Interventions for Speech Sound Disorders in Children
暫譯: 兒童語音聲音障礙的介入措施

每位語言治療師專業準備的基本構建塊，本書的第二版是針對兒童中高度普遍的語音聲音障礙（SSD）進行的21種介入措施的全面批判性分析。這一新版匯集了一支國際專家團隊，並根據當前研究進行了修訂和增強，新增了介入措施、更多選擇介入的指導，以及更新的視頻片段，展示了這些方法的實際應用。對於每種介入措施，讀者將獲得其堅實證據基礎的清晰解釋，以及在實施該方法、監測進展和與來自文化和語言多樣背景的兒童使用該介入措施方面的詳細指導。

這本書是研究生級別的關鍵文本，也是實踐中的語言治療師、早期介入專家和特殊教育工作者的重要專業資源，將幫助讀者選擇和使用最適合有語音或運動性語言障礙的兒童的介入措施。

**新內容：**

- 18個高品質視頻片段，生動展示介入技術的實際應用
- 擴展了有關選擇介入措施和忠實實施的資訊
- 新增的特色介入措施，包括動態時間和觸覺提示、語音運動編程介入、發音介入和生物反饋方法
- 有關SSD和介入措施的最新研究，包括幫助讀者評估每種介入證據基礎的證據水平表
- 深入討論這些介入措施如何與世界衛生組織增強參與的框架相關
- 新的學習活動幫助讀者應用對每種介入的理解

了解更多有關新版本的資訊

本書是Brookes溝通與語言介入系列的一部分。

 

Dr. Edythe Strand is Emeritus Speech Pathologist, Department of Neurology, Mayo Clinic, and Emeritus Professor, Mayo College of Medicine. Dr. Strand's research has focused on developmental, acquired and progressive apraxia of speech, and issues related to intelligibility and comprehensibility in degenerative dysarthria. She is an experienced clinician who has worked in the public schools, private practice, and hospital and clinic settings. Her primary clinical and research interests include assessment and treatment of children and adults with neurologic speech and language disorders. Dr. Strand's publications include many articles and book chapters related to motor speech disorders. She frequently gives lectures on the assessment and treatment of apraxia of speech in children and adults, management of dysarthria in degenerative neurologic disease, and neuroanatomy. She is known for developing a dynamic assessment tool (Dynamic Evaluation of Motor Speech Skills in Children--[DEMSS]). She has also developed a treatment program for children with severe childhood apraxia of speech (Dynamic Temporal and Tactile Cueing--or DTTC) for which research has demonstrated treatment efficacy. She is the co-author of the books: Management of Speech and Swallowing in Degenerative Disease; Clinical Management of Motor Speech Disorders in Children and Adults; and is co-editor of the book, Clinical Management of Motor Speech Disorders in Children. She is an ASHA fellow and has been awarded Honors of the Association of the American Speech-Language and Hearing Association, as well as Honors of the Academy of Neurologic Communication Disorders and Sciences.

 

 

Eleanor Sugden, Ph.D. is a speech-language pathologist and postdoctoral researcher working at the University of Strathclyde. She is interested in the everyday clinical management of childhood speech sound disorders, instrumental analysis and treatment of speech sound disorders, and how to support speech-language pathologists' application of evidence into their clinical practice.

 

Ann A. Tyler, Ph.D. is Associate Dean in the College of Health and Human Services and Professor of Speech, Language and Hearing Sciences at Western Michigan University. She is a Fellow of the American Speech-Language-Hearing Association (ASHA). She has presented and published extensively in childhood speech sound disorders. Her research in the area of treatment efficacy has been supported by a variety of external funding sponsors. Dr. Tyler has served on numerous editorial boards and has served ASHA in a variety of roles.

 

Roslyn Ward, Ph.D. is a senior research fellow in the School of Occupational Therapy, Social Work and Speech Pathology at Curtin University/Perth Children's Hospital. She is also a certified practicing speech-language pathologist. Her research interests include conducting clinical trials in infants/children with communication impairment associated with cerebral palsy.

 

Pam Williams, Ph.D. worked as a speech and language therapist at the Nuffield Hearing and Speech Centre for more than 30 years before retiring from her clinical role in December 2017. She was involved in the creation of the original Nuffield Centre Dyspraxia Programme (1985) and has been responsible for its development since 1993. She continues to run training courses for speech and language professionals on the subject of childhood apraxia of speech and the Nuffield Centre Dyspraxia Programme (third edition). Dr. Williams was awarded a Fellowship of the Royal College of Speech and Language Therapists in 2013 in recognition of having carried out work of special value to the profession. She completed her doctoral studies at the University of Sheffield, United Kingdom, in 2016, and her thesis investigated the diadochokinetic skills of children with speech sound disorders. She continues to be a member of the Child Speech Disorder Research Network for the United Kingdom and Ireland.

 

A. Lynn Williams, Ph.D. is Associate Dean in the College of Clinical and Rehabilitative Health Sciences and a professor in the Department of Audiology and Speech-Language Pathology at East Tennessee State University. Most of her research has involved clinical investigations of models of phonological treatment for children with severe to profound speech sound disorders. She developed a new model of phonological intervention called multiple oppositions that has been the basis of federally funded intervention studies by the National Institutes of Health (NIH), and she developed a phonological intervention software program, Sound Contrasts in Phonology (SCIP), that was funded by NIH. Dr. Williams served as associate editor of Language, Speech, and Hearing Services in Schools and most recently served as the associate editor of the American Journal of Speech-Language Pathology. Dr. Williams is a Fellow of the American Speech-Language-Hearing Association and served as ASHA Vice President for Academic Affairs in Speech-Language Pathology (2016-2018). She currently serves as ASHA's 2020 President-Elect (2021 ASHA President).

 

Sharynne McLeod, Ph.D. is a speech-language pathologist and professor of speech and language acquisition at Charles Sturt University, Australia. She is an elected Fellow of the American Speech-Language-Hearing Association and Life Member of Speech Pathology Australia. She was named Australia's Research Field Leader in Audiology, Speech and Language Pathology (2018, 2019, 2020) and has won Editors' Awards from Journal of Speech, Language, and Hearing: Speech (2018) and American Journal of Speech-Language Pathology (2019). She was an Australian Research Council Future Fellow, previous editor-in-chief of the International Journal of Speech-Language Pathology, and has coauthored 11 books and over 200 peer-reviewed journal articles and chapters focusing on children's speech acquisition, speech sound disorders, and multilingualism.

 

Rebecca J. McCauley, Ph.D.is a professor in the Department of Speech and Hearing Sciences at The Ohio State University. Her research and writing have focused on assessment and treatment of pediatric communication disorders, with a special focus on speech sound disorders, including childhood apraxia of speech. She has authored or edited seven books on these topics and co-authored a test designed to aid in the differential diagnosis of childhood apraxia of speech. Dr. McCauley is a Fellow of the American Speech-Language-Hearing Association, has received Honors of the Association, and has served two terms as an associate editor of the American Journal of Speech-Language Pathology.

Alan G. Kamhi, Ph.D., is Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University. Since the mid-1970s, he has conducted research on many aspects of developmental speech, language, and reading disorders. He has written several books with Hugh Catts on the connections between language and reading disabilities as well as two books with Karen E. Pollock and Joyce Harris on communication development and disorders in African American speakers. His current research focuses on how to use research and reason to make clinical decisions in the treatment of children with speech, language, and literacy problems. He began a 3-year term as the Language Editor for the Journal of Speech, Language, and Hearing Research in January 2004 and served as Editor of Language, Speech, and Hearing Services in Schools from 1986 to 1992.

 

Elise Baker, Ph.D. is a speech-language pathologist, clinical researcher, and an associate professor of Allied Health, with Western Sydney University and South Western Sydney Local Health District, Australia. Her research focuses of assessment and intervention for children with speech sound disorders. She is passionate about supporting speech-language pathologists' implementation of high-quality clinical research into everyday clinical practice.

 

Barbara May Bernhardt, Ph.D. was a professor at the School of Audiology and Speech Sciences at the University of British Columbia (1990â "2017) and has been a practicing speech-language pathologist since 1972. Her primary focus is phonological development, assessment, and intervention, including an ongoing crosslinguistic project ( http: //phonodevelopment.sites.olt.ubc.ca). Other areas of focus include ultrasound in speech therapy; language development, assessment, and intervention; and approaches to service delivery to Indigenous people in Canada.

 

Françoise Brosseau-Lapré, Ph.D. is a speech-language pathologist and an assistant professor in the Department of Speech, Language, and Hearing Sciences at Purdue University. Her research is funded through the National Institutes of Health. Her research as director of the Purdue Child Phonology Lab focuses on how speech perception impacts speech production and interacts with language factors in children with speech sound disorder with or without concomitant language disorder.

 

Stephen M. Camarata, Ph.D. is a professor of hearing and speech sciences at Vanderbilt University School of Medicine and an investigator at the John F. Kennedy Center on Development and Disabilities. His expertise includes speech and language intervention in children with disabilities, including autism, Down syndrome, hearing loss, and developmental language disorders (DLD), and he has published more than 100 articles on these topics. He is a Fellow of the American Speech-Language-Hearing Association and Editor for Language of the Journal of Speech, Language, and Hearing Research. Dr. Camarata's research has been funded by the U.S. National Institutes of Health, the U.S. Institute of Educational Sciences, the U.S. Department of Education, and/or private foundations since 1986, and he is the past chair of the NIH study sections on Child Psychopathology and Developmental Disabilities (CPDD) and Communication Disorders Research (CDRC).

 

Amy Clark, M.S. is a treatment clinician at Children's Minnesota. She has more than 20 years of extensive experience working with children with developmental delays, motor speech disorders, autism spectrum disorders, and language disorders in a variety of settings. Amy is a nationally recognized speaker who works for the PROMPT Institute, which entails teaching PROMPT classes to speech-language pathologists worldwide, developing online courses, and contributing to PROMPT publications. She views PROMPT as an integral part of her daily practice that helps a wide variety of patients reach their full potential.

 

Joanne Cleland, Ph.D. is a speech and language therapist and senior lecturer at the University of Strathclyde in Glasgow, Scotland. Her research focuses on using instrumental techniques to diagnose and treat speech disorders in children. She is particularly interested in develop-ing ultrasound tongue imaging into a clinical tool.

 

Sharon Crosbie, Ph.D. is a senior lecturer in speech pathology at the Australian Catholic University. Her research has focused on speech, language, and literacy development in childhood.

 

Barbara Dodd, Ph.D. is officially retired, but still active in research and teaching and writing. She worked in departments of psychology, linguistics, and speech-language pathology at universities in the United Kingdom and Australia. Her research focuses on the nature, differential diagnosis, and treatment of spoken and written developmental phonological disorders.

 

Jennifer Eigen, M.S. owns a private practice in Brooklyn, New York, where she and her therapists provide speech-language services to toddlers, preschoolers, and school-age children with a wide range of issues, including motor speech, language, and autism spectrum disorders. Jennifer also works for the PROMPT Institute, teaching PROMPT classes to speech-language pathologists worldwide, helping the institute develop online courses, and contributing to PROMPT publications. Additionally, Jennifer teaches a course in speech sound disorders to graduate students in New York University's online graduate program.

 

Jennifer R. Frey, Ph.D. is an associate professor of special education and disability studies at the George Washington University. Her research explores factors that influence early social communication development and predictors of response to treatment in order to adapt interventions to meet the unique needs of individual children with disabilities and their families. She has published in the fields of special education, pediatrics, psychology, and speech-language pathology.

 

Gail T. Gillon, Ph.D. is Director of the Child Well-being Research Institute at the University of Canterbury, New Zealand, and is Co-director of A Better Start National Science Challenge, a 10-year program of research focused on ensuring all children's learning success and well- being. She has an extensive publication record in children's speech-language and literacy development.

 

Allison M. Haskill, Ph.D. is a professor in the Communication Sciences and Disorders Department at Augustana College where she teaches child language development and disorders courses and also serves as Director for the Center for Speech, Language, and Hearing. Her areas of research include narratives of children on the autism spectrum and morphosyntax skills of children with speech-language impairments.

 

Deborah A. Hayden, M.A. is the developer and founder of the PROMPT Institute. Currently, she is the research director of the PROMPT Institute and continues to work with col- leagues around the world to promote and develop clinical and brain-related research for the identification, assessment, and treatment of expressive speech disorders across the life span.

 

Megan M. Hodge, Ph.D.'s clinical and research work have focused on linking theory with practice for serving children with motor speech disorders with the goal of maximizing these children's acquisition of intelligible speech.

 

Barbara Hodson, Ph.D. is a professor at Wichita State University and has been directly involved with phonology clients for more than 30 years. Her major professional goal has been to develop more effective assessment and remediation procedures for children with highly unintelligible speech. In 2004, she received the American Speech-Language-Hearing Foundation's Frank R. Kleffner Lifetime Clinical Career Award, and in 2009, she received the American Speech-Language-Hearing Association's Honors of the Association.

 

Alison Holm, Ph.D. is a speech-language pathologist and academic at the Nathan campus of Griffith University in Brisbane. Her research interests include assessment and intervention for multilingual and monolingual children with speech sound disorders and multilingual children's language development and disorder.

 

Ann Kaiser, Ph.D. is the Susan W. Gray Professor of Education and Human Development at Vanderbilt University. She is the author of more than 175 articles on early intervention for children with autism and other development communication disabilities. Her research focuses on therapist- and parent-implemented naturalistic interventions.

 

Megan C. Leece, M.A. is a speech-language pathologist at the Speech Production Laboratory at Syracuse University. She specializes in working with children with speech sound disorders. She participates in research on the diagnosis and treatment of speech sound disorders.

 

Jennifer Thompson Mackovjak, M.A. is a doctoral candidate in the Interdisciplinary Health Sciences program at Western Michigan University and holds a master of arts degree from Central Michigan University. She has served as a field preceptor, clinical instructor, and adjunct instructor and has provided speech and language therapy across the life span. Ms. Thompson Mackovjak specializes in autism, behavioral therapy, and augmentative and alternative communication. Currently, she is a pediatric therapist for a rural Critical Access Hospital in Colorado.

 

Lesley C. Magnus, Ph.D. is a professor at Minot State University, specializing in phonology, clefting, and assessment in speech-language pathology. She has been involved in clinical work for more than 30 years in both Canada and the United States.

 

Sarah Masso, Ph.D is a certified practicing speech pathologist, a research fellow at Thet University of Sydney, Australia, and an adjunct research fellow at Charles Sturt University, Australia. She developed the Word-Level Analysis of Polysyllables and is currently investigating the relationship between polysyllable speech accuracy and literacy development with funding from an Australian Research Council Discovery Early Career Research Awards (DECRA).

 

Brigid C. McNeill, Ph.D. is a speech-language therapist and Professor and Deputy Head of School of Teacher Education in the College of Education, Health and Human Development at the University of Canterbury. Dr. McNeill is an international expert on literacy development in children with childhood apraxia of speech. Her research also focuses on developing and evaluating methods to better prepare teachers to support children's early literacy development.

 

Adele W. Miccio, Ph.D. died in March 2009. Having completed her Ph.D. in speech and hearing sciences at Indiana University in Bloomington, she was a distinguished professor at the Pennsylvania State University since 1995. Her research, funded by the National Institutes of Health and the U.S. Department of Education, focused on interventions for children with speech sound disorders and phonological development of bilingual children and children with chronic middle-ear infections. In 2002, she was a visiting scholar and guest lecturer at Harvard University, and in 2006, she was named Director of the Penn State Center for Language Science. A beloved and cherished colleague, Adele is greatly missed by all of us who had the privilege of knowing her.

 

艾迪絲·斯特蘭博士是梅奧診所神經學系的名譽語言病理學家及梅奧醫學院的名譽教授。斯特蘭博士的研究專注於發展性、獲得性及進行性言語運動失調，以及與退化性構音障礙相關的可理解性和可聽性問題。她是一位經驗豐富的臨床醫生，曾在公立學校、私人診所及醫院和診所工作。她的主要臨床和研究興趣包括對神經性言語和語言障礙的兒童和成人進行評估和治療。斯特蘭博士的出版物包括許多與運動性言語障礙相關的文章和書籍章節。她經常就兒童和成人的言語運動失調的評估和治療、退化性神經疾病中的構音障礙管理以及神經解剖學進行講座。她以開發一種動態評估工具（兒童運動性言語技能的動態評估--[DEMSS]）而聞名。她還為嚴重兒童言語運動失調的兒童開發了一個治療計劃（動態時間和觸覺提示--DTTC），研究顯示該治療的有效性。她是以下書籍的共同作者：退化性疾病中的言語和吞嚥管理；兒童和成人的運動性言語障礙的臨床管理；並且是書籍兒童運動性言語障礙的臨床管理的共同編輯。她是美國語言聽力協會（ASHA）的會士，並獲得美國語言聽力協會的榮譽以及神經性溝通障礙與科學學會的榮譽。

艾莉諾·蘇格登博士是語言病理學家及在斯特拉斯克萊德大學工作的博士後研究員。她對兒童言語聲音障礙的日常臨床管理、言語聲音障礙的工具分析和治療，以及如何支持語言病理學家將證據應用於臨床實踐感興趣。

安·A·泰勒博士是西密歇根大學健康與人類服務學院的副院長及言語、語言和聽力科學教授。她是美國語言聽力協會（ASHA）的會士。她在兒童言語聲音障礙方面進行了廣泛的發表和演講。她在治療有效性方面的研究得到了多個外部資助贊助者的支持。泰勒博士曾在多個編輯委員會任職，並在ASHA擔任多種角色。

羅斯琳·沃德博士是科廷大學/珀斯兒童醫院職業治療、社會工作和語言病理學學院的高級研究員。她也是一名認證的語言病理學家。她的研究興趣包括對與腦性麻痺相關的溝通障礙的嬰兒/兒童進行臨床試驗。

帕姆·威廉姆斯博士在努菲爾德聽力和言語中心擔任語言治療師超過30年，並於2017年12月退休。她參與了最初努菲爾德中心運動失調計劃（1985）的創建，並自1993年以來負責其發展。她繼續為語言治療專業人員舉辦有關兒童言語運動失調和努菲爾德中心運動失調計劃（第三版）的培訓課程。威廉姆斯博士於2013年獲得英國語言治療師皇家學會的會士，以表彰她對該專業的特殊貢獻。她於2016年在英國謝菲爾德大學完成博士學位，論文研究了言語聲音障礙兒童的快速交替運動技能。她仍然是英國和愛爾蘭兒童言語障礙研究網絡的成員。

A·林恩·威廉姆斯博士是東田納西州立大學臨床與康復健康科學學院的副院長及聽力學和語言病理學系的教授。她的大部分研究涉及對嚴重至深度言語聲音障礙兒童的語音治療模型的臨床調查。她開發了一種新的語音干預模型，稱為多重對立，這是由美國國立衛生研究院（NIH）資助的干預研究的基礎，她還開發了一個語音干預軟體程序，語音中的聲音對比（SCIP），該程序也得到了NIH的資助。威廉姆斯博士曾擔任學校中的語言、言語和聽力服務的副編輯，最近擔任美國言語病理學雜誌的副編輯。威廉姆斯博士是美國語言聽力協會的會士，並於2016年至2018年擔任ASHA學術事務副總裁。她目前擔任ASHA 2020年當選總統（2021年ASHA總統）。

莎莉娜·麥克勞德博士是澳大利亞查爾斯·斯圖爾特大學的語言病理學家及語言獲得教授。她是美國語言聽力協會的當選會士及澳大利亞語言病理學會的終身會員。她曾被評選為澳大利亞聽力學、言語和語言病理學的研究領域領導者（2018、2019、2020），並獲得言語、語言和聽力期刊：言語（2018）和美國言語病理學雜誌（2019）的編輯獎。她曾是澳大利亞研究委員會的未來會士，曾擔任國際言語病理學雜誌的主編，並共同撰寫了11本書籍和200多篇同行評審的期刊文章和章節，專注於兒童的言語獲得、言語聲音障礙和多語言主義。

瑞貝卡·J·麥考利博士是俄亥俄州立大學言語和聽力科學系的教授。她的研究和著作專注於兒童溝通障礙的評估和治療，特別是言語聲音障礙，包括兒童言語運動失調。她已經撰寫或編輯了七本關於這些主題的書籍，並共同撰寫了一個旨在幫助區分兒童言語運動失調的測試。麥考利博士是美國語言聽力協會的會士，曾獲得協會榮譽，並擔任過美國言語病理學雜誌的副編輯兩屆。

艾倫·G·卡米博士是北伊利諾伊大學傳播障礙系的兼任教授。自1970年代中期以來，他在發展性言語、語言和閱讀障礙的多個方面進行了研究。他與休·卡茨共同撰寫了幾本有關語言和閱讀障礙之間聯繫的書籍，並與凱倫·E·波洛克和喬伊斯·哈里斯共同撰寫了兩本有關非裔美國人講者的溝通發展和障礙的書籍。他目前的研究專注於如何利用研究和推理在治療言語、語言和識字問題的兒童時做出臨床決策。他於2004年1月開始擔任言語、語言和聽力研究期刊的語言編輯，並於1986年至1992年擔任學校中的語言、言語和聽力服務的編輯。

伊莉莎·貝克博士是語言病理學家、臨床研究員，並在澳大利亞西悉尼大學和西南悉尼地方健康區擔任副教授。她的研究專注於對言語聲音障礙兒童的評估和干預。她熱衷於支持語言病理學家將高質量的臨床研究實施到日常臨床實踐中。

芭芭拉·梅·伯恩哈特博士曾是英屬哥倫比亞大學聽力學和言語科學學院的教授（1990-2017），自1972年以來一直是一名執業語言病理學家。她的主要研究重點是語音發展、評估和干預，包括一個持續的跨語言項目（http://phonodevelopment.sites.olt.ubc.ca）。其他研究領域包括在言語治療中使用超聲波；語言發展、評估和干預；以及對加拿大原住民的服務提供方法。

弗朗索瓦茲·布羅索-拉普雷博士是語言病理學家，並在普渡大學言語、語言和聽力科學系擔任助理教授。她的研究由美國國立衛生研究院資助。作為普渡兒童語音實驗室的主任，她的研究專注於言語感知如何影響言語產出，並與有或沒有伴隨語言障礙的兒童的語言因素互動。

史蒂芬·M·卡馬拉塔博士是范德比大學醫學院聽力和言語科學的教授，並在約翰·F·甘迺迪發展與殘疾中心擔任研究員。他的專業包括對有殘疾的兒童（包括自閉症、唐氏症、聽力損失和發展性語言障礙（DLD））的言語和語言干預，他在這些主題上發表了超過100篇文章。他是美國語言聽力協會的會士，並擔任言語、語言和聽力研究期刊的語言編輯。自1986年以來，卡馬拉塔博士的研究得到了美國國立衛生研究院、美國教育科學研究所、美國教育部和/或私人基金會的資助，他曾擔任國立衛生研究院兒童心理病理學和發展性殘疾（CPDD）及溝通障礙研究（CDRC）研究小組的主席。

艾米·克拉克，碩士是明尼蘇達兒童醫院的治療臨床醫生。她在多種環境中擁有超過20年的豐富經驗，與發展遲緩、運動性言語障礙、自閉症譜系障礙和語言障礙的兒童合作。艾米是一位全國知名的演講者，為PROMPT研究所工作，這包括向全球的語言病理學家教授PROMPT課程、開發在線課程以及為PROMPT出版物做貢獻。她認為PROMPT是她日常實踐中不可或缺的一部分，幫助各種患者發揮其潛力。

喬安·克利蘭博士是語言治療師及蘇格蘭格拉斯哥斯特拉斯克萊德大學的高級講師。她的研究專注於使用儀器技術來診斷和治療兒童的言語障礙。她特別感興趣於將超聲波舌頭成像發展為臨床工具。

香農·克羅斯比博士是澳大利亞天主教大學的語言病理學高級講師。她的研究專注於兒童的言語、語言和識字發展。

芭芭拉·多德博士已正式退休，但仍活躍於研究、教學和寫作。她曾在英國和澳大利亞的多所大學的心理學、語言學和語言病理學系工作。她的研究...