Speech sound disorders: comprehensive evaluation and treatment
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| Format: | Buch |
| Sprache: | English |
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New York ; Stuttgart ; Delhi ; Rio de Janeiro
Thieme
[2021]
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| Online-Zugang: | Inhaltstext Inhaltsverzeichnis Klappentext |
| Beschreibung: | Auf dem Umschlag: + Online at MedOne, Videos |
| Beschreibung: | xxiii, 159 Seiten 14 Illustrationen 17.8 cm x 25.4 cm |
| ISBN: | 9781684200887 1684200881 |
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| 245 | 1 | 0 | |a Speech sound disorders |b comprehensive evaluation and treatment |c Kelly Vess, MA, CCC-SLP |
| 264 | 1 | |a New York ; Stuttgart ; Delhi ; Rio de Janeiro |b Thieme |c [2021] | |
| 264 | 4 | |c © 2021 | |
| 300 | |a xxiii, 159 Seiten |b 14 Illustrationen |c 17.8 cm x 25.4 cm | ||
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Datensatz im Suchindex
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| adam_text | Contents Videos.................................................................................................................................... xii Acknowledgment............................................................................................................. xvii Introduction: Holistic Evaluation and Treatment of Speech Sound Disorders................................................................................................................. xix 1. Completing a Single Session Speech Evaluation......................................................... 1.1 Background....................................... 1.2 1 Ecological Validity: Completing the Speech Evaluation in One Session ... 1 1.3 Obtaining a Case History.................. 1.4 Evaluating the Child at First Sight... 5 1.5 Establishing Active Participation and Positive Momentum through Primary Reinforcement of Tangible Rewards.............................. 1.13 1.14 1.7 Calculating Percent Consonants Correct (PCC).................................... 16 Calculating Percentage of Intelligible Words (PIW)................ 17 Qualitative Judgments of Connected Speech........................... 17 Calculating Mean Length of Utterance (MLU).............................. 18 2 1.15 1.6 l 1.16 6 Establishing Active Participation and Positive Momentum through Secondary Reinforcement of Verbal Feedback............................................ 7 Administering Single-Word Standardized Articulation Tests........ 8 1.7.1 1.7.2 Indicating Imitated Words.................... 8 Indicating
Distortions.......................... 10 1.8 Dynamic Assessment: Assessing for Stimulability.................................... 11 1.9 Supplemental Consonant Ouster Screener............................................. 1.17 Observing Oral Structure and Movement at Rest and in Speech... 20 1.18 Obtaining a Diadochokinetic Rate.. 22 1.19 Using Diadochokinetic Rate for Differential Diagnosis..................... 22 1.20 Administering a Diadochokinetic (DDK) Assessment........................... 23 1.21 Contribution of DDK Rate, Accuracy, and Consistency as Indicators of Speech Improvement....................... 24 1.22 Differential Diagnosis of Speech Sound Disorders.............................. 11 1.10 Phonological Process Identification 12 1.11 Connected Speech Sample.............. 14 1.12 Percent Consonant Correct (PCC)... 15 1.22.1 1.22.2 1.22.3 1.22.4 1.22.5 1.22.6 Childhood Apraxia of Speech (CAS)...... Organic Nature of Childhood Apraxia of Speech............................................ Inconsistent Speech Sound Disorder.... Dysarthria............................................... Phonological Disorder............................. Articulation Impairment........................ 24 24 24 24 25 25 25 v
Contents 1.23 1.24 1.25 1.26 27 Evaluating a Child Who Is Preverbal or Minimally Verbal........................... 27 1.27 Evaluating Children with Autism Spectrum Disorder............................ 1.28 Evaluating Children Who Are Verbal with ASD................................ 28 Evaluating Children Who Are Multilingual......................................... 28 Chapter Summary............................. 29 28 2. Setting the Stage for Success: Establishing a Positive Working Relationship... 32 2.1 Reviewing the Research: The Pervasive Nature of Communication Disorders.............. 32 2.3 Pragmatic Communication Deficits 33 2.4 Impact of Encouragement versus Praise.................................................... 33 2.5 Sensory Processing Deficits............. 33 2.6 Primary Goal: Child Develops an Internal Locus of Control.................. 2.7 2.7.1 2.7.2 2.8 2.9 Evidence-Based Practice for Optimal Improvement in Behavior 33 34 First Approach: Antecedent-Based Intervention by Learning Prosocial Communication Rules............................ 34 Consequence-Based Interventions: Rewarding Prosocial Behaviors............. 35 Meeting the Needs of a Large and Diverse Caseload with Hands-on Activities............................................. Prevention of Undesired Behavior through Pacing and Change of Activity to Prevent Boredom........... 2.10 Increasing On-Task Behavior through a Token Economy System . 38 2.11 Self-Regulation Intervention: The Child Becomes the Teacher...... 32 Fine Motor, Gross Motor, and Sensory Differences.......................... 2.2 vi
Reporting Results: Diagnosing Speech Sound Disorders.................. 36 39 2.12 Creating Your Own Eiffel Tower.... 40 2.13 Positive Behavior Intervention Support to Establish Positive Self-Image and Relationships.......... 41 Strategies to Effectively Intervene with Difficult Behaviors...................... 43 Discovering the Function of the Behavior............................................... 43 A Multistep Process to Improve Disruptive Behaviors........................ 44 Working with a Child Who Refuses to Participate....................... 44 2.14 2.15 2.16 2.17 2.18 Developing Executive Function Skills...................................................... 45 2.18.1 Bullying..................................................... 45 2.19 Chapter Summary............................. 46 38 3. Selecting Complex Treatment Targets.......... 3.1 Maxim #1: Select 3-Element Consonant Clusters over 2-Element Clusters............................ 3.2 51 50 Maxim #2: Select More Complex Treatment Targets to Expeditiously Target Simpler Ones.......................... 51
Contents 3.2.1 3.2.2 3.2.3 3.2.4 3.3 3.4 3.4.1 Selecting a Consonant Cluster Treatment Target.................................... Selecting a Treatment Target for Carter, a Child with Mild Speech Sound Disorder................................................... Could Multiple Treatment Targets Be Selected Over One?........................... Benefit in Selecting Two Treatment Targets to Improve Affricate Production................................................ Maxim #5: Place Treatment Targets in Sentences of Increased Length and Complexity to Improve Production of Polysyllabic Words.......................... 57 3.6 Maxim #6: Select Consonant Cluster Treatment Targets with MaximaUy Distinct Sounds.............. 58 3.6.1 Selecting a Treatment Target for a Child with a Limited Phonetic Inventory....... 58 3.7 Maxim #7: Treat Individual Sound Errors with Consonant Cluster Targets............................................. 59 Selecting a Treatment Target for a Child with Distorted /1/, /j/, and /s/................. 59 52 54 54 Maxim #3: Select One or a Few Exemplars as Treatment Target(s) to Foster an Internal Locus of Control.................................. 55 Maxim #4: Select Consonant Cluster Treatment Targets to Treat Syllable Structure Phonological Processes..................... 56 Selecting a Treatment Target for Jacob, a Child with Syllable Structure Phonological Processes of Final Consonant Deletion................................ 3.5 52 3.7.1 3.8 Maxim #8: “Please” Is Not a Magic Word: Include it Judiciously............ 59 3.8.1 Putting Research into Practice:
Selecting Consonant Cluster Treatment Targets .. 59 3.9 Chapter Summary........................... 60 56 4. Selecting Linguistic Contexts for Treatment Targets.................................................... 62 4.1 The Phonetic Context in the Establishment and Generalization Phases........................ 62 4.3 Working with a Child with Structural Phonological Processes............................................... 64 4.1.1 4.1.2 Establishment Phase............................... 62 Generalization Phase............................... 63 4.3.1 Advantages in Selecting a Simple Sentence as the Context for a Treatment Target................................... 65 4.2 Selecting the Syntactic Context for a Treatment Target: Simple Sentence to Paragraphs..................... 63 Chapter Summary.............................. 67 68 4.4 4.2.1 Advantages in Selecting a Longer and More Complex Syntactic Context in Working with a Child with Concurrent Language and Attentional Deficits......... 64 5. Developing Educationally Rich Activities ........................................................ 5.1 Treat the Whole Child..................... 68 5.5 Use Three-Dimensional Objects for Learning................................................. 69 5.2 Create Educationally Rich Activities across Developmental Domains.... 68 5.6 Art........................................................... 69 5.3 Ensure That Activities Are Age Appropriate for All Children............ 69 5.7 Engineering.......................................... 5.8
Math........................................................ 71 5.4 Assign an Occupation........................ 69 71
Contents How to Behaviorally Target the Anterior and Posterior Portions of the Cerebellum........................... . 74 Chapter Summary........................... . 76 6. Dynamically Prompting and Errorlessly Fading Multimodal Cues.......................... 78 6.1 Zone of Proximal Development....... 78 Maxim #3: Develop Cues That Are Incompatible with the Error........... 82 6.2 Incorporating Principles of Nonspeech Motor Learning............. 78 6.3 Neurological Scaffolding.................. 79 6.4 Maxim #1: Provide Maximum Level of Support with Highest Level Targets to Ignite Optimal Change................................................. 5.9 Movement..................................... ... 72 5.10 Science........................................... ... 73 5.11 Targeting the Cerebellum in Therapy........................................... ... 73 5.12 5.13 6.7 6.8 Maxim #4: Fade Verbal Modeling as Soon as Possible while Maintaining 80% Accuracy..................................... 83 6.9 Maxim #5: Create Catchy Slogans or Songs for Children to Learn Speech Rules....................................... 84 Maxim #6: Encourage Independence Every Step of the Way....................................................... 84 Maxim #7: Emphasize Accuracy Over Speed.......................................... 85 Chapter Summary............................. 86 79 6.10 6.5 Six-Step Process in Dynamically Prompting and Fading Multimodal Cues..................................................... 80 6.11 6.6 7. Maxim #2: Co Errorless by Placing 99.99% Effort in Prevention of the
Error..................................................... 82 6.12 Treating Motor Speech Disorders in Preschoolers with Autism Spectrum Disorder and Preschoolers with Neurological Differences........................................ 7.1 Background........................................ 88 7.2 Treat the Motor Speech Disorder in Preschoolers with ASD................ 88 7.8 7.9 7.3 88 7.4 Mirror Neuronal Deficits in Child with ASD.............................................. 89 7.5 Functional and Structural Differences in the Cerebellum........ 7.6 7.7 viii Neurological Differences Prevalent in People with ASD............................ 89 Treat the Cerebellum to Comprehensively Treat the Child .. 91 The Body֊»Mouth Connection........ 92 88 Incorporate Movement Activities into Therapy to Increase Verbal Output.................................................. 93 Advance Neuronal Development by Increasing Complexity of Targets and the Linguistic Context 93 7.10 Treating Children with ASD Who Are Preverbal and Minimally Verbal.................................................... 94 7.11 Taking a Responsive Approach to Improve Communication Skills when Treating a Child with a Sensitive Temperament Who Is Minimally Verbal................................ 94
Contents 7.12 Treating Children with a Sensitive Temperament Who Are Inconsistently Verbal........................ 7.20 95 7.13 Taking a Direct Elicitation of Speech Approach for Children with a Stable Temperament..................................... 96 7.14 Treating Dysarthria Caused by Muscular Weakness or Paralysis.... 96 7.15 7.16 7.17 7.18 7.19 Selecting Maximally Distinct Consonant Clusters for Children with a Very Limited Consonantal Inventory............................................. 97 7.21 7.22 7.23 Combining a Responsive Approach with a Direct Elicitation Approach.. 97 Paying Attention to the Details to Effectively Assess and Treat Speech Sound Disorders................................ Presence of Multiple Atypical Phonological Processes in Speech Testing May Indicate Neurological Differences.......................................... Identifying Speech Errors Prevalent in Preschoolers with ASD..................................................... 7.24 98 7.25 98 7.26 8. Generalization Coming from Within. 8.1 Generalization through Child Assuming an Internal Locus of Control............................................... 8.3 8.4 The Initial Assessment: Establishing an Internal Locus of Control............................................... Informing the Parents of the “Child as Teacher Intervention Plan..................................................... Putting Research into Practice: Explaining Evidence-Based Practices to Parents........................ 101 Putting Research into Practice: Decreasing Rate of Speech to Increase Both Perception and
Production........................................ 102 The Child with Auditory Processing Deficits May Be Slower to Orient, Therefore Missing the Start of Words........... 102 Supplementing and Encouraging Speech Development with Augmentative and Alternative Communication................................ 102 Putting Neuroscientific Research into Practice: Judicious Use of Limited Time to Ignite Dramatic Change .............................................. 104 Efficiently Impact Multiple Domains Concurrently through Linguistic Complexity..................... 104 Respecting the Child’s Current Capacity............................................. 106 Chapter Summary........................... 106 100 7.27 8.2 Short Stop Consonants Are Difficult to Perceive and Therefore Difficult to Produce...... 109 8.5 Beginning Therapy: Learning the Treatment Target............................. 112 109 8.6 Developing Neurological Automaticity to Achieve Generalization.................................. 113 8.7 Generalization through Myelination...................................... 113 Teaching Caregivers Prompting Strategies: Live and through Video.................................................. 115 Assigning a Treatment Target...... 116 109 111 111 8.8 8.9
Contents 8.12 Exiting Therapy................................. 118 8.13 Chapter Summary............................ 118 Middle Stages of Therapy: The Child Has Learned the Treatment Target but “Don’t Drop the Baby!”................................ 116 8.11 The Final Stage of Therapy............. 116 9. Promoting Early Literacy Skills When Treating Speech Sound Disorders.......... 120 9.1 Red Flags: What Are Concurrent Risk Factors for Future Literacy Deficits?............................................. 8.10 9.9 Rhyming............................................. 126 120 9.10 Blending............................................. 126 9.2 Red Flags: Can Speech Errors Indicate Later Literacy Deficits? ... 120 9.11 Elision................................................. 126 9.12 Syllable Counting............................. 127 9.3 Atypical Errors.................................. 120 9.13 9.4 Polysyllabic Words and Omissions 120 Alphabet Print Knowledge and Letter Sound Awareness................ 127 9.5 Early Literacy Intervention............. 121 9.14 Narrative Development.................. 127 9.6 Speech Perception............................ 122 9.15 Increasing Language Length and Complexity................................. 128 9.7 Improving Phonological Awareness and Phonemic Awareness Skills............................... 9.16 Learning Elements of the Story .... 128 9.17 Chapter Summary............................ 129 9.8 Identifying Phoneme across Positions in a Word.......................... 124 124 10. Researching Your Practice to Hone Your
Craft.............................................................. 132 10.1 Controlling Variables in Researching Your Practice............. 10.2 136 10.6 Pilot Your Instruments................... 10.7 Putting Research into Practice: Examining Alternate Interventions for Fidelity and Control of Extraneous Variables....................... 137 132 How to Conduct A/В Testing in Experimental Research................... 133 Grouping Participants for Research............................................. 133 10.8 Analyzing Your Data........................ 133 134 134 135 10.9 10.3.2 10.3.3 10.3.4 Pre-test, Post-test Random Assignment Design................................ Randomized Block Design.................... Quasi-Experimental Study................... Crossover Design.................................... Consider Both Successes and Failures to Understand Why.......... 139 10.10 Evaluating Others’ Research.......... 139 10.4 Forming a Research Question........ 135 10.11 10.5 Obtaining Informed Consent.......... 136 Nonstatistically Significant Does Not Necessarily Indicate Insignificance.................................... 10.3 10.3.1 137 139
Contents 10.12 Evaluating Descriptive Research... 140 10.13 Publication Bias................................ 10.14 Role of Neuroscience in Future Intervention....................................... 141 Chapter Summary........................... 141 141 10.15 Appendix A................................................................................................................................................ 143 Appendix В................................................................................................................................................ 146 Appendixe................................................................................................................................................ 150 Appendix D................................................................................................................................................ 153 Appendix E................................................................................................................................................ 154 Index............................................................................................................................................................. 158
Children with speech sound disorders are at higher risk of academic failure, behavioral difficulties, motor impairments, language delays, and literacy deficits. Speech Sound Disorders: Comprehensive Evaluation and Treatment by Kelly Vess provides the necessary tools to use research-based practices when diagnosing and treating preschoolers. Sophisticated yet readerfriendly, this interactive book is certain to revolutionize the methodology therapists use to treat children with these disorders and globally improve outcomes. Through a step-by-step process, readers will learn to critically review and evaluate research in practice. Guidance is provided on how to create educationally rich activities to comprehensively treat children with speech sound disorders. Readers will not only learn how to integrate research into practice, but also how to research their own practices to continually grow as professionals and advance the field. In addition, invaluable insights are provided on how to make efficient use of limited therapy time by targeting executive function, social communication, motor skills, language skills, and literacy skills while treating children with speech sound disorders. Key Highlights Readers will actively engage in this robust learning experience by: • Participating in interactive activities with more than 120 video clips of diverse populations of preschoolers that clearly illustrate evidence-based practices. • Critically reviewing current research, objectively evaluating research in practice including their own, and creating evidence-based methods to continually
improve evaluation and treatment of preschoolers with varied needs. • Implementing proven evidence-based strategies to improve outcomes within a variety of contexts for diverse groups of preschoolers. • Scaffolding children with complex treatment target selection to promote optimal growth at a time when neuroplasticity is at a high level. This unique resource empowers individuals across academic and professional settings to improve the treatment outcomes for preschoolers with speech sound disorders, develop self-efficacy skills, and instill a lifelong love of learning in children. Kelly Vess, MA, CCC-SLP, is a Speech-Language Pathologist and Off-Campus Clinical Instructor, Wayne State University, Detroit, Michigan, USA, Eastern Michigan University, Ypsilanti, Michigan, USA. An award-winning international medical and scientific publisher, Thieme has demonstrated its commitment to the highest standard of quality in the state-of-the-art content and presentation of all its products. Founded in 7886, the Thieme name has become synonymous with high quality and excellence in online and print publishing.
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Contents Videos. xii Acknowledgment. xvii Introduction: Holistic Evaluation and Treatment of Speech Sound Disorders. xix 1. Completing a Single Session Speech Evaluation. 1.1 Background. 1.2 1 Ecological Validity: Completing the Speech Evaluation in One Session . 1 1.3 Obtaining a Case History. 1.4 Evaluating the Child at First Sight. 5 1.5 Establishing Active Participation and Positive Momentum through Primary Reinforcement of Tangible Rewards. 1.13 1.14 1.7 Calculating Percent Consonants Correct (PCC). 16 Calculating Percentage of Intelligible Words (PIW). 17 Qualitative Judgments of Connected Speech. 17 Calculating Mean Length of Utterance (MLU). 18 2 1.15 1.6 l 1.16 6 Establishing Active Participation and Positive Momentum through Secondary Reinforcement of Verbal Feedback. 7 Administering Single-Word Standardized Articulation Tests. 8 1.7.1 1.7.2 Indicating Imitated Words. 8 Indicating
Distortions. 10 1.8 Dynamic Assessment: Assessing for Stimulability. 11 1.9 Supplemental Consonant Ouster Screener. 1.17 Observing Oral Structure and Movement at Rest and in Speech. 20 1.18 Obtaining a Diadochokinetic Rate. 22 1.19 Using Diadochokinetic Rate for Differential Diagnosis. 22 1.20 Administering a Diadochokinetic (DDK) Assessment. 23 1.21 Contribution of DDK Rate, Accuracy, and Consistency as Indicators of Speech Improvement. 24 1.22 Differential Diagnosis of Speech Sound Disorders. 11 1.10 Phonological Process Identification 12 1.11 Connected Speech Sample. 14 1.12 Percent Consonant Correct (PCC). 15 1.22.1 1.22.2 1.22.3 1.22.4 1.22.5 1.22.6 Childhood Apraxia of Speech (CAS). Organic Nature of Childhood Apraxia of Speech. Inconsistent Speech Sound Disorder. Dysarthria. Phonological Disorder. Articulation Impairment. 24 24 24 24 25 25 25 v
Contents 1.23 1.24 1.25 1.26 27 Evaluating a Child Who Is Preverbal or Minimally Verbal. 27 1.27 Evaluating Children with Autism Spectrum Disorder. 1.28 Evaluating Children Who Are Verbal with ASD. 28 Evaluating Children Who Are Multilingual. 28 Chapter Summary. 29 28 2. Setting the Stage for Success: Establishing a Positive Working Relationship. 32 2.1 Reviewing the Research: The Pervasive Nature of Communication Disorders. 32 2.3 Pragmatic Communication Deficits 33 2.4 Impact of Encouragement versus Praise. 33 2.5 Sensory Processing Deficits. 33 2.6 Primary Goal: Child Develops an Internal Locus of Control. 2.7 2.7.1 2.7.2 2.8 2.9 Evidence-Based Practice for Optimal Improvement in Behavior 33 34 First Approach: Antecedent-Based Intervention by Learning Prosocial Communication Rules. 34 Consequence-Based Interventions: Rewarding Prosocial Behaviors. 35 Meeting the Needs of a Large and Diverse Caseload with Hands-on Activities. Prevention of Undesired Behavior through Pacing and Change of Activity to Prevent Boredom. 2.10 Increasing On-Task Behavior through a Token Economy System . 38 2.11 Self-Regulation Intervention: The Child Becomes the Teacher. 32 Fine Motor, Gross Motor, and Sensory Differences. 2.2 vi
Reporting Results: Diagnosing Speech Sound Disorders. 36 39 2.12 Creating Your Own Eiffel Tower. 40 2.13 Positive Behavior Intervention Support to Establish Positive Self-Image and Relationships. 41 Strategies to Effectively Intervene with Difficult Behaviors. 43 Discovering the Function of the Behavior. 43 A Multistep Process to Improve Disruptive Behaviors. 44 Working with a Child Who Refuses to Participate. 44 2.14 2.15 2.16 2.17 2.18 Developing Executive Function Skills. 45 2.18.1 Bullying. 45 2.19 Chapter Summary. 46 38 3. Selecting Complex Treatment Targets. 3.1 Maxim #1: Select 3-Element Consonant Clusters over 2-Element Clusters. 3.2 51 50 Maxim #2: Select More Complex Treatment Targets to Expeditiously Target Simpler Ones. 51
Contents 3.2.1 3.2.2 3.2.3 3.2.4 3.3 3.4 3.4.1 Selecting a Consonant Cluster Treatment Target. Selecting a Treatment Target for Carter, a Child with Mild Speech Sound Disorder. Could Multiple Treatment Targets Be Selected Over One?. Benefit in Selecting Two Treatment Targets to Improve Affricate Production. Maxim #5: Place Treatment Targets in Sentences of Increased Length and Complexity to Improve Production of Polysyllabic Words. 57 3.6 Maxim #6: Select Consonant Cluster Treatment Targets with MaximaUy Distinct Sounds. 58 3.6.1 Selecting a Treatment Target for a Child with a Limited Phonetic Inventory. 58 3.7 Maxim #7: Treat Individual Sound Errors with Consonant Cluster Targets. 59 Selecting a Treatment Target for a Child with Distorted /1/, /j/, and /s/. 59 52 54 54 Maxim #3: Select One or a Few Exemplars as Treatment Target(s) to Foster an Internal Locus of Control. 55 Maxim #4: Select Consonant Cluster Treatment Targets to Treat Syllable Structure Phonological Processes. 56 Selecting a Treatment Target for Jacob, a Child with Syllable Structure Phonological Processes of Final Consonant Deletion. 3.5 52 3.7.1 3.8 Maxim #8: “Please” Is Not a Magic Word: Include it Judiciously. 59 3.8.1 Putting Research into Practice:
Selecting Consonant Cluster Treatment Targets . 59 3.9 Chapter Summary. 60 56 4. Selecting Linguistic Contexts for Treatment Targets. 62 4.1 The Phonetic Context in the Establishment and Generalization Phases. 62 4.3 Working with a Child with Structural Phonological Processes. 64 4.1.1 4.1.2 Establishment Phase. 62 Generalization Phase. 63 4.3.1 Advantages in Selecting a Simple Sentence as the Context for a Treatment Target. 65 4.2 Selecting the Syntactic Context for a Treatment Target: Simple Sentence to Paragraphs. 63 Chapter Summary. 67 68 4.4 4.2.1 Advantages in Selecting a Longer and More Complex Syntactic Context in Working with a Child with Concurrent Language and Attentional Deficits. 64 5. Developing Educationally Rich Activities . 5.1 Treat the Whole Child. 68 5.5 Use Three-Dimensional Objects for Learning. 69 5.2 Create Educationally Rich Activities across Developmental Domains. 68 5.6 Art. 69 5.3 Ensure That Activities Are Age Appropriate for All Children. 69 5.7 Engineering. 5.8
Math. 71 5.4 Assign an Occupation. 69 71
Contents How to Behaviorally Target the Anterior and Posterior Portions of the Cerebellum. . 74 Chapter Summary. . 76 6. Dynamically Prompting and Errorlessly Fading Multimodal Cues. 78 6.1 Zone of Proximal Development. 78 Maxim #3: Develop Cues That Are Incompatible with the Error. 82 6.2 Incorporating Principles of Nonspeech Motor Learning. 78 6.3 Neurological Scaffolding. 79 6.4 Maxim #1: Provide Maximum Level of Support with Highest Level Targets to Ignite Optimal Change. 5.9 Movement. . 72 5.10 Science. . 73 5.11 Targeting the Cerebellum in Therapy. . 73 5.12 5.13 6.7 6.8 Maxim #4: Fade Verbal Modeling as Soon as Possible while Maintaining 80% Accuracy. 83 6.9 Maxim #5: Create Catchy Slogans or Songs for Children to Learn Speech Rules. 84 Maxim #6: Encourage Independence Every Step of the Way. 84 Maxim #7: Emphasize Accuracy Over Speed. 85 Chapter Summary. 86 79 6.10 6.5 Six-Step Process in Dynamically Prompting and Fading Multimodal Cues. 80 6.11 6.6 7. Maxim #2: Co Errorless by Placing 99.99% Effort in Prevention of the
Error. 82 6.12 Treating Motor Speech Disorders in Preschoolers with Autism Spectrum Disorder and Preschoolers with Neurological Differences. 7.1 Background. 88 7.2 Treat the Motor Speech Disorder in Preschoolers with ASD. 88 7.8 7.9 7.3 88 7.4 Mirror Neuronal Deficits in Child with ASD. 89 7.5 Functional and Structural Differences in the Cerebellum. 7.6 7.7 viii Neurological Differences Prevalent in People with ASD. 89 Treat the Cerebellum to Comprehensively Treat the Child . 91 The Body֊»Mouth Connection. 92 88 Incorporate Movement Activities into Therapy to Increase Verbal Output. 93 Advance Neuronal Development by Increasing Complexity of Targets and the Linguistic Context 93 7.10 Treating Children with ASD Who Are Preverbal and Minimally Verbal. 94 7.11 Taking a Responsive Approach to Improve Communication Skills when Treating a Child with a Sensitive Temperament Who Is Minimally Verbal. 94
Contents 7.12 Treating Children with a Sensitive Temperament Who Are Inconsistently Verbal. 7.20 95 7.13 Taking a Direct Elicitation of Speech Approach for Children with a Stable Temperament. 96 7.14 Treating Dysarthria Caused by Muscular Weakness or Paralysis. 96 7.15 7.16 7.17 7.18 7.19 Selecting Maximally Distinct Consonant Clusters for Children with a Very Limited Consonantal Inventory. 97 7.21 7.22 7.23 Combining a Responsive Approach with a Direct Elicitation Approach. 97 Paying Attention to the Details to Effectively Assess and Treat Speech Sound Disorders. Presence of Multiple Atypical Phonological Processes in Speech Testing May Indicate Neurological Differences. Identifying Speech Errors Prevalent in Preschoolers with ASD. 7.24 98 7.25 98 7.26 8. Generalization Coming from Within. 8.1 Generalization through Child Assuming an Internal Locus of Control. 8.3 8.4 The Initial Assessment: Establishing an Internal Locus of Control. Informing the Parents of the “Child as Teacher" Intervention Plan. Putting Research into Practice: Explaining Evidence-Based Practices to Parents. 101 Putting Research into Practice: Decreasing Rate of Speech to Increase Both Perception and
Production. 102 The Child with Auditory Processing Deficits May Be Slower to Orient, Therefore Missing the Start of Words. 102 Supplementing and Encouraging Speech Development with Augmentative and Alternative Communication. 102 Putting Neuroscientific Research into Practice: Judicious Use of Limited Time to Ignite Dramatic Change . 104 Efficiently Impact Multiple Domains Concurrently through Linguistic Complexity. 104 Respecting the Child’s Current Capacity. 106 Chapter Summary. 106 100 7.27 8.2 Short Stop Consonants Are Difficult to Perceive and Therefore Difficult to Produce. 109 8.5 Beginning Therapy: Learning the Treatment Target. 112 109 8.6 Developing Neurological Automaticity to Achieve Generalization. 113 8.7 Generalization through Myelination. 113 Teaching Caregivers Prompting Strategies: Live and through Video. 115 Assigning a Treatment Target. 116 109 111 111 8.8 8.9
Contents 8.12 Exiting Therapy. 118 8.13 Chapter Summary. 118 Middle Stages of Therapy: The Child Has Learned the Treatment Target but “Don’t Drop the Baby!”. 116 8.11 The Final Stage of Therapy. 116 9. Promoting Early Literacy Skills When Treating Speech Sound Disorders. 120 9.1 Red Flags: What Are Concurrent Risk Factors for Future Literacy Deficits?. 8.10 9.9 Rhyming. 126 120 9.10 Blending. 126 9.2 Red Flags: Can Speech Errors Indicate Later Literacy Deficits? . 120 9.11 Elision. 126 9.12 Syllable Counting. 127 9.3 Atypical Errors. 120 9.13 9.4 Polysyllabic Words and Omissions 120 Alphabet Print Knowledge and Letter Sound Awareness. 127 9.5 Early Literacy Intervention. 121 9.14 Narrative Development. 127 9.6 Speech Perception. 122 9.15 Increasing Language Length and Complexity. 128 9.7 Improving Phonological Awareness and Phonemic Awareness Skills. 9.16 Learning Elements of the Story . 128 9.17 Chapter Summary. 129 9.8 Identifying Phoneme across Positions in a Word. 124 124 10. Researching Your Practice to Hone Your
Craft. 132 10.1 Controlling Variables in Researching Your Practice. 10.2 136 10.6 Pilot Your Instruments. 10.7 Putting Research into Practice: Examining Alternate Interventions for Fidelity and Control of Extraneous Variables. 137 132 How to Conduct A/В Testing in Experimental Research. 133 Grouping Participants for Research. 133 10.8 Analyzing Your Data. 133 134 134 135 10.9 10.3.2 10.3.3 10.3.4 Pre-test, Post-test Random Assignment Design. Randomized Block Design. Quasi-Experimental Study. Crossover Design. Consider Both Successes and Failures to Understand Why. 139 10.10 Evaluating Others’ Research. 139 10.4 Forming a Research Question. 135 10.11 10.5 Obtaining Informed Consent. 136 Nonstatistically Significant Does Not Necessarily Indicate Insignificance. 10.3 10.3.1 137 139
Contents 10.12 Evaluating Descriptive Research. 140 10.13 Publication Bias. 10.14 Role of Neuroscience in Future Intervention. 141 Chapter Summary. 141 141 10.15 Appendix A. 143 Appendix В. 146 Appendixe. 150 Appendix D. 153 Appendix E. 154 Index. 158
Children with speech sound disorders are at higher risk of academic failure, behavioral difficulties, motor impairments, language delays, and literacy deficits. Speech Sound Disorders: Comprehensive Evaluation and Treatment by Kelly Vess provides the necessary tools to use research-based practices when diagnosing and treating preschoolers. Sophisticated yet readerfriendly, this interactive book is certain to revolutionize the methodology therapists use to treat children with these disorders and globally improve outcomes. Through a step-by-step process, readers will learn to critically review and evaluate research in practice. Guidance is provided on how to create educationally rich activities to comprehensively treat children with speech sound disorders. Readers will not only learn how to integrate research into practice, but also how to research their own practices to continually grow as professionals and advance the field. In addition, invaluable insights are provided on how to make efficient use of limited therapy time by targeting executive function, social communication, motor skills, language skills, and literacy skills while treating children with speech sound disorders. Key Highlights Readers will actively engage in this robust learning experience by: • Participating in interactive activities with more than 120 video clips of diverse populations of preschoolers that clearly illustrate evidence-based practices. • Critically reviewing current research, objectively evaluating research in practice including their own, and creating evidence-based methods to continually
improve evaluation and treatment of preschoolers with varied needs. • Implementing proven evidence-based strategies to improve outcomes within a variety of contexts for diverse groups of preschoolers. • Scaffolding children with complex treatment target selection to promote optimal growth at a time when neuroplasticity is at a high level. This unique resource empowers individuals across academic and professional settings to improve the treatment outcomes for preschoolers with speech sound disorders, develop self-efficacy skills, and instill a lifelong love of learning in children. Kelly Vess, MA, CCC-SLP, is a Speech-Language Pathologist and Off-Campus Clinical Instructor, Wayne State University, Detroit, Michigan, USA, Eastern Michigan University, Ypsilanti, Michigan, USA. An award-winning international medical and scientific publisher, Thieme has demonstrated its commitment to the highest standard of quality in the state-of-the-art content and presentation of all its products. Founded in 7886, the Thieme name has become synonymous with high quality and excellence in online and print publishing. |
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| ctrlnum | (OCoLC)1268197008 (DE-599)DNB1220708712 |
| discipline | Medizin |
| discipline_str_mv | Medizin |
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| spelling | Vess, Kelly Verfasser (DE-588)1239853238 aut Speech sound disorders comprehensive evaluation and treatment Kelly Vess, MA, CCC-SLP New York ; Stuttgart ; Delhi ; Rio de Janeiro Thieme [2021] © 2021 xxiii, 159 Seiten 14 Illustrationen 17.8 cm x 25.4 cm txt rdacontent n rdamedia nc rdacarrier Auf dem Umschlag: + Online at MedOne, Videos Vorschulkind (DE-588)4064017-6 gnd rswk-swf Sprachentwicklungsstörung (DE-588)4124242-7 gnd rswk-swf articulation disorder phonological disorder activity based interventions cueing evidence-based practice Sprachentwicklungsstörung (DE-588)4124242-7 s Vorschulkind (DE-588)4064017-6 s DE-604 Thieme Medical Publishers, Inc. (im Thieme Verlag KG) (DE-588)1065861079 pbl Erscheint auch als Online-Ausgabe 978-1-68420-089-4 X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=654aac78fa814f5491ac461508b11b2c&prov=M&dok_var=1&dok_ext=htm Inhaltstext Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032842787&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032842787&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext 1\p vlb 20201103 DE-101 https://d-nb.info/provenance/plan#vlb |
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| title | Speech sound disorders comprehensive evaluation and treatment |
| title_auth | Speech sound disorders comprehensive evaluation and treatment |
| title_exact_search | Speech sound disorders comprehensive evaluation and treatment |
| title_exact_search_txtP | Speech sound disorders comprehensive evaluation and treatment |
| title_full | Speech sound disorders comprehensive evaluation and treatment Kelly Vess, MA, CCC-SLP |
| title_fullStr | Speech sound disorders comprehensive evaluation and treatment Kelly Vess, MA, CCC-SLP |
| title_full_unstemmed | Speech sound disorders comprehensive evaluation and treatment Kelly Vess, MA, CCC-SLP |
| title_short | Speech sound disorders |
| title_sort | speech sound disorders comprehensive evaluation and treatment |
| title_sub | comprehensive evaluation and treatment |
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