This book describes the problems that people can experience with their voices, either by vocal misuse, psychological and physical stress, laryngeal pathologies or neurological disorders. Chapters are contributed by clinicians who have special interest and expertise in voice disorders and their management and treatment. Two strong themes are clearly identifiable in each chapter: the first is the emphasis on the physiological aspects of phonatory dysfunction, and the second is the recognition that vocal impairments can have significant social and psychosocial consequences. Many of the contributors have also addressed issues such as evidence--based practice, efficacy and the outcomes of intervention. With each new edition of this book, the chapters have grown larger. Most original chapters have been rewritten or substantially updated, and several new chapters have been added by expert practitioners in the US, the UK and Australia. The editors have produced a balanced volume which will continue to be a useful reference text for all those practitioners and students who are involved in voice care.

Although most children learn language relatively quickly, as many as 10 per cent of them are slow to start speaking and are said to have developmental language disorder (DLD). Children with DLD are managed by a variety of different professionals in different countries, are offered different services for different periods of time and are given a variety of different therapeutic treatments. To date, there has been no attempt to evaluate these different practices. Managing Children with Developmental Language Disorder: Theory and Practice Across Europe and Beyond does just this, reporting on the findings of a survey carried out as part of the work of COST Action IS1406, a European research network. Law and colleagues analyse the results of a pan-European survey, looking at how different services are delivered in different counties, at the cultural factors underpinning such services and the theoretical frameworks used to inform practice in different countries. The book also provides a snapshot of international practices in a set of 35 country-specific "vignettes", providing a benchmark for future developments but also calling attention to the work of key practitioners and thinkers in each of the countries investigated. This book will be essential reading for practitioners working with children with language impairments, those commissioning services and policy in the field and students of speech and language therapy.

Grammar and Syntax: Developing School-Age Children's Oral and Written Language Skills provides insight for clinical speech-language pathologists (SLPs) as well as students and faculty in communication sciences and disorders programs. Offering a practicing speech-language pathologist's perspective on school-age language development, this professional reference book focuses on later language development and the crucial role oral grammar and syntax plays in successful academic performance. This resource synthesizes the four main components of professional expertise for SLPs: academic and theoretical knowledge, strategies for gathering diagnostic evidence, the ability to seek, understand, and apply evolving scientific evidence, and the application of therapeutic strategies. Designed to encourage creative approaches to curriculum-based speech-language therapy practices, Grammar and Syntax: Developing School-Age Children's Oral and Written Language Skills provides the foundation SLPs need to help children and adolescents achieve academic success. Key Features Anticipation guides at the beginning of each chapter stimulate readers to prepare for reading Bolded key terms and a comprehensive glossary improve retention of material Related resources in addition to cited sources provide jumping off points for deeper understanding Tables of language development references to use at-a-glance An evidence-based approach that references many primary and historical sources, including the "big names" in each area of content A unique combination of the perspectives of language development and language disorders with literacy development and literacy difficulties. A PluralPlus companion website

Teaching Reading and Phonics to Children with Language and Communication Delay is an accessible and jargon-free book full of practical ideas for teaching the first stages of reading and phonics to children who have speech and language delay. Written by a bestselling author, this invaluable toolkit covers approaches to the teaching of reading for a variety of needs so that no child is left behind. Features include: * a wide range of practical activities * useful checklists at the end of each chapter for assessing progress and further planning * links to example photo books to demonstrate how reading can be personalised and interactive * tips for teaching reading and motivating children in their learning * template material which can be photocopied and downloaded as eResources Packed with helpful illustrations and examples that can be used in lessons, this book offers a variety of methods of teaching reading, including an emphasis on visual strategies which are well suited to children with language delay and complex communication needs. Clear explanations and step-by-step instructions mean the book can be used by parents as well as non-specialist teachers and teaching assistants, and the book will be ideal reading for any educators working with young children to improve their literacy.

Covering the field of clinical phonetics and linguistics, this work covers such areas as phonological issues in normal and defective development; aphasia, dysfasia, dysartlia, apraxia of speech and neurological conditions; and critical evaluations of methods in clinical assessments, acoustic and psychological measurements for the differential diagnosis of (motor) speech disorders. Particular emphasis is put on hearing and central auditory processing disorders, including their consequences for language and speech, and for the study of the relation between psycholinguistic input and output processes.

Relationships are built through dialogue - through exploring heartfelt questions that lead to liberating personal insights. This book shows how such dialogue can transform relationships and build community. However, true meeting and healing conversations take effort. Encounter involves light and dark. Relationships bring out sympathy and antipathy. In an age of digital communications and internet-based encounters - when alienation and loneliness are very real issues - this new edition of Margarete van den Brink's classic work is more vital than ever. The process of inner development - leading ultimately to the unification of the human self with its higher, spiritual being - involves a transformation in our everyday selves. In this act of initiation, the art of conversation plays a central role. The words which people speak to each other contain a force that can work in an invigorating and life-enhancing way. This force - which can be more precious than light itself - is the highest creative principle, the Word referred to in the Gospel of St John, which created everything that exists. Informed by the insights of anthroposophy, More Precious than Light indicates the path towards the spirit and the lost power of the Word, transforming relationships and building community. True encounter can only be fostered through building real connections with our fellow human beings.

This original volume examines the interface between attentional and linguistic processes in humans from the perspectives of psycholinguistics and cognitive science. It systematically explores how autonomy and automaticity are reflected during language processing in a variety of situations. A true, mechanistic explanation of how humans process language would require a complete understanding of the interface language has with important cognitive systems like attention, memory, as well as with vision. Interdisciplinary work in this area has so far not been able to generate a substantial theoretical position on this issue. This volume therefore looks at different language processing domains, such as speaking, listening, reading, as well as discourse and text processing, to evaluate the role attention plays in such performances; and also at how often linguistic inputs affect attentional processing. In this sense, it proposes that the attention--language interface is bidirectional. It also considers applied issues like language disorders, bilingualism and illiteracy, where the attention--language interface seems especially relevant as a theoretical apparatus for research investigations. Therefore, this volume brings closer theoretical explanations from the language sciences and cognitive sciences. It argues that language processing is multi-modal in its very essence and many conceptual structures in language evolve out of a complex interplay among participating cognitive systems such as attention and memory, supported by vision and audition.

Language Deprivation and Deaf Mental Health explores the impact of the language deprivation that some deaf individuals experience by not being provided fully accessible language exposure during childhood. Leading experts in Deaf mental health care discuss the implications of language deprivation for a person's development, communication, cognitive abilities, behavior, and mental health. Beginning with a groundbreaking discussion of language deprivation syndrome, the chapters address the challenges of psychotherapy, interpreting, communication and forensic assessment, language and communication development with language-deprived persons, as well as whether cochlear implantation means deaf children should not receive rich sign language exposure. The book concludes with a discussion of the most effective advocacy strategies to prevent language deprivation. These issues, which draw on both cultural and disability perspectives, are central to the emerging clinical specialty of Deaf mental health.

Despite decades of research into the nature and treatment of stuttering, the causes and underlying mechanisms of it are still not well understood. In this unique and comprehensive overview of the numerous theories and models which seek to understand and explain stuttering, the authors of Theoretical Issues in Stuttering provide an invaluable account. Covering an impressive range of topics including past and current theories of stuttering, this edition provides the reader with an updated evaluation of the literature on the subject of stuttering alongside exploring the evolution of new theories. Placing each within the relevant historical context, the authors explore the contribution of theory to both understanding and managing stuttering. Theoretical Issues in Stuttering is a critical account of the models and theories which surround the subject of stuttering, aiming to act as a key resource for students of speech-language pathology as well as lecturers, clinicians and researchers within the field.

The newest title in the series Survivor Stories, this book tells the story of Paul Allen, a photographer who likes opera and was a good baritone singer. At the age of 56 he sustained a stroke that left him paralysed and speechless. He has Locked-In Syndrome (LIS), a rare consequence of brain damage. Although Paul is fully conscious and his cognitive abilities are intact, he is unable to move or speak due to the paralysis of nearly all his voluntary muscles. However, Paul is keen to communicate and through his eye movements he tells his story, from his early life, career, singing and other interests, to the details of his stroke and the effects it has had on his life. The book also includes contributions from Paul's wife Liz, who tells the story from her point of view, along with Paul's physiotherapists, occupational therapists, speech therapists, psychologists and others from the Raphael Hospital who have assisted in Paul's rehabilitation. In telling of his frustrations, his successes, his views on life and how he sees his future, Paul raises awareness of the quality of life possible for those with LIS. Combining scientific knowledge with personal narrative, this unique and optimistic book is of huge importance to any professional involved in the care of someone with a brain injury, and to the individuals and families touched by LIS.

Brain damage predisposes many persons with aphasia to a variety of psychological reactions, which are precipitated by stress and loss, and perpetuated by impaired verbal defense mechanisms and coping styles. Most of the literature on recovery from aphasia does not sufficiently address the overwhelming confusion and disorder that aphasia can cause in the patient, the communication partner, the communication between them, and their shared environment. The Psychology of Aphasia: A Practical Guide for Health Care Professionals fills this serious void. Dr. Dennis Tanner has studied the psychology of aphasia as a scientist and professor as well as evaluated and treated thousands of patients with neuropathologies of speech and language as a clinician over his 40-year career. This text represents the culmination of his efforts to understand the major psychological aspects of this complex communications disorder. The only text specifically addressing this topic, The Psychology of Aphasia is designed to provide the reader with a sound foundation of scientific information with current and historical scientific references spanning many decades. It delves into the certain psychological, emotional, and behavioral reactions that occur because of brain and nervous system damage, the psychological defenses and coping styles of patients and the verbal defense mechanisms they are deprived of due to their loss of language, as well as the grief response to the loss of physical abilities, valued objects, and the breakdown in communication. Each chapter is written in accessible language and provides practical case studies, illustrations, examples of each major concept, and contains study and review questions to reinforce learning. The whole aphasia rehabilitation team of speech-language pathologists, psychologists, physical and occupational therapists, social workers, physicians, nurses, home health aides, and family members will find The Psychology of Aphasia: A Practical Guide for Health Care Professionals an enlightening tool to bridge the gap between theoretical and practical issues in treating actual patients.

The functional approach to the treatment of aphasia is embodied in the methods and techniques of Promoting Aphasic's Communicative Effectiveness (PACE), which has had an international influence on the way therapists approach the rehabilitation of aphasia patients. However, there is a shortage of research into the approach and little up-to-date practical guidance on its application. D. Carlomagno's concise book aims to provide a guide to the use and efficacy of PACE methodology which should be useful for aphasia therapists.

This volume examines ways in which service delivery to individuals with autism can be improved from both ends of the basic-applied research spectrum. It introduces the concept of translational scholarship and examines real-world value in developing relevant interventions. Each area of coverage reviews current findings on autism from basic research and, then, discusses the latest applied research literature to create a roadmap for researchers, clinicians, and scientist-practitioners to develop new, effective strategies as children, adolescents, and adults with autism continue to learn and grow. Featured coverage includes: Why practice needs science and how science informs practice. The social learning disorder of stimulus salience in autism. Assessment and treatment of problem behaviors associated with transitions. Understanding persistence and improving treatment through behavioral momentum theory. The behavioral economics of reinforcer value. Increasing tolerance for delay with children and adults with autism. Autism Service Delivery is an essential resource for researchers, clinicians and scientist-practitioners, and graduate students in the fields of developmental psychology, behavioral therapy, social work, clinical child and school psychology, occupational therapy, and speech pathology.

This is a celebratory volume in honour of Professor T.R. Miles of the Bangor Dyslexia Unit. Among the papers offered by known specialists in the field are "Differential Diagnosis of Developmental Dyslexia", by P. Aaron, and "Evaluating Teaching Methods", by Michael Thompson.

Just as autism is a continuum of disorders, it is associated with a broad range of neurodevelopmental, social, and communication deficits. For individuals with autism spectrum disorders (ASD), augmentative and alternative communication (AAC) has a major impact on their daily lives, often reducing the occurrence of challenging behaviors. Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is a practical guide to the field, offering readers a solid grounding in ASD, related complex communication needs (CCN), and AAC, especially visual and computer-based technologies. Widely used interventions and tools in AAC are reviewed-not just how they work, but why they work-to aid practitioners in choosing those most suited to individual clients or students. Issues in evaluation for aided AAC and debates concerning its usability round out the coverage. Readers come away with a deeper understanding of the centrality of communication for clients with ASD and the many possibilities for intervention. Key areas of coverage include: AAC and assessment of people with ASD and CCN. Interdisciplinary issues and collaboration in assessment and treatment. AAC intervention mediated by natural communication partners. Functional communication training with AAC. The controversy surrounding facilitated communication. Sign language versus AAC. Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is an essential resource for clinicians/practitioners, researchers, and graduate students in such fields as child and school psychology, speech pathology, language education, developmental psychology, behavior therapy, and educational technology.

Person-Centered Memory and Communication Interventions for Dementia: A Case Study Approach is the third volume in the "Medical Speech-Language Pathology" book series. It is a practical, peer-reviewed resource for speech-language pathologists (SLPs) working with people with dementia. In this unique text, the authors cover a variety of evidence-based clinical procedures for the memory, communication, and behavioral challenges of people with dementia. The aim is to empower SLPs and other clinicians to implement practices that elevate the personhood of people living with various dementia syndromes. Throughout this clinician-friendly text, the authors cover three main areas of focus: elevating personhood, the "how tos" of clinical procedures, and the organizational-level barriers and facilitators to implementation. After an introductory chapter, the next eight chapters describe a detailed case study that explains specific person-centered assessment and treatment methods. The cases depict a diverse group of people providing insights into the range of concerns and joys involved in supporting memory and communication in a manner that is culturally responsive and equitable.

The discipline of communication sciences and disorders is an exciting field that appreciates the wonders and complexities of human communication. Case Studies in Communication Sciences and Disorders, Second Edition is an informative and relevant text that addresses the myriad disorders, deficits, diseases, and disabilities that can lay waste to the incredible systems involved in communication. It provides engaging factual and historical information about each of the major communication disorders. The case studies presented in each chapter uncover the functional barriers encountered by clients of practising speech-language pathologists and audiologists. Each chapter provides a scholarly overview of a communication disorder with an emphasis on etiology, diagnosis, and treatment and uses several case studies to illustrate the many different presentations of each disorder. Over 50 case studies reflect true clinical practice and include detailed patient histories that give humanity and depth to the patient-clinician relationship. Chapter Topics in the fully-updated second edition include language delays and disorders; articulation and phonology disorders; stuttering; voice and resonance disorders; aphasia; motor speech disorders; dysphagia; traumatic brain injury; and, hearing loss and deafness. This is a relevant and readable text for speech-language pathology and audiology students and clinicians that takes theory and clinical reasoning and applies them to a variety of interesting cases.

Incorporating a counseling paradigm has been shown to increase motivation, deepen learning, and sustain progress for clients and families. Counseling in Communication Disorders, is an engaging textbook, written in a genuine and lively tone, so that the reader may easily relate to the material. The text provides a practical vehicle for speech-language pathology students, clinicians, clinical supervisors, and instructors to get to know themselves better and to integrate basic counselling attitudes and tools into their diagnostic and therapeutic programs. The authors describe the importance of addressing a client's communication challenges by working with the whole person, as a human being, not as a communication disorder. By approaching clients with a counselling attitude that encourages the client's full participation in the treatment process, they then work together in partnership and as a powerful team. The content, techniques, and exercises within the book are rooted in evidence-based practice from a variety of psychological, counselling, and coaching approaches, such as Humanistic Counselling, Listening and Language, Narrative Therapy, The Cognitive Behavioural Model (CBT), Solution-Focused Brief Therapy (SFBT), Positive Psychology, Neurolinguistic Programming (NLP), and Mindfulness training. Counseling in Communication Disorders also includes reflective questions, exercises, and suggestions to reinforce important concepts. To bring the content to life, real-life and clinical scenarios are interspersed throughout the text. It is well understood that speech-language pathology and audiology clinicians must understand deep listening and how to choose words that will have a positive impact on their client and families, but often overlooked is the personal development of the clinicians themselves. This is a comprehensive guide on how to provide the necessary support and encouragement to clients and build self-esteem, while a major focus is the need for the clinicians to work on self before working on other. This is the first textbook of its kind to comprehensively cover both sides of the therapeutic relationship. Students and clinicians alike will appreciate this unique approach that addresses not only the counseling attitude that is vital to the growth and progress of clients, but also the self-awareness that guides the personal development of the clinician. Instructors in educational settings can visit www.efacultylounge.com for additional material to be used for teaching in the classroom.

Learning to assess speech and language disorders and write diagnostic reports may be an overwhelming experience, especially when most texts don't cover both topics at once. With that in mind, A Guide to Clinical Assessment and Professional Report Writing in Speech-Language Pathology, Second Edition combines the latest assessment protocols and diagnostic techniques with vital diagnostic report writing tools into a single definitive guide. Cyndi Stein-Rubin, Renee Fabus, and their contributors recognize that clinical assessment is inextricably linked to report writing and have updated this Second Edition to synthesize the two. Following the introductory chapters, which discuss the basics of assessment and report writing, each subsequent chapter focuses on a particular disorder, provides in-depth assessment tools, and presents a corresponding sample report. Key Features: An inventory and explanation of formal and informal assessment measures A glossary of key vocabulary Sample case histories with assessment tools Relevant and useful interview questions Each disorder's background and characteristics Assessment parameters A differential diagnosis section A model report Instructors in educational settings can visit www.efacultylounge.com for additional material to be used in the classroom. The accessible format of A Guide to Clinical Assessment and Professional Report Writing in Speech-Language Pathology, Second Edition will help students learn how to assess and document speech and language disorders and will also make for a perfect reference for them as clinicians for years to come.

What is immediately clear when meeting individuals with acquired brain damage is that the patterns of communication impairments vary in remarkable ways among these individuals. Aphasia and related communication disorders, while devastating life events for individuals who acquire brain damage, provide lessons of considerable interest to many clinicians and researchers trying to understand the brain's neurological and psychological complexity and develop methods to facilitate optimum recovery of lost language and communication functions following brain damage. The Oxford Handbook of Aphasia and Language Disorders weaves theoretical and neurological foundations with rational, motivated clinical approaches to assessment, diagnosis, and intervention for aphasia and related communication disorders. The contributing authors, experienced clinicians and scientists with strong backgrounds in neurological and cognitive neuropsychological theories, bridge theory to clinical practice, reviewing the extant literature in each aphasia syndrome while exploring implications for guiding clinical decision-making. Introductory chapters provide historical perspectives on the aphasia syndromes following left hemisphere brain damage, and review aphasia assessment across the decades. The bulk of the Handbook covers aphasia syndromes, with chapters that describe each aphasia syndrome in detail, including behavioral, neural, and cognitive neuropsychological correlates and methods to assess and treat each syndrome. Additional chapters provide insights into acquired reading and writing disorders and social and prosodic communication disorders that follow damage to the right cerebral hemisphere. The final chapters examine neural perspectives on aphasia recovery and principles of neuroplasticity in aphasia treatment. As such, this book integrates neural, cognitive, and clinical perspectives to provide a broad understanding of the complexity of language and impairments that can arise following acquired brain damage, and will be of interest to scholars and clinicians in the speech-language, neuropsychology, and rehabilitation professions.

Audiology Workbook, Fourth Edition is a companion study aid to the textbook, Audiology: Science to Practice, Fourth Edition. It can also serve as an appropriate supplement to other introductory audiology textbooks or class lectures. The Audiology Workbook focuses on exercises and questions in hearing and vestibular science and audiology clinical principles and procedures that are beneficial for students in an undergraduate communication science and disorders program and those in a graduate-level AuD program. It is also a great study resource for the Audiology Praxis Exam. The fourth edition is composed of an abundance of questions and activities designed to reinforce students' knowledge of concepts and procedures that are, traditionally, difficult to master. There are questions and activities on 1) properties of sound, such as drawing waveforms; calculating frequencies/periods, amplitudes, and phases, 2) auditory and vestibular anatomy and physiology of the auditory and vestibular systems, including diagrams to label, 3) procedures for obtaining pure-tone thresholds and interpreting/describing audiograms 4) masking for pure-tone and speech tests, 5) performing and interpreting speech test, tympanograms, wideband acoustic immittance, acoustic reflexes, 6) understanding and interpreting evoked physiologic responses, including OAEs, ABRs, ECochG, ENOG, VEMP, 7) clinical case studies for common hearing and balance disorders, 8) treatment, including hearing aids, implantable devices, cerumen management, tinnitus, and aural rehabilitation. The exercises are comprehensive and designed so they may be solved with relatively short answers and useful for group discussion. The popular exercises from previous editions have been retained, updated, and expanded, including those on audiogram interpretation, masking, immittance, and case studies. Comprehensive answers are also included for each chapter. New to the Fourth Edition Expanded exercises on the scientific foundations from the previous edition as well as new questions added on wavelength, resonance, decibels, signal-to-noise ratio, complex vibrations, stages of transduction through the auditory system, and psychoacoustics. Many new and figures of auditory and vestibular anatomy. New exercises related to clinical topics, including preparation for patient testing, case history, wideband acoustic immittance and evoked physiologic responses. New chapter with exercises on hearing aids, assistive listening technologies, and implantable devices. Each chapter now ends with a set of multiple-choice questions. Additional multiple-choice questions are available on the companion website.

Research in Communication Sciences and Disorders: Methods for Systematic Inquiry, Fourth Edition is a comprehensive yet comprehendible text meant for instructors and students of research methods in the field of communication sciences and disorders. This forward-thinking book reflects the movement toward evidence-based practice in speech-language pathology and audiology. The authors ensure that the concepts associated with evidence-based practice are integrated throughout the chapters. Rather than treating empirical research and searching for clinical evidence as separate topics, this text presents both as different applications of a process of scientific inquiry. The order of the chapters reflects the steps a researcher or clinician might complete when conducting an investigation. Also included are features that help students be more active in learning the material. Each chapter has a set of review questions or case scenarios that can be used as homework, as probe questions in class, or as a basis for group activities. In addition, the authors provide lists of supplemental readings from the research literature in the field. As with the previous edition, the fourth edition benefits instructors and students alike with access to a PluralPlus companion website. The website provides convenient lecture slides for each chapter and answers to review questions for instructors. For students, the website lists the key words for each chapter, provides links to supplemental websites and documents, and displays interactive versions of many of the figures within the text. New to the Fourth Edition New author: Jaimie L. Gilbert, PhD for an enhanced audiology perspective New chapter: Writing a Literature Review Reorganized for better flow of information. Various new and updated references to reflect the current state of research Additional illustrations and tables Expanded material on critical appraisal

When a child has difficulties eating or sleeping, or throws frequent tantrums, many parents cross their fingers and hope it's a phase to be outgrown soon. But when they persist, challenging behaviors can follow children to school, contributing to academic problems, social difficulties, and further problems in adolescence and adulthood. The authors of Evidence-Based Interventions for Children with Challenging Behavior take a preventive approach in this concise, well-detailed guide. Offering best practices from an extensive Response to Intervention (RTI) evidence base, the book provides guidelines for recognizing the extent of feeding, sleeping, toileting, aggression, and other issues, and supplies successful primary, secondary, and tertiary interventions with rationales. Case examples integrate developmental theories and behavior principles into practice, illustrate how strategies work, and show how to ensure that parents and caregivers can implement them consistently for maximum effect. Progress charts, content questions, and other helpful features make this an invaluable resource for students and professionals alike. Included in the coverage: The prevention model and problem solving. Screening techniques. Evidence-based practices with children and their caregivers. Behavior principles and their application. Monitoring progress and evaluating outcomes. Plus helpful appendices, resource links, and other learning tools. Evidence-Based Interventions for Children with Challenging Behavior is an essential text for graduate students, scientist-practitioners/professionals, and researchers in child and school psychology; assessment, testing and evaluation; occupational therapy; family; educational psychology; and speech pathology. You can access a class syllabus that works as a companion to this book at http://health.usf.edu/nocms/medicine/pediatrics/child_dev_neuro/babybehavior/

This book presents a new analytical approach that will advance the establishment of a new discourse within the study of language and communication disorders. Instances of recurring aphasia and acquired brain injury are discussed in an empirical observation study through a theoretical lens that combines Integrational Linguistics, ethnomethodology, Conversation Analysis and practice theory. In doing so, this interdisciplinary analysis adds a person-centered perspective to existing ethnographic approaches. It addresses a significant gap in our understanding of the social/communicative/interactional consequences of brain injury for everyday life by focusing on the practical problems that individuals with communication difficulties and acquired brain damage - and their care-takers, family and friends - have to solve in everyday life, and how they solve them. This innovative work will appeal to health and social care practitioners and care-givers, in addition to scholars of health communication, cognitive, psycho- and sociolinguistics.

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.