Special Forum on Phonology Evaluating Articulation and Phonological Disorders When the Clock Is Running

The clinical evaluation of communication is a key element in the therapeutic process. This paper describes an approach to an initial clinical evaluation of a preschool-aged child referred to a clinic for problems in communication. Topics addressed in the evaluation include: What is the purpose of the evaluation? In which setting should the evaluation be held? What aspects of the client's background may contribute to his or her possible communication disorder? How are speech and language assessed in only 60 to 90 minutes? How is hearing assessed? What information should be conveyed to the client's family? The author's general approach to clinical evaluation emphasizes the importance of nonstandardized assessment procedures for obtaining the case history and for collecting and analyzing speech and language samples. The author focuses on linguistic-motor aspects of articulation and phonology disorders and emphasizes the importance of evaluating both the child's major speech errors as well as his or her better speech-making abilities. Purpose of the Evaluation The referral indicates that Bobby's communication disorder lies in the area of articulation and phonology. Because the time for the evaluation is short, it is tempting to follow the lead of the referral source and to focus the diagnostic efforts solely on the supposed area of deficit. I have learned to resist this temptation, because a problem in speech may sometimes be just the first signal of a larger, more encompassing developmental difficulty. For example, suppose a 4-year-old child experiences difficulty pronouncing word initial [f]. Is this the full extent of the child's communication problem, or is it only the first signal of a communication disorder that may also include language reception problems-and may in the future include reading and spelling difficulties? Because speech is an early developing communication system, it is often the first manifestation of more pervasive problems that may appear in the future. For the sake of caution, then, other areas of communication must also be assessed even though the problem seems to be in the area of articulation and phonology. The need to assess more areas than articulation and phonology shapes what I hope to accomplish in an initial evaluation. Sixty to 90 minutes usually is not enough time to completely understand the nature of an articulation and phonology problem even when no other areas of communication are being assessed. In fact, it becomes impossibly short when in the same time frame the evaluator must also assess language reception and expression, voice, fluency, hearing, and the oral mechanism. Rather than attempting (and most times failing) to completely understand the nature of the communication deficit, a more reasonable goal is to determine if Bobby has a communication problem sufficient to warrant therapy and if so, to learn something about the general nature of the problem. This leaves a more complete understanding of the communication deficit to a later date, perhaps concurrent with and as part of therapy. For example, I will undertake phonological awareness testing during a session early in therapy if I discover during today's evaluation that Bobby has a communication disorder Setting The next clinical decision is where to hold the evaluation. If the evaluation is undertaken in a preschool setting or in Bobby's home, I can obtain a better representation of his typical performance. However, many distractions exist in such settings, and time is short. Also, preschools and homes differ, and standardized tests typically require administration in a standard environment. Both for reasons of standardization and time, I select a quiet therapy room, and will rely on parent and teacher reports, if they exist, to obtain insights into Bobby's performance in more typical settings. The therapy room I select is large enough to be comfortable for the parent, the child, and me, and it is relatively bare and sparsely furnished. I keep the room simple and clean, knowing that otherwise the child may decide he'd rather interact with the toys than with me

Academic and clinical preparation in speech-language pathology and audiology: a global training consortium

ABSTRACT: Purpose: To describe a research-based global\ud curriculum in speech-language pathology and audiology that\ud is part of a funded cross-linguistic consortium among 2 U.S.\ud and 2 Brazilian universities.\ud Method: The need for a global curriculum in speechlanguage\ud pathology and audiology is outlined, and different\ud funding sources are identified to support development of a\ud global curriculum. The U.S. Department of Education’s Fund\ud for the Improvement of Post-Secondary Education (FIPSE), in\ud conjunction with the Brazilian Ministry of Education (Fundacao\ud Coordenacao de Aperfeicoamento de Pessoal de Nivel\ud Superior; CAPES), funded the establishment of a shared\ud research curriculum project, “Consortium for Promoting\ud Cross-Linguistic Understanding of Communication Disabilities\ud in Children” for East Tennessee State University and the University of Northern Iowa and 2 Brazilian universities\ud (Universidade Federal de Santa Maria and Universidade de\ud São Paulo-Baurú).\ud Results: The goals and objectives of the research-based\ud global curriculum are summarized, and a description of an\ud Internet-based course, “Different Languages, One World,” is\ud provided\ud Conclusion: Partnerships such as the FIPSE–CAPES consortium\ud provide a foundation for training future generations of\ud globally and research-prepared practitioners in speechlanguage\ud pathology and audiology.U.S. Department of Education Fund for the Improvement of Post-Secondary Education P116M100014Brazilian Ministry of Education Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior 094/1

Articulation & Phonological Disorders: A Book Of Exercises

Following the immense success of the best-selling first edition, Child Phonology: A Book Of Exercises For Students, this new edition is more than double the size of its predecessor and provides the very latest up-to-date information in an eclectic workbook format. Articulation And Phonological Disorders: A Book Of Exercises provides essential and valuable information - encompassing everything that is needed practical applications of phonological principles. - Provided by publisherhttps://scholarworks.uni.edu/facbook/1173/thumbnail.jp

The Care of Children with Long-Term Tracheostomies

https://scholarworks.uni.edu/facbook/1174/thumbnail.jp

Speech Sound Disorders: For Class and Clinic

Speech Sound Disorders: For Class and Clinic, Fourth Edition offers a readable and practical guide to the care of speech sound disorders, emphasizing evidence-based principles and procedures that underlie almost all clinical approaches, making this an ideal choice for a wide variety of undergraduate and graduate courses. Nearly twenty-five percent of the chapters offer hands-on analyzes of speech samples from real children. The PluralPlus companion website contains dozens of downloadable assessment and treatment resources for both students and professionals. For the instructor, Speech Sound Disorders provides clear discussions of the connection between speech development and clinical decision making, consistent formatting across chapters, sample syllabi, options for PowerPoint presentations, and hundreds of review questions and learn by doing exercises for in-class activities and homework assignments. -- Provided by publisherhttps://scholarworks.uni.edu/facbook/1486/thumbnail.jp

The Manual of Speech Sound Disorders: A Book for Students and Clinicians

Now thoroughly updated and presented in an innovative new format, this proven resource provides a detailed, versatile guide to the care and treatment of individuals with speech sound disorders. Covering a wide range of disorders spanning client ages, populations, and settings, this authoritative book is ideal for both students and professionals. In addition to extensive updates reflecting recent clinical and theoretical advances, the new, groundbreaking Third Edition offers two valuable resources in one convenient package, complementing the traditional book with an extensive digital workbook. Digital materials include hands-on exercises to help you practice analyses and procedures described in the text, as well as downloadable forms. What hasn\u27t changed is the book\u27s signature practical focus, with a strong emphasis on evidence-based practice and varied options for clinical treatment to ensure an appropriate approach based on each client\u27s unique needs. - Provided by publisherhttps://scholarworks.uni.edu/facbook/1175/thumbnail.jp

Manual of Articulation and Phonological Disorders: Infancy through Adulthood

Covers articulation and phonological disorders that span client ages, populations and settings and provides an overview of speech and its orders and addressing how children develop speech perception and production skills for communication. - Provided by publisherhttps://scholarworks.uni.edu/facbook/1176/thumbnail.jp

The Late Eight

The Late Eight, now in its second edition, is a popular resource for clinicians, students, and academics working with students whose speech contains errors affecting [th] (voiced theta), [th] (unvoiced theta), [s], [z], [l], Vocalic [r], [r], [sh], or [ts]. These nine sounds typically are the last acquired by English speaking children, and they are the sounds most likely to challenge school-aged students and non-native English speakers, both children and adults. This text fills the need for a resource that a student or clinician can turn to when treating a school-aged student or non-native English speaker who experiences difficulties with one or more late-acquired sound. Resources for each late-acquired sound include: -- Technical and non-technical definitions -- Age of acquisition -- Common errors -- Key phonetic environments -- Useful metaphors -- Touch cues -- Initial screening tests -- Stimulability tests -- Demonstrations of place, manner, and voicing -- Phonetic placement and shaping techniques -- Speech exercises -- Language awareness and speech activities -- List of words divided by phonetic and word environments -- Minimal pairs A companion DVD contains reproducible cheat sheets, exercises, and word lists for clinical use. Included in these materials are: -- 24 different demonstrations of place, manner, and voicing -- More than 70 phonetic placement and shaping techniques -- Different types of speech exercises -- 35 language awareness and speech activities -- More than 4,000 words divided by phonetic and word environments -- More than 2,200 minimal pairs The second edition includes a new chapter, written by Carlin Hageman, gives a motor learning perspective on assessing and treating the late eight. In addition, the companion DVD has been greatly expanded, including 20 new phonetic placement and shaping techniques and 20 videos. Each video is focused on a specific aspect of assessing and treating the late eight, including demonstrations and discussions of thorny topics. -- Provided by publisherhttps://scholarworks.uni.edu/facbook/1016/thumbnail.jp