<p><strong><em>An innovative and invaluable resource for students and professionals to effectively treat children with speech sound disorders</em></strong></p> <p>Children with speech sound disorders are at higher risk of academic failure, behavioral difficulties, motor impairments, language delays, and literacy deficits. <cite>Speech Sound Disorders: Comprehensive Evaluation and Treatment</cite> by Kelly Vess provides the necessary tools to use research-based practices when diagnosing and treating preschoolers. Sophisticated yet reader-friendly, this interactive book is certain to revolutionize the methodology therapists use to treat children with these disorders and globally improve outcomes.</p> <p>Through a step-by-step process, readers will learn to critically review and evaluate research in practice. Guidance is provided on how to create educationally rich activities to comprehensively treat children with speech sound disorders. Readers will not only learn how to integrate research into practice, but also how to research their own practices to continually grow as professionals and advance the field. In addition, invaluable insights are provided on how to make efficient use of limited therapy time by targeting executive function, social communication, motor skills, language skills, and literacy skills while treating children with speech sound disorders.</p> <p><strong>Key Highlights</strong></p> <p>Readers actively engage in this robust learning experience by:</p> <ul> <li>Participating in interactive activities with 120 video clips of diverse populations of preschoolers that clearly illustrate evidence-based practices.</li> <li>Critically reviewing current research, objectively evaluating research in practice including their own, and creating evidence-based methods to continually improve evaluation and treatment of preschoolers with varied needs.</li> <li>Implementing proven evidence-based strategies to improve outcomes within a variety of contexts for diverse groups of preschoolers.</li> <li>Scaffolding children with complex treatment target selection to promote optimal growth at a time when neuroplasticity is at a high level.</li> </ul> <p>This unique resource empowers individuals across academic and professional settings to improve the treatment outcomes for preschoolers with speech sound disorders, develop self-efficacy skills, and instill a lifelong love of learning in children.</p> <p>This book includes complimentary access to a digital copy on <a href='https://medone.thieme.com/'>https://medone.thieme.com</a>.</p>
An innovative and invaluable resource for students and professionals to effectively treat children with speech sound disordersChildren with speech sound disorders are at higher risk of academic failure, behavioral difficulties, motor impairments, language delays, and literacy deficits. Speech Sound Disorders: Comprehensive Evaluation and Treatment by Kelly Vess provides the necessary tools to use research-based practices when diagnosing and treating preschoolers. Sophisticated yet reader-friendly, this interactive book is certain to revolutionize the methodology therapists use to treat children with these disorders and globally improve outcomes.Through a step-by-step process, readers will learn to critically review and evaluate research in practice. Guidance is provided on how to create educationally rich activities to comprehensively treat children with speech sound disorders. Readers will not only learn how to integrate research into practice, but also how to research their own practices to continually grow as professionals and advance the field. In addition, invaluable insights are provided on how to make efficient use of limited therapy time by targeting executive function, social communication, motor skills, language skills, and literacy skills while treating children with speech sound disorders.Key HighlightsReaders actively engage in this robust learning experience by:Participating in interactive activities with 120 video clips of diverse populations of preschoolers that clearly illustrate evidence-based practices.Critically reviewing current research, objectively evaluating research in practice including their own, and creating evidence-based methods to continually improve evaluation and treatment of preschoolers with varied needs.Implementing proven evidence-based strategies to improve outcomes within a variety of contexts for diverse groups of preschoolers.Scaffolding children with complex treatment target selection to promote optimal growth at a time when neuroplasticity is at a high level.This unique resource empowers individuals across academic and professional settings to improve the treatment outcomes for preschoolers with speech sound disorders, develop self-efficacy skills, and instill a lifelong love of learning in children.
Videos
| Video 1.1. | Scientist Addy using Dynamic Temporal, Tactile Cueing (DTTC). |
| Video 1.2. | Jenna completing the Complex Consonant Cluster Screener. |
| Video 1.3. | Landley’s connected speech sample. |
| Video 1.4. | Sampson’s Mean Length of Utterance (MLU). |
| Video 1.5. | Emory completing an oral structural-functional evaluation. |
| Video 1.6. | Kamdyn’s oral structure & movement. |
| Video 1.7. | Sampson’s oral structure & movement. |
| Video 1.8. | Sampson’s diadochokinetic assessment. |
| Video 1.9. | Kamdyn’s diadochokinetic assessment. |
| Video 1.10. | Patty’s low tone and weakness in movement. |
| Video 1.11. | Patty’s improved tone, strength, and speech. |
| Video 1.12. | Kelly’s corner: Using mutlimodal temporal cues |
| Video 2.1. | Christina’s fine and gross motor lending library. |
| Video 2.2. | Sampson illustrating five pivotal behavioral rules with gestures. |
| Video 2.3. | Small group illustrating rules with gestures. |
| Video 2.4. | Zoologist Ronnie engaging in a fine motor activity. |
| Video 2.5. | Carnival tester Maria engaging in a gross motor activity. |
| Video 2.6. | Chef Chad with a maximum level of cueing.(MUST CHANGE TO CHAD) |
| Video 2.7. | Scientist Chad independently self-cueing. |
| Video 2.8. | Kelly’s Corner: Developing prosocial communicative behaviors. |
| Video 3.1. | Carter completing the Consonant Cluster Screener. |
| Video 3.2. | Scientist Carter requesting with a sentence. |
| Video 3.3. | Scientist Harrison requesting with two treatment targets. |
| Video 3.4. | Zoologist Harrison requesting with the same target across activities. |
| Video 3.5. | Scientist Patty requesting with a single word. |
| Video 3.6. | Artist Patty requesting at the sentence level |
| Video 3.7. | Scientist Haisely with a maximum level of prompting. |
| Video 3.8. | Scientist Haisely with a moderate level of prompting. |
| Video 3.9. | Kelly’s corner: Explaining the complexity approach using a staircase analogy. |
| Video 4.1. | Scientist Luca with a maximum level of prompting. |
| Video 4.2. | Aeronautics engineer Vance with a maximum level of prompting. |
| Video 4.3. | Camper Sampson with a maximum level of prompting. |
| Video 4.4. | Scientist Stella requesting with a complex sentence. |
| Video 4.5. | Archeologist Cameron with a maximum level of prompting at the paragraph level. |
| Video 4.6. | Toymaker Cameron requesting with verbal models faded. |
| Video 4.7. | Scientist Chad with a maximum level of prompting. |
| Video 4.8. | Beachcomber Chad taking the role as a teacher in self cueing. |
| Video 4.9. | Kelly’s corner: Improving communication across domains. |
| Video 5.1. | Zoologist Santiago requesting at the sentence level. |
| Video 5.2. | Baker Addy requesting with two treatment targets. |
| Video 5.3. | Engineer Mark requesting with a maximum level of prompting. |
| Video 5.4. | Traffic controller Harrison with two treatment targets and verbal models aded. |
| Video 5.5. | Engineer Lucas requesting with a paragraph. |
| Video 5.6. | Fisher Cameron requesting with a paragraph. |
| Video 5.7. | Aeronautics engineer Cameron requesting with a paragraph. |
| Video 5.8. | World travelers Elowen and Jenna counting syllables and requesting with a complex sentence. |
| Video 5.9. | Mathematician Jacob requesting with a complex sentence. |
| Video 5.10. | Herpetologist Devon requesting with a paragraph. |
| Video 5.11. | Marine biologist Cadge requesting with a complex sentence. |
| Video 5.12. | Carnival tester Xavier requesting with a sentence. |
| Video 5.13. | World traveler Jillian requesting with a complex sentence. |
| Video 5.14 | lown Davey requesting with a “Look at X” sentence strip. |
| Video 5.15. | Carnival tester Cooper requesting with a paragraph. |
| Video 5.16. | Zoologist Davey requesting with a “Look at X” sentence strip. |
| Video 5.17. | Zoologist Venny requesting with simplified speaking patterns. |
| Video 5.18. | Marine biologist Devon requesting with a paragraph. |
| Video 5.19. | Scientist Vance requesting with a complex sentence. |
| Video 5.20. | Chemist Vance requesting with a complex sentence. |
| Video 5.21. | Marine biologist Jillian requesting with a complex sentence. |
| Video 5.22. | Audiologist Cameron requesting with a paragraph. |
| Video 5.23. | Biologists Jenna and Elowen requesting with a complex sentence. |
| Video 5.24. | Kelly’s corner: Emergent math and science. |
| Video 6.1. | Zoologist Tierce with a maximum level of cueing. |
| Video 6.2. | Scientist Elon with verbal models faded. |
| Video 6.3. | Fisher Maria with intermittent cueing. |
| Video 6.4. | Zoologist Sampson with verbal models faded |
| Video 6.5. | Harris assuming role of teacher: Reviewing speech rules before requesting |
| Video 6.6. | Linguist Harris self-evaluating speech |
| Video 6.7. | Chef Elon with verbal callouts and increased prompting with challenging sounds |
| Video 6.8. | Scientist Matthew receiving incompatible cues to establish correct production |
| Video 6.9. | Zoologist Jacob with verbal models faded. |
| Video 6.10. | Engineer Hendrik singing his ‘angry dog teeth’ song. |
| Video 6.11. | Kelly’s corner: Adhering to the 80% accuracy rule. |
| Video 7.1. | Yogi Stella imitating temporal cues and yoga poses. |
| Video 7.2. | Zookeeper Ida imitating temporal cues and animal walks. |
| Video 7.3. | Herpetologist Deenie requesting with a “Look at X” sentence strip. |
| Video 7.4. | Camper Ida challenging the mind and body. |
| Video 7.5. | Herpetologist Davey challenging the mind and body. |
| Video 7.6. | Marine biologist Liam challenging the mind and body. |
| Video 7.7. | Marine biologist Davey improving executive function: Problem, Plan, Action, Check! |
| Video 7.8. | Camper Ardo challenging auditory processing skills. |
| Video 7.9. | Chef Davey increasing vocalizations when pointing. |
| Video 7.10. | World Traveler Liam requesting with a paragraph using simplified speech. |
| Video 7.11. | Mathematician Saheen using natural rewards and lowering demands to increase speech. |
| Video 7.12. | Camper Ardo improving speech through responsive strategies. |
| Video 7.13. | Marine biologist Ida requesting with a paragraph. |
| Video 7.14. | Shape scientist Cadge requesting with a quick pace to... |
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