Communication Impairment 56

Chapter summary 59 / Suggested reading 59 / Application of knowledge from Chapter 2 59

Chapter 3 Articulatory Foundations of Speech 60

Overview 61

Anatomical Structures for Speech Production and Perception 61

Structures involved in speech production 61

Structures Involved in Speech Detection 78

Additional Anatomical Structures That Support Perception and Production of Speech 81

Chapter summary 83 / Suggested reading 83 / Application of knowledge from Chapter 3 83

Chapter 4 Transcription of Speech 84

Overview 85

Transcription of Speech 85

Extensions to the IPA 105

Phonotactics 106

Understanding English Consonants Using Knowledge of Anatomy and Auditory Transcription 108

Chapter summary 125 / Suggested reading 125 / Application of knowledge from Chapter 4 125

Appendix 4-1. Transcription decision-making tree 126

Appendix 4-2. Inventory of consonants for 25 languages and dialects 127

Appendix 4-3. Extensions to the International Phonetic Alphabet 132

Appendix 4-4. Voice quality symbols 133

Chapter 5 Theoretical Foundations of Children’s Speech 134

Overview 135

Phonology–What Is It? 135

Phonological Theories 148

Classic Theories of Phonology 148

Contemporary Theories of Phonology 159

Speech Perception 165

Speech Production 168

Chapter summary 173 / Suggested reading 173 / Application of knowledge from Chapter 5 174

Chapter 6 Children’s Speech Acquisition 175

Overview 176

Part 1: Important Issues When Considering Children’s Speech Acquisition 177

Typical Versus Acceptable Speech Acquisition 178

Theories of Child Development that have Influenced Our Understanding of Speech Acquisition 185

Methodological Issues in Studying Speech Acquisition 187

Part 2: Typical Speech Acquisition for English-Speaking children 191

Speech Acquisition for English-Speaking Infants and Toddlers from Birth to 2 Years 191

Speech Acquisition for English-Speaking Preschoolers from 3 to 5 Years 200

Speech Acquisition for English-Speaking School-Aged Children from 6 years 208

Part 3: Typical Speech Acquisition for All Children 212

Chapter summary 216 / Recommended reading 216 / Application of knowledge from Chapter 6 216

Appendix 6-1. Summary of studies of English-speaking children’s speech acquisition 217

Chapter 7 Assessment Preparation, Purpose, and Types 220

Overview 221

Typical assessments for children with suspected SSD 221

Preparation 221

Referral and Background Information 228

Purposes of Assessment 233

Types of Assessments 236

Chapter summary 242 / Suggested reading 243 / Application of knowledge from Chapter 7 243

Chapter 8 Assessment of Children’s Speech 244

Overview 245

Components of Children’s Speech Assessments 245

Assessment of Intelligibility 245

Assessment of Speech Production: Elements 250

Assessment of Speech Production: Methods 257

Assessment of Oral Structure and Function 265

Assessment of Speech Perception 267

Assessment of Hearing 269

Assessment of Phonological Processing 269

Assessment of Emergent Literacy, Early Literacy, and Conventional Literacy Skills 271

Assessment of Psychosocial Aspects 272

Assessment of Children’s Communicative Participation 273

Language, Voice, and Fluency Assessments 275

Using the ICF-CY Framework to Scaffold Assessment Planning 276

Strategic Assessments Suited to Children with Different Types of SSD 277

Assessments for Children with Suspected Phonological Impairment 278

Differential Diagnosis and Prognostic Statements 283

Chapter summary 283 / Suggested reading 284 / Application of knowledge from Chapter 8 284

Appendix 8-1. Assessment plan 285

Appendix 8-2. Assessment plan for Luke 286

Chapter 9 Analysis of Children’s Speech 288

Overview 289

Traditional Articulation Analysis: Substitution, Omission, Distortion, Addition (SODA) 289

Differentiating Phonemic (Phonological) from Phonetic (Articulation) Errors 292

Independent and Relational Phonological Analyses 292

Children’s Independent and Relational Phonological Analysis (CHIRPA) 295

Speech Measures 319

Instrumental Analyses of Children’s Speech 324

Chapter summary 332 / Suggested reading 332 / Application of knowledge from Chapter 9 333

Appendix 9-1. Children’s Independent and Relational Phonological Analysis (CHIRPA) Template 334

Appendix 9-2. Children’s Independent and Relational Phonological Analysis (CHIRPA) Template:

Worked example for Luke (4;3 years) 337

Chapter 10 Goal Setting 340

Overview 341

What Are Intervention Goals? 341

Identifying Goals for Children with SSD from Different Perspectives 341

Operationally Defined Goals 344

Goal Frameworks and Hierarchies 346

Generalization 348

Approaches to Goal Setting for Children with SSD 350

Goal Setting for Children with Phonological Impairment: The Importance of the Target 350

Goal Setting For Children with Articulation Impairment 363

Goal Setting Considerations for Children with Highly Unintelligible Speech 367

Goal Attack Strategies 368

Chapter summary 369 / Suggested reading 370 / Application of knowledge from Chapter 10 370

Appendix 10-1. Goal identification template 371

Chapter 11 Intervention Principles and Plans 372

Overview 373

What Is Intervention? 373

Principles of Intervention 375

Intervention Plans 392

Progress and Discharge Planning 402

Chapter summary 403 /Suggested reading 403 / Application of knowledge from Chapter 11 404

Appendix 11-1. Speech Sound Disorder Management Plan 405

Appendix 11-2. Speech Sound Disorder Intervention Session Plan 408

Chapter 12 Intervention Procedures and Evaluation 412

Overview 413

Intervention Procedures 413

Evaluating Intervention 422

A Framework for Problem-Solving Slow Progress 429

Chapter summary 432 / Suggested reading 433 / Application of knowledge from Chapter 12 433

Chapter 13 Phonological Intervention Approaches 434

Overview 435

Principles of Phonological Intervention in Practice 436

Minimal Pair Approach 437

Maximal Oppositions and Treatment of the Empty Set 444

Multiple Oppositions 447

Metaphon 450

Cycles 453

Speech Perception Intervention 456

Intervention for Concomitant Phonology and Morphosyntax Difficulties 459

Stimulability Intervention 462

Intervention for Inconsistent Speech Disorder 464

Brief Overview of Other Approaches for Managing

Phonological Impairment in Children 467

Aligning Phonological Target Selection Approaches with

Phonological Intervention Approaches 468

Phonological Intervention for Children Who Are Late Talkers 469

Phonological Intervention for Multilingual Children 472

Addressing the Risk of Literacy Difficulties in Preschoolers with

Phonological Impairment 476

Chapter summary 477 /Suggested reading 478 / Application of knowledge from Chapter 13 478

Appendix 13-1. Core Vocabulary Words that may be relevant for working with children who speak Cantonese 479

Appendix 13-2. Core vocabulary words that may be relevant for working with children who speak Vietnamese 480

Appendix 13-3. Core vocabulary words that may be relevant for working with children who speak Spanish 482

Chapter 14 Articulatory and Motor Speech Intervention Approaches 483

Overview 484

Historical Perspectives on Articulation and Motor Speech Interventions 485

Intervention for Articulation Impairment 486

Intervention for Childhood Apraxia of Speech (CAS) 500

Intervention for Childhood Dysarthria 513

Chapter summary 518 / Suggested reading 518 / Application of knowledge from Chapter 14 519

Chapter 15 Evidence-Based Practice in Practice 520

Overview 521

What Is Evidence-Based Practice (EBP)? 521

Integrating External Published Evidence with the Reality of Clinical Practice and Client Factors,

Values, and Preferences 522

Ethical Guidelines for Clinical Practice 533

Policies Affecting Clinical Practice 533

Associations That Support SLPs’ Clinical Practice and Continuing Education 536

Chapter summary 540 / Suggested reading 540 / Application of knowledge from Chapter 15 540

Chapter 16 Individual Children with Speech Sound Disorders: Case Studies 541

Overview 542

Luke (4;3 years): Phonological Impairment 542

Susie (7;4 years): Articulation Impairment–Lateral Lisp 554

Jarrod (7;0 years): Inconsistent Speech Disorder 555

Michael (4;2 years): Childhood Apraxia of Speech (CAS) 559

Lian (14;2 years): Childhood Dysarthria 563

Chapter summary 569 / Suggested reading 569 / Application of knowledge from Chapter 16 569

Glossary 570

References 583

Index 622