Introduction to Speech Sound Disorders

This comprehensive textbook for undergraduate speech sound disorders courses in communication sciences and disorders programs covers the major concepts and constructs currently framing the study of speech sound disorders in children, including typical and atypical phonological acquisition and clinic...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Rvachew, Susan
Formato: Electrónico eBook
Idioma:Inglés
Publicado: San Diego : Plural Publishing, Incorporated, 2018.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Intro; Preface; Reviewers; 1. Concepts in Phonetics and Phonology; 1.1 Phonetic Concepts; 1.1.1 Articulatory Phonetics; 1.2 Describing Articulatory Knowledge; 1.2.1 International Phonetic Alphabet; 1.2.2 Broad and Narrow Transcription of Speech; 1.2.3 Visual Analysis of Articulation; 1.3 Describing Perceptual Knowledge; 1.3.1 Continuous versus Discrete Nature of Speech Information; 1.3.2 Categorical Perception; 1.4 Phonological Concepts; 1.4.1 Phones, Phonemes, and Allophones; 1.4.2 Phonotactic Rules; 1.4.3 Nonlinear Phonology; 1.4.4 Prosody; 1.4.5 Syllabifying Words
  • 1.4.6 Consonant Features in Nonlinear Phonology1.4.7 Phonological Processes; 2. Phonological Development; 2.1 Speech Perception Development; 2.1.1 Infants; 2.1.2 Toddlers; 2.1.3 Preschoolers; 2.1.4 School-Age Children; 2.2 Early Speech Production Development; 2.2.1 Prelinguistic Vocal Development; 2.2.2 First Words; 2.3 Phonological Development; 2.3.1 Phoneme Acquisition Norms; 2.3.2 Phonological Process Norms; 2.3.3 Acquisition of Prosodic Units; 3. Assessment; 3.1 Purposes of Evaluation; 3.1.1 Screening Assessment; 3.1.2 Diagnostic Assessments; 3.2 Types of Measurement Tools
  • 3.2.1 Standardized versus Informal Measurement Tools3.2.2 Norm-Referenced versus Criterion-Referenced Measurement Tools; 3.2.3 Static versus Dynamic Measurement Tools; 3.3 Planning the Assessment; 3.3.1 Referral; 3.3.2 Case History; 3.4 Components of the Speech Assessment; 3.4.1 Norm-Referenced Single-Word Articulation/Phonology Test; 3.4.2 Stimulability Testing; 3.4.3 Oral Mechanism Examination; 3.4.4 Continuous Speech Sample; 3.4.5 Hearing Screening; 3.4.6 Inconsistency and Variability Assessment; 3.4.7 Intelligibility; 3.4.8 Participation; 3.4.9 Language Screen or Test
  • 3.4.10 Phonological Processing3.5 Considerations for Dialect Speakers, Children Speaking English as a Second Language, and Multilingual Children; 4. Diagnosis; 4.1 Classification of Speech Sound Disorders; 4.2 Linguistic Classification of Speech Sound Disorders; 4.2.1 Phonetic versus Phonemic Disorder; 4.2.2 Model for Differential Diagnosis; 4.3 Speech Disorders Classification System; 4.3.1 Speech Delay; 4.3.2 Speech Errors; 4.3.3 Motor Speech Disorders; 4.4 Psycholinguistic Approach; 4.4.1 Speech Perception; 4.4.2 Phonological Awareness; 4.4.3 Nonword Repetition
  • 4.4.4 Multisyllable Repetition4.4.5 Undifferentiated Lingual Gestures; 4.4.6 Tongue Strength; 4.5 Epidemiology of SSD; 4.5.1 Prevalence of SSD; 4.5.2 Comorbidity; 4.5.3 Short- and Long-Term Outcomes; 5. Treatment Planning; 5.1 Deciding Whether to Provide an Intervention; 5.1.1 Norm-Referenced Approach; 5.1.2 Medical Approach; 5.1.3 International Classification of Functioning, Disability, and Health Framework; 5.1.4 Recommended Protocol for Deciding When to Treat; 5.2 Service Delivery Options; 5.2.1 Intensity of Intervention; 5.2.2 Intervention Agents; 5.3 Intervention Goals

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