Children's Speech Sound Disorders

Caroline Bowen

• Publisher: Wiley-Blackwell
• Year: 2014
• Print ISBN: 9781118634028
• eBook ISBN: 9781118634011
• Edition: 2
• Topic: Medicina
• Subtopic: Audiologia e logopedia

SECOND EDITION
Children's Speech Sound Disorders

Speaking directly to experienced and novice clinicians, educators and students in speech-language pathology/speech and language therapy via an informative essay-based approach, Children's Speech Sound Disorders provides concise, easy-to-understand explanations of key aspects of the classification, assessment, diagnosis and treatment of articulation disorders, phonological disorders and childhood apraxia of speech. It also includes a range of searching questions to international experts on their work in the child speech field.

This new edition of Children's Speech Sound Disorders is meticulously updated and expanded. It includes new material on Apps, assessing and treating two-year-olds, children acquiring languages other than English and working with multilingual children, communities of practice in communication sciences and disorders, distinguishing delay from disorder, linguistic sciences, counselling and managing difficult behaviour, and the neural underpinnings of and new approaches to treating CAS.

This bestselling guide includes:

• Case vignettes and real-world examples to place topics in context
• Expert essays by sixty distinguished contributors
• A companion website for instructors at www.wiley.com/go/bowen/ speechlanguagetherapy and a range of supporting materials on the author's own site at speech-language-therapy.com

Drawing on a range of theoretical, research and clinical perspectives and emphasising quality client care and evidence-based practice, Children's Speech Sound Disorders is a comprehensive collection of clinical nuggets, hands-on strategies, and inspiration.

Part I
A practical update

Introduction to Part I

Followers of the literature on children's speech sound disorders (SSD) know that much has happened in the 6 years since the first edition of Children's Speech Sound Disorders appeared. As with its predecessor, the aim of this work is to provide an accessible, contemporary book on child speech for a readership of clinicians, clinical educators and students in speech–language pathology/speech and language therapy (SLP/SLT).

The uniqueness of this text lies in the inclusion of 54-bite-sized expert essays by 60 internationally respected academicians, clinicians and researchers, representing the fields of audiology, clinical phonology (Grunwell, 1987; Müller & Ball, 2013b), family therapy (Bitter, 2013) and SLP/SLT. The essays, A1–A54 are responses to my questions Q1–Q54, about primary areas in the contributors' own work and how they relate to evidence-based SLP/SLT practice. The questions are not necessarily my own. In fact, most are built on frequently asked questions put to me by colleagues in continuing professional development or ‘training’ events, private correspondence and postings to the children's SSD (‘phonologicaltherapy’) online discussion (Bowen, 2001, 2013). The first two essays are here in the introduction to Part 1. In A1, Sharynne McLeod writes about the international classification of functioning, disability and health – children and youth (ICF-CY) (WHO, 2007), and in A2, taking an international perspective, Michelle Pascoe shares her view of the differences and similarities in child speech practice in different parts of the world.

The contributors

The brief for the contributors has been challenging, as it is a big thing, even for an expert, to condense central aspects of a major body of work into a handful of well thought-out paragraphs, and all of the contributors have delivered brilliantly. Their answers, rarely exceeding 2 000 words, provide quick, readable and sufficiently detailed information for busy colleagues. Attentive readers of the first edition will notice that there are newcomers among the 60 contributors and that their surnames now run from A to Z. They are:

Areej Asad, Elise Baker, Martin Ball, Kirrie Ballard, B. May Bernhardt, John Bernthal, James Bitter, Ken Bleile, Barbara Dodd, Liz Fairgray, Peter Flipsen Jr., Karen Froud, Hilary Gardner, Fiona Gibbon, Gail Gillon, Karen Golding-Kushner, Brian Goldstein, Sharon Gretz, Anne Hesketh, Chantelle Highman, Megan Hodge, Barbara Hodson, David Ingram, Debbie James, Victoria Joffe, Reem Khamis-Dakwar, Gwen Lancaster, Suze Leitão, Gregory Lof, Robert Lowe, Patricia McCabe, Rebecca McCauley, Karen McComas, Sharynne McLeod, Adele Miccio (d), Nicole Müller, Benjamin Munson, Roslyn Neilson, Megan Overby, Michelle Pascoe, Karen Pollock, Tom Powell, Suzanne Purdy, Mirla Raz, Joan Rosenthal, Susan Roulstone, Dennis Ruscello, Susan Rvachew, Amy Skinder-Meredith, Hilary Stephens, Carol Stoel-Gammon, Judith Stone-Goldman, Edythe Strand, Ruth Stoeckel, Kylie Toynton, Angela Ullrich, Nicole Watts Pappas, A. Lynn Williams, Pamela Williams and Krisztina Zajdó.

Having remained current, 8 of the original 49 essays – those authored by Bernhardt and Ullrich, Bleile, Flipsen Jr., Lancaster, Lowe, Rosenthal, Rvachew and Stone-Goldman – appear here unchanged or lightly edited. The essay by the late Adele Miccio is also included unchanged by kind permission of her children Anthony and Claire.

Thirty-two substantially revised and updated contributions come from Baker, Froud, Gardner, Gibbon, Gillon, Golding-Kushner, Gretz, Hesketh, Highman, Hodge, Ingram, James, Joffe, Leitão, Lof, McCauley, McLeod, Munson, Neilson, Pascoe, Pollock, Powell, Raz, Roulstone, Ruscello, Skinder-Meredith, Stoel-Gammon, Stoeckel, Strand, Watts Pappas, Williams, and Williams and Stephens.

Thirteen new contributions are by Bitter; Dodd; Froud and Khamis-Dakwar; Hodson; Goldstein; Ingram; McCabe and Ballard; McComas; Müller and Ball; Overby and Bernthal; Purdy, Asad and Fairgray; Strand; Toynton; and Zajdó.

The questions, which are often multi-part, and about two-thirds of the book, are by me. I write from the perspective of an Australian speech–language pathologist with an international outlook, 40 years of clinical experience, a modest research background, close familiarity with our refereed literature and a commitment to both strong theory and evidence-based practice or E³BP (Dollaghan, 2004, 2007). As a professional person intent on maintaining work–life balance (Bowen, 2008), I am mindful of the time limitations and conflicting priorities that can make it impossible for clinical practitioners to access the literature relating to child speech as regularly as they would wish; to synthesise, digest and integrate what they have read; and then to apply the knowledge in their work. These constraints mean that clinically applicable information tends to remain in academe, refusing to cross either the theory–therapy gap or the research–practice gap (Duchan, 2001). Speaking clinician-to-clinician, clinician-to-researcher, and researcher-to-clinician once again, this new edition sets out to make critical theory-to-evidence-to-practice connections plain.

The children

The other A to Z of names here comes from the case examples where the reader will meet AJ, Abdi, Adam, Alison, Andrew, Bethany, Bobby, Brett, Brian, Bruno, Ceri, Christopher, Costa, Daniel, David, Dorothy, Emeline, Emma, Fiona, Greg, Harriet, Iain, Jacob, James (and Hannah), Joanna, Jessica, Josie, Kacey, Kenny, Luke, Max, Nadif, Nina, Olaf, Owen, Peter, Philip, Precious, Quentin, Robert, Sam, Sasha, Sebastian, Sigrid, Simon, Sophie, Tad, Tessa, Thomas, Tim, Uzzia, Vaughan, Wesley, William, Xing-Fu, Yoshi and Zach. While the children are real, their names and family members' names are pseudonyms and details relating to some of them have been changed slightly to preserve their anonymity. The exceptions are Gerri, Madison and Shaun whose real names are used by permission.

E³BP

Dollaghan (2007, p. 2) defines E³BP as a dynamic three-way arrangement that combines ‘the conscientious, explicit, and judicious integration of best available external evidence from systematic research, best available evidence internal to clinical practice, and best available evidence concerning the preferences of a fully informed patient’. In all discussions of E³BP (e.g., Baker & McLeod, 2011a,b; Powell, A39; Roddam & Skeat, 2010), the important connections between the practitioner's role, good science, academic curiosity and clinical thinking are constantly highlighted. Dollaghan goes on to say, ‘E³BP requires honest doubt about a clinical issue, awareness of one's own biases, a respect for other positions, a willingness to let strong evidence alter what is already known, and constant mindfulness of ethical responsibilities to patients’. Pursuing this line of reasoning and emboldening practitioners to reach for balance between total acceptance of their customary practice and an open willingness to explore and accept new ideas, Kamhi (2011, p. 59) argues that, ‘the scientific method and evidence-based approaches can provide guidance to practitioners but will not lead to a consensus about best clinical practices’.

Maintaining an E³BP focus, the book is in two parts. Part I concerns theoretical and empirical developments of this decade, and leading earlier work, in the classification, diagnosis and management of children affected by SSD. Against this scientific background, the focus of Part II is the practicalities of day-to-day treatment of children for their SSD and associated issues.

Children with SSD

Children with SSD have gaps and simplifications in their speech sound systems that can make what they say difficult to understand. Nevertheless, most of them persist valiantly in their struggle to communicate intelligibly, despite limited speech sound repertoires, restricted use of syllable structures, incomplete stress pattern inventories and odd pronunciation. They may attempt to accommodate to their difficulties by using speech patterns and structures, or phonological processes (Ingram, 1989), that should not really be present in the utterances of otherwise typically developing children of their ages. For instance, affected English-learning children of 4 or 5, troubled by protracted or problematic speech development, may persist in saying fin for spin, twit for quit, or doom ...

Table of contents

• Cover
• Dedication
• Title Page
• Copyright
• Contributors
• About the companion website
• Part I: A practical update
• Part II: Speech intervention in everyday practice
• Contributor Index
• Subject index
• End User License Agreement