Developmental phonological disorders foundations of clinical practice

Contents
Foreword
Preface
Acknowledgments
Part I. Phonology from a Developmental Perspective
	Chapter 1 Describing Phonological Knowledge at Multiple Levels of Representation
		1.1 Types of Phonological Knowledge
		1.2 Describing Articulatory Knowledge
			1.2.1 International Phonetic Alphabet
			1.2.2 Visual Analysis of Articulation
			1.2.3 Kinematic Descriptions of Articulation
			1.2.4 Motor Equivalence and Articulatory Targets
			1.2.5 Summary: Articulatory Knowledge
		1.3 Describing Perceptual Knowledge
			1.3.1 Distinctive Features and Acoustic Cues
			1.3.2 Categorical Perception
			1.3.3 Complexity in Perceptual Encoding
			1.3.4 Assessment of Perceptual Knowledge
			1.3.5 Summary: Perceptual Knowledge
		1.4 Describing Phonological Knowledge
			1.4.1 Segmental Phonological Knowledge
				1.4.1.1 The Phoneme and the Phonemic Repertoire
				1.4.1.2 Allophonic Rules
				1.4.1.3 Neutralization Rules
				1.4.1.4 Phonotactic Constraints
				1.4.1.5 Inventory Constraints
				1.4.1.6 Independent Versus Relational Descriptions of Segmental Phonological Knowledge
				1.4.1.7 Covert Contrast
			1.4.2 Multilinear Phonology
				1.4.2.1 The Prosodic Hierarchy
				1.4.2.2 Syllables and Intrasyllabic Units
				1.4.2.3 Segmental Tiers
				1.4.2.4 Rules in Multilinear Phonology
			1.4.3 Phonological Processes
			1.4.4 Summary: Phonological Knowledge
		1.5 References
	Chapter 2 Speech Perception Development
		2.1 Assessment of Speech Perception Skills in Infancy
		2.2 Speech Perception Development in Infancy
			2.2.1 Language-General Phonetic Perception in Early Infancy
			2.2.2 Environmental Influences on Phonetic Perception in Infancy
			2.2.3 Perception of Prosodic Units in Infancy
			2.2.4 Phonemic Perception and Word Learning in Infancy
		2.3 Speech Perception Development in Childhood
			2.3.1 Development of Perceptual Representations for Words
			2.3.2 Development of Segmented Phonological Representations for Words
		2.4 Mechanisms That Underlie Speech Perception Development
			2.4.1 Experience Expectancy and Environmental Factors
			2.4.2 Biological Mechanisms
			2.4.3 Cognitive Learning Processes
			2.4.4 Summary
		2.5 References
	Chapter 3 Development of Speech Motor Control
		3.1 Acoustic and Kinematic Studies of Speech Development
			3.1.1 Syllables and Multisyllabic Utterances
				3.1.1.1 Infraphonological Description of Infant Speech
				3.1.1.2 Stages in Infant Speech Development
				3.1.1.3 Development of Mandibular Control During Babbling
				3.1.1.4 Organization of Supralaryngeal Articulatory Gestures in Meaningful Speech
				3.1.1.5 Gestural Goals in Connected Speech
			3.1.2 Vowels
				3.1.2.1 Development of the Vowel Space in Infancy
				3.1.2.2 Vowel Production in Childhood
			3.1.3 Voice-Onset Time
			3.1.4 Fundamental Frequency Contours
			3.1.5 Summary of Studies of Speech Development
		3.2 Theories of Speech Motor Control
			3.2.1 Psycholinguistic Models of Speech Production
			3.2.2 Motor Schema Theory
			3.2.3 Auditory Feedback Based Models of Speech Motor Control
				3.2.3.1 DIVA Model
				3.2.3.2 Experimental Investigations of Feedback and Feed-Forward Mechanisms in Adult Speech
				3.2.3.3 Development of Internal Models
		3.3 Factors That Contribute to the Development of Speech Motor Control
			3.3.1 Maturation of Biomechanical and Neurophysiological Structures
				3.3.1.1 Maturation of the Vocal Tract
				3.3.1.2 Maturation of Neurophysiological Structures
			3.3.2 Access to Sensory Feedback
				3.3.2.1 Auditory Input
				3.3.2.2 Somatosensory Feedback
			3.3.3 Social and Cognitive Influences
		3.4 References
	Chapter 4 Phonological Development
		4.1 Normal Phonological Development
		4.2 Emerging Phonological Knowledge in Infants and Toddlers
			4.2.1 Normative Data: Phonetic Repertoires
			4.2.2 Normative Data: Whole Word Measures
			4.2.3 Clinical Application of Normative Data with Infants and Toddlers
		4.3 Normative Data: Preschool and School-Age Children
			4.3.1 Whole Word Accuracy and Connected Speech Measures
			4.3.2 Segmental Norms
			4.3.3 Normative Data for Phonological Processes
			4.3.4 Acquisition of Prosodic Units
			4.3.5 Clinical Application of Normative Data with Older Children
		4.4 Theoretical Issues in Phonological Development
			4.4.1 Formal Linguistic Theories
			4.4.2 Cognitive Linguistic Models
		4.5 Environmental Influences and Physiological Constraints on Phonological Development
			4.5.1 Cross-Linguistic Studies of Feature Development
			4.5.2 Speech Perception Skills and Phonological Development
			4.5.3 Motoric Factors and Phonological Development
			4.5.4 Lexical Effects on Phonological Development
			4.5.5 Summary
		4.6 References
Part II. A Holistic Approach to Diagnosis and Treatment Planning
	Chapter 5 Assessment of Children with Developmental Phonological Disorders
		5.1 Planning the Assessment
			5.1.1 Case History
		5.2 Obligatory Assessment Tools and Procedures
			5.2.1 Standardized Single-Word Citation-Form Tests
				5.2.1.1 Scoring the Articulation Test
			5.2.2 Stimulability Testing
			5.2.3 Oral-Motor Screening and Assessment
				5.2.3.1 Facial Characteristics
				5.2.3.2 Lips
				5.2.3.3 Dentition
				5.2.3.4 The Tongue
				5.2.3.5 Palatal and Pharyngeal Areas
				5.2.3.6 Coordinated Nonspeech Movements
				5.2.3.7 Maximum Performance Tasks
				5.2.3.8 Standardized Measures of Oral-Motor Function
			5.2.4 Continuous Speech Sample
				5.2.4.1 Eliciting the Speech Sample
				5.2.4.2 Recording the Speech Sample
				5.2.4.3 Interpreting Speech Sample Performance
			5.2.5 Hearing Screen
		5.3 Optional Assessment Tools and Procedures
			5.3.1 Phonology Skills and Inconsistency Assessment
			5.3.2 Measures of Intelligibility and Participation Restrictions
			5.3.3 Language and Cognitive Skills
			5.3.4 Phonological Processing
				5.3.4.1 Speech Perception Skills
				5.3.4.2 Phonological Awareness Skills and Emergent Literacy
				5.3.4.3 Nonword Repetition
				5.3.4.4 Auditory Processing
		5.4 Considerations for Dialect Speakers, Children Speaking English as a Second Language, and Multilingual Children
			5.4.1 Regional Dialects of American English
			5.4.2 African American English
			5.4.3 Children Speaking English as a Second Language, Bilingual and Multilingual Children
		5.5 Putting It All Together
		5.6 References
	Chapter 6 Speech Sample Analysis
		6.1 Analyses to Select Treatment Goals
			6.1.1 Phonological Patterns
			6.1.2 Multilinear Analysis
				6.1.2.1 Short Tutorial on Multilinear Phonology
				6.1.2.2 Adequacy of the Speech Sample for a Multilinear Analysis
				6.1.2.3 Quick Multilinear Phonology Analysis
				6.1.2.4 Complete Multilinear Phonology Analysis
			6.1.3 Phonotactic Assessment
		6.2 Analyses to Track Treatment Progress
			6.2.1 Syllable Structure Levels
			6.2.2 Phonological Mean Length of Utterance
			6.2.3 Weighted Speech Sound Accuracy Measure
		6.3 Predictive Assessment Procedures
		6.4 References
	Chapter 7 Nature of Developmental Phonological Disorders
		7.1 Classification of Developmental Phonological Disorders
		7.2 Linguistic Classification Systems
		7.3 Shriberg’s Framework for Research in Speech Sound Disorders
			7.3.1 Speech Delay—Genetic
			7.3.2 Speech Delay—Otitis Media with Effusion
			7.3.3 Speech Delay—Psychosocial Involvement
			7.3.4 Speech Errors
			7.3.5 Motor Speech Disorder
			7.3.6 Clinical Value of the Medical Approach to Classifying Speech Sound Disorders
		7.4 Psycholinguistic Approach to the Description of DPD
			7.4.1 Input Processing in Children with DPD
			7.4.2 Phonological Representations
			7.4.3 Output Representations
			7.4.4 Clinical Utility of the Psycholinguistic Approach
		7.5 Prevalence, Comorbidity, and Long-Term Outcomes
			7.5.1 Prevalence
			7.5.2 Comorbidity
				7.5.2.1 Comorbidity with Specific Language Impairment
				7.5.2.2 Comorbidity of DPD and Reading Disability
			7.5.3 Medium and Long-Term Outcomes for Children with DPD
		7.6 References
	Chapter 8 Treatment Planning
		8.1 Deciding Whether to Provide an Intervention
			8.1.1 Norm-Referenced Approach
			8.1.2 Medical Approach
			8.1.3 ICF Approach
			8.1.4 Recommended Protocol for Deciding When to Treat
		8.2 Service Delivery Options
			8.2.1 How Much Intervention Is Enough?
			8.2.2 Intensity of the Treatment Schedule
			8.2.3 Group Therapy
			8.2.4 Parents as Intervention Agents
			8.2.5 Summary and Recommendations
		8.3 Treatment Planning for the Individual Child
			8.3.1 Goals and Goal Attack Strategies
			8.3.2 Factors to Consider When Selecting Goals
			8.3.3 A Randomized Control Trial of Target Selection Strategies
			8.3.4 Dynamic Systems Perspective on the Selection of Treatment Goals
			8.3.5 Instructional Objectives
			8.3.6 Monitoring Treatment Progress
			8.3.7 Summary
		8.4 References
Part III. Intervention at Multiple Levels of Representation
	Chapter 9 Input-Oriented Intervention Procedures
		9.1 Focused Stimulation
			9.1.1 Principles of Focused Stimulation
			9.1.2 Case Studies of Focused Stimulation to Remediate DPD
			9.1.3 E mpirical Evidence for the Efficacy of Focused Stimulation
			9.1.4 Summary: Focused Stimulation
		9.2 Ear Training
			9.2.1 Case Studies of Computer-Based and Live-Voice Ear Training
			9.2.2 Empirical Evidence for the Efficacy of Ear Training
				9.2.2.1 Efficacy of Live-Voice Ear Training Procedures
				9.2.2.2 SAILS: Computer-Based Speech Perception Training
			9.2.3 Summary: Ear Training
		9.3 Dialogic Reading
			9.3.1 Dialogic Reading Techniques
			9.3.2 Demonstrations of Dialogic Reading
			9.3.3 Empirical Evidence for the Efficacy of Dialogic Reading
			9.3.4 Summary: Dialogic Reading
		9.4 Conclusions and Recommendations
		9.5 References
	Chapter 10 Output-Oriented Intervention Procedures
		10.1 Explore Possibilities of the Vocal System
			10.1.1 Procedures to Encourage Vocal Play
			10.1.2 Demonstration of Therapy to Encourage Vocal Play
			10.1.3 Empirical Evidence for the Efficacy of Vocal Play Therapy
		10.2 Controlled Variability in Babble and Early Words
			10.2.1 Sensorimotor Procedures to Enhance Dynamic Stability in the Production of Syllable Sequences
			10.2.2 Demonstrations of Sensorimotor Therapy
			10.2.3 Empirical Evidence for the Sensorimotor Approach
		10.3 Intelligible Speech
			10.3.1 Procedures to Establish Correct Articulation of a New Phoneme
				10.3.1.1 Demonstrations of Techniques to Establish New Phonemes
			10.3.2 Stabilization of New Phonemes
				10.3.2.1 Demonstration of Sound Stabilization Activities
			10.3.3 Empirical Support for Traditional Procedures
		10.4 Ongoing Refinements Toward Adultlike Speech
			10.4.1 Increased Segmental Consistency
			10.4.2 I ncreased Motor Stability
				10.4.2.1 Demonstration of a Therapy Plan for Maintenance
		10.5 Conclusions and Recommendations
		10.6 References
	Chapter 11 Phonological Intervention Procedures
		11.1 Word-Based Phonology
			11.1.1 Core Vocabulary Approach
			11.1.2 Empirical Basis for Core Vocabulary Approach
		11.2 Emergence and Reorganization of Phonological Structure
			11.2.1 Selecting Treatment Goalsto Promote Phonological Generalization
				11.2.1.1 Demonstration of Target Selection to Promote Phonological Reorganization
				11.2.1.2 Empirical Evidence for Phonological Generalization
			11.2.2 Promoting Phonological Reorganization
				11.2.2.1 Demonstration of a Cycles Treatment Session
				11.2.2.2 Empirical Support for the Cycles Approach
			11.2.3 Meaningful Minimal Pairs Procedures
				11.2.3.1 Empirical Support for the Method of Meaningful Minimal Pairs
		11.3 Explicit Access to Phonological Structure
			11.3.1 Metaphonological Approaches to Speech Therapy
				11.3.1.1 Demonstration of Metaphonological Approach
				11.3.1.2 Empirical Support for the Metaphonological Approach
			11.3.2 Preventive Emergent Literacy Programs
				11.3.2.1 Characteristics of Effective Phonological Awareness Interventions
				11.3.2.2 Evidence-Based Phonological Awareness Interventions
			11.3.3 Direct Reading and Spelling Interventions
		11.4 Conclusions and Recommendations
		11.5 References
List of Illustration Legends, Figures, Tables, Case Studies, and Demonstrations
Index