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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Dedication | |
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| Core Knowledge | |
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| Setting the Stage | |
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| Characteristics of a Speech Disorder | |
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| Classification of Speech Disorders | |
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| Prevalence and Significance of Speech Disorders in Children | |
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| Legal Precdence | |
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| Terminology | |
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| Phonetic Transcription | |
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| Consonant and Vowel Classification: A Review | |
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| Diacritic Symbols | |
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| Phonetic Transcription | |
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| Normal Phonological Development | |
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| Prelinguistic Period (Birth-1 Year) | |
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| First Words (12 Months-18 Months) | |
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| Phonemic Period (18 Months-4 Years) | |
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| Stabilization Period (4-8 Years) | |
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| Developmental Norms | |
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| Assessing Pre-Linguistic and Early Linguistic Vocalizations | |
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| Late Talkers: Delay Versus Deviance | |
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| Assessment Procedures | |
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| Variables to Consider in Assessment of Child Speech Disorders | |
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| Speech Sampling | |
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| Speech Screening | |
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| Word Probes or Deep Testing | |
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| Components of a Speech Assessment Battery (Infant-Toddler) | |
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| Components of a Speech Assessment Battery (Preschool to School-Age) | |
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| Published Test Instruments (Sound Inventory Tests) | |
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| Published Test Instruments (Phonological Pattern Tests) | |
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| Published Test Instruments (Computerized Speech Tests) | |
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| Published Test Instruments (Tests of Non-English Phonology) | |
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| Non-standardized Speech Test Instruments | |
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| Stimulability | |
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| Intelligibility Ratings | |
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| Severity Rating Scales | |
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| Dialectal Variations | |
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| Characteristics of African-American English (AAE) | |
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| Characteristics of Appalachian English (AE) and Ozark English (OE) | |
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| Developmental Apraxia of Speech (DAS) | |
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| What Is CAS? | |
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| What Are the characteristics of CAS? | |
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| What Is the Controversy Surrounding CAS? | |
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| What Are the Implications of CAS Versus Phonological Impairment (PI)? | |
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| Analysis Procedures | |
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| Components in a Phonological Analysis | |
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| Relational Analysis | |
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| Independent Analysis | |
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| Phonological Process Analysis: A Relational Analysis | |
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| Place-Voice-Manner Analysis: A Relational Analysis | |
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| Independent + Relational Analyses | |
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| Systemic Phonological Analysis of Child Speech (SPACS) | |
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| Assessment of Productive Phonological Knowledge (PPK) | |
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| Non-Linear Phonology | |
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| Case Study: Comparison of Three Phonological Analyses | |
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| Intervention Principles, Methods, and Models | |
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| Goals of Phonological Intervention | |
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| Principles of Phonological Intervention | |
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| General Considerations in Phonological Intervention | |
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| Types of Clinically Induced Phonological Change | |
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| Treatment Considerations | |
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| Selection of Targets for Intervention | |
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| Phonetic Approach to Target Selection | |
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| Phonemic Approach to Target Selection | |
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| Functional (Systemic) Approach | |
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| Treatment Paradigm | |
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| Familiarization + Production of Contrasts | |
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| Contrasts + Interactive Play | |
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| Contrasts within Communicative Contexts | |
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| Conversational Recasts | |
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| Linguistic Principles of Intervention | |
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| Phonemic Model of Intervention: Minimal Pair Therapy | |
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| Phonemic Model of Phonological Intervention: Maximal Oppositions | |
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| Phonemic Model of Phonologic Intervention: Treatment of the Empty Set | |
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| Phonemic Model of Intervention: Multiple Oppositions | |
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| Comparison of the Contrastive Approaches | |
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| Phonemic Model of Intervention: Cycles Phonological Remediation Approach | |
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| Conversational Model of Phonological Intervention: Naturalistic Speech Intelligibility Training | |
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| Articulation (Phonetic) Models of Intervention | |
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| Phonetic Model of Intervention: Traditional Approach | |
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| Phonetic Model of Intervention: McDonald's Sensory-Motor Approach | |
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| Phonetic Model of Intervention: Paired Stimuli Approach | |
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| Intervention Activities: Phonetic Establishment | |
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| Sound Awareness Activities | |
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| Direct Instruction Activities | |
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| Other Facilitating Techniques | |
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| "Tools of the Trade" | |
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| Intervention Activities: Phonemic Integration | |
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| Programming for Generalization | |
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| Parent Involvement | |
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| Phonological Awareness and Speech Disorders | |
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| Phonological Awareness | |
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| Assessment of Phonological Awareness | |
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| Training Phonological Awareness Skills | |
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| Orthographic Processor Domain | |
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| Phonological Processor Domain | |
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| Intervention Outcomes and Treatment Efficacy | |
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| The "Three Es" of Treatment Efficacy | |
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| Efficiency | |
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| Effects | |
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| Effectiveness | |
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| Assessing Phonological Change | |
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| Phoneme Collapses | |
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| Prototype Model | |
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| Using Single-Subject Designs in Clinical Practice | |
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| Case Study | |
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| Phonetically Representative Words Arranged by Phoneme and Word Position | |
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| Commands Informal Assessment | |
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| Systemic Phonological Protocol | |
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| Comparison of Intelligibility Measures (Kent, Miolo, and Bloedel, 1994) | |
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| Non-Standardized Phonological Process Analysis Summary Sheet | |
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| Place-Voice-Manner Error Pattern Analysi | |
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| Systemic Phonological Analysis of Child Speech (SPACS) | |
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| Early Identification of Language-Based Reading Disabilities: A Checklist | |
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| Speech Sound Awareness | |
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| Word Retrieval | |
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| Verbal Memory | |
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| Speech Production/Perception | |
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| Comprehension | |
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| Expressive Language | |
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| Other Important Factors | |
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| Glossary | |
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| Internet Resources | |
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| References | |
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| Index | |