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An innovative and invaluable resource for students and professionals to effectively treat children with speech sound disordersChildren 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 reader-friendly, 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 HighlightsReaders actively engage in this robust learning experience by:Participating in interactive activities with 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.

Speech Sound Disorders

• Cover



• MedOne Access Information



• Title



• Copyright



• Contents



• Videos



• Acknowledgment



• Introduction: Holistic Evaluation and Treatment of Speech Sound Disorders



• 1 Completing a Single Session Speech Evaluation



• 1.1 Background



• 1.2 Ecological Validity: Completing the Speech Evaluation in One Session



• 1.3 Obtaining a Case History



• 1.4 Evaluating the Child at First Sight



• 1.5 Establishing Active Participation and Positive Momentum through Primary Reinforcement of Tangible Rewards



• 1.6 Establishing Active Participation and Positive Momentum through Secondary Reinforcement of Verbal Feedback



• 1.7 Administering Single-Word Standardized Articulation Tests



• 1.7.1 Indicating Imitated Words



• 1.7.2 Indicating Distortions



• 1.8 Dynamic Assessment: Assessing for Stimulability



• 1.9 Supplemental Consonant Cluster Screener



• 1.10 Phonological Process Identification



• 1.11 Connected Speech Sample



• 1.12 Percent Consonant Correct (PCC)



• 1.13 Calculating Percent Consonants Correct (PCC)



• 1.14 Calculating Percentage of Intelligible Words (PIW)



• 1.15 Qualitative Judgments of Connected Speech



• 1.16 Calculating Mean Length of Utterance (MLU)



• 1.17 Observing Oral Structure and Movement at Rest and in Speech



• 1.18 Obtaining a Diadochokinetic Rate



• 1.19 Using Diadochokinetic Rate for Differential Diagnosis



• 1.20 Administering a Diadochokinetic (DDK) Assessment



• 1.21 Contribution of DDK Rate, Accuracy, and Consistency as Indicators of Speech Improvement



• 1.22 Differential Diagnosis of Speech Sound Disorders



• 1.22.1 Childhood Apraxia of Speech (CAS)



• 1.22.2 Organic Nature of Childhood Apraxia of Speech



• 1.22.3 Inconsistent Speech Sound Disorder



• 1.22.4 Dysarthria



• 1.22.5 Phonological Disorder



• 1.22.6 Articulation Impairment



• 1.23 Reporting Results: Diagnosing Speech Sound Disorders



• 1.24 Evaluating a Child Who Is Preverbal or Minimally Verbal



• 1.25 Evaluating Children with Autism Spectrum Disorder



• 1.26 Evaluating Children Who Are Verbal with ASD



• 1.27 Evaluating Children Who Are Multilingual



• 1.28 Chapter Summary



• 1.29 References



• 2 Setting the Stage for Success: Establishing a Positive Working Relationship



• 2.1 Reviewing the Research: The Pervasive Nature of Communication Disorders



• 2.2 Fine Motor, Gross Motor, and Sensory Differences



• 2.3 Pragmatic Communication Deficits



• 2.4 Impact of Encouragement versus Praise



• 2.5 Sensory Processing Deficits



• 2.6 Primary Goal: Child Develops an Internal Locus of Control



• 2.7 Evidence-Based Practice for Optimal Improvement in Behavior



• 2.7.1 First Approach: Antecedent-Based Intervention by Learning Prosocial Communication Rules



• 2.7.2 Consequence-Based Interventions: Rewarding Prosocial Behaviors



• 2.8 Meeting the Needs of a Large and Diverse Caseload with Hands-on Activities



• 2.9 Prevention of Undesired Behavior through Pacing and Change of Activity to Prevent Boredom



• 2.10 Increasing On-Task Behavior through a Token Economy System



• 2.11 Self-Regulation Intervention: The Child Becomes the Teacher



• 2.12 Creating Your Own Eiffel Tower



• 2.13 Positive Behavior Intervention Support to Establish Positive Self-Image and Relationships



• 2.14 Strategies to Effectively Intervene with Difficult Behaviors



• 2.15 Discovering the Function of the Behavior



• 2.16 A Multi-Step Process to Improve Disruptive Behaviors



• 2.17 Working with a Child Who Refuses to Participate



• 2.18 Developing Executive Function Skills



• 2.19 Chapter Summary



• 2.20 References



• 3 Selecting Complex Treatment Targets



• 3.1 Maxim #1: Select 3-Element Consonant Clusters over 2-Element Clusters



• 3.2 Maxim #2: Select More Complex Treatment Targets to Expeditiously Target Simpler Ones



• 3.2.1 Selecting a Consonant Cluster Treatment Target



• 3.2.2 Selecting a Treatment Target for Carter, a Child with Mild Speech Sound Disorder



• 3.2.3 Could Multiple Treatment Targets Be Selected Over One?



• 3.2.4 Benefit in Selecting Two Treatment Targets to Improve Affricate Production



• 3.3 Maxim #3: Select One or a Few Exemplars as a Treatment Target(s) to Foster an Internal Locus of Control



• 3.4 Maxim #4: Select Consonant Cluster Treatment Targets to Treat Syllable Structure Phonological Processes



• 3.4.1 Selecting a Treatment Target for Jacob, a Child with Syllable Structure Phonological Processes of Final Consonant Deletion



• 3.5 Maxim #5: Place Treatment Targets in Sentences of Increased Length and Complexity to Improve Production of Polysyllabic Words



• 3.6 Maxim #6: Select Consonant Cluster Treatment Targets with Maximally Distinct Sounds



• 3.6.1 Selecting a Treatment Target for a Child with a Limited Phonetic Inventory



• 3.7 Maxim #7: Treat Individual Sound Errors with Consonant Cluster Targets



• 3.7.1 Selecting a Treatment Target for a Child with Distorted /l/, /?/, and /s/



• 3.8 Maxim #8: “Please” Is Not a Magic Word: Include it Judiciously



• 3.8.1 Putting Research into Practice: Selecting Consonant Cluster Treatment Targets



• 3.9 Chapter Summary



• 3.10 References



• 4 Selecting Linguistic Contexts for Treatment Targets



• 4.1 The Phonetic Context in the Establishment and Generalization Phases



• 4.1.1 Establishment Phase



• 4.1.2 Generalization Phase



• 4.2 Selecting the Syntactic Context for a Treatment Target: Simple Sentence to Paragraphs



• 4.2.1 Advantages in Selecting a Longer and More Complex Syntactic Context in Working with a Child with Concurrent Language and Attentional Deficits



• 4.3 Working with a Child with Structural Phonological Processes



• 4.3.1 Advantages in Selecting a Simple Sentence as the Context for a Treatment Target



• 4.4 Chapter Summary



• 4.5 References



• 5 Developing Educationally Rich Activities



• 5.1 Treat the Whole Child



• 5.2 Create Educationally Rich Activities across Developmental Domains



• 5.3 Ensure That Activities Are Age Appropriate for All Children



• 5.4 Assign an Occupation



• 5.5 Use Three-Dimensional Objects for Learning



• 5.6 Art



• 5.7 Engineering



• 5.8 Math



• 5.9 Movement



• 5.10 Science



• 5.11 Targeting the Cerebellum in Therapy



• 5.12 How to Behaviorally Target the Anterior and Posterior Portions of the Cerebellum



• 5.13 Chapter Summary



• 5.14 References



• 6 Dynamically Prompting and Errorlessly Fading Multimodal Cues



• 6.1 Zone of Proximal Development



• 6.2 Incorporating Principles of Nonspeech Motor Learning



• 6.3 Neurological Scaffolding



• 6.4 Maxim #1: Provide a Maximum Level of Support with Highest Level Targets to Ignite Optimal Change



• 6.5 Six-Step Process in Dynamically Prompting and Fading Multimodal Cues



• 6.6 Maxim #2: Go Errorless by Placing 99.99% Effort in Prevention of the Error



• 6.7 Maxim #3: Develop Cues That Are Incompatible with the Error



• 6.8 Maxim #4: Fade Verbal Modeling as Soon as Possible while Maintaining 80% Accuracy



• 6.9 Maxim #5: Create Catchy Slogans or Songs for Children to Learn Speech Rules



• 6.10 Maxim #6: Encourage Independence Every Step of the Way



• 6.11 Maxim #7: Emphasize Accuracy Over Speed



• 6.12 Chapter Summary



• 6.13 References



• 7 Treating Motor Speech Disorders in Preschoolers with Autism Spectrum Disorder and Preschoolers with Neurological Differences



• 7.1 Background



• 7.2 Treat the Motor Speech Disorder in Preschoolers with ASD



• 7.3 Neurological Differences Prevalent in People with ASD



• 7.4 Mirror Neuronal Deficits in Child with ASD



• 7.5 Functional and Structural Differences in the Cerebellum



• 7.6 Treat the Cerebellum to Comprehensively Treat the Child



• 7.7 The Body›Mouth Connection



• 7.8 Incorporate Movement Activities into Therapy to Increase Verbal Output



• 7.9 Advance Neuronal Development by Increasing Complexity of Targets and the Linguistic Context



• 7.10 Treating Children with ASD Who Are Preverbal and Minimally Verbal



• 7.11 Taking a Responsive Approach to Improve Communication Skills when Treating a Child with a Sensitive Temperament Who Is Minimally Verbal



• 7.12 Treating Children with a Sensitive Temperament Who Are Inconsistently Verbal



• 7.13 Taking a Direct Elicitation of Speech Approach for Children with a Stable Temperament



• 7.14 Treating Dysarthria Caused by Muscular Weakness or Paralysis



• 7.15 Selecting Maximally Distinct Consonant Clusters for Children with a Very Limited Consonantal Inventory



• 7.16 Combining a Responsive Approach with a Direct Elicitation Approach



• 7.17 Paying Attention to the Details to Effectively Assess and Treat Speech Sound Disorders



• 7.18 Presence of Multiple Atypical Phonological Processes in Speech Testing May Indicate Neurological Differences



• 7.19 Identifying Speech Errors Prevalent in Preschoolers with ASD



• 7.20 Short Stop Consonants Are Difficult to Perceive and Therefore Difficult to Produce



• 7.21 Putting Research into Practice: Decreasing Rate of Speech to Increase Both Perception and Production



• 7.22 The Child with Auditory Processing Deficits May Be Slower to Orient, Therefore Missing the Start of Words



• 7.23 Supplementing and Encouraging Speech Development with Augmentative and Alternative Communication



• 7.24 Putting Neuroscientific Research into Practice: Judicious Use of Limited Time to Ignite Dramatic Change



• 7.25 Efficiently Impact Multiple Domains Concurrently through Linguistic Complexity



• 7.26 Respecting the Child’s Current Capacity



• 7.27 Chapter Summary



• 7.28 References



• 8 Generalization Coming from Within



• 8.1 Generalization through Child Assuming an Internal Locus of Control



• 8.2 The Initial Assessment: Establishing an Internal Locus of Control



• 8.3 Informing the Parents of the “Child as Teacher” Intervention Plan



• 8.4 Putting Research into Practice: Explaining Evidence-Based Practices to Parents



• 8.5 Beginning Therapy: Learning the Treatment Target



• 8.6 Developing Neurological Automaticity to Achieve Generalization



• 8.7 Generalization Through Myelination



• 8.8 Teaching Caregivers Prompting Strategies: Live and Through Video



• 8.9 Assigning a Treatment Target



• 8.10 Middle Stages of Therapy: The Child Has Learned the Treatment Target but “Don’t Drop the Baby!”



• 8.11 The Final Stage of Therapy



• 8.12 Exiting Therapy



• 8.13 Chapter Summary



• 8.14 References



• 9 Promoting Early Literacy Skills When Treating Speech Sound Disorders



• 9.1 Red Flags: What Are Concurrent Risk Factors for Future Literacy Deficits?



• 9.2 Red Flags: Can Speech Errors Indicate Later Literacy Deficits?



• 9.3 Atypical Errors



• 9.4 Polysyllabic Words and Omissions



• 9.5 Early Literacy Intervention



• 9.6 Speech Perception



• 9.7 Improving Phonological Awareness and Phonemic Awareness Skills



• 9.8 Identifying Phoneme across Positions in a Word



• 9.9 Rhyming



• 9.10 Blending



• 9.11 Elision



• 9.12 Syllable Counting



• 9.13 Alphabet Print Knowledge and Letter Sound Awareness



• 9.14 Narrative Development



• 9.15 Increasing Language Length and Complexity



• 9.16 Learning Elements of the Story



• 9.17 Chapter Summary



• 9.18 References



• 10 Researching Your Practice to Hone Your Craft



• 10.1 Controlling Variables in Researching Your Practice



• 10.2 How to Conduct A/B Testing in Experimental Research



• 10.3 Grouping Participants for Research



• 10.3.1 Pre-test, Post-test Random Assignment Design



• 10.3.2 Randomized Block Design



• 10.3.3 Quasi-Experimental Study



• 10.3.4 Crossover Design



• 10.4 Forming a Research Question



• 10.5 Obtaining Informed Consent



• 10.6 Pilot Your Instruments



• 10.7 Putting Research into Practice: Examining Alternate Interventions for Fidelity and Control of Extraneous Variables



• 10.8 Analyzing Your Data



• 10.9 Consider Both Successes and Failures to Understand Why



• 10.10 Evaluating Others’ Research



• 10.11 Nonstatistically Significant Does Not Necessarily Indicate Insignificance



• 10.12 Evaluating Descriptive Research



• 10.13 Publication Bias



• 10.14 Role of Neuroscience in Future Intervention



• 10.15 Chapter Summary



• 10.16 References



• Appendix A



• Appendix B



• Appendix C



• Appendix D



• Appendix E



• Index



• Additional MedOne Access Information