Terry Picton has studied the auditory evoked potentials for the past half-century. After his medical training, he obtained a doctorate in Neuroscience with Robert Galambos at the University of California, San Diego. He then devoted his life to research, spending twenty years in the Department of Medicine at the University of Ottawa, and fifteen years in Baycrests Rotman Research Institute at the University of Toronto. He is now retired.
The book is divided into three parts. Part I defines CAS, describes those characteristics most commonly associated with CAS, and offers guidelines for conducting a thorough motor speech evaluation to support an accurate differential diagnosis. Part II summarizes the principles of motor learning and provides clear guidance for how these principles can be put into practice when working with children with CAS. Part III addresses specific topics of interest to clinicians and students looking for practical ideas on how to address the multifaceted challenges of children with CAS such as vowels, prosody, expressive language, social language, and incorporating phonological awareness in CAS treatment. Additional recommendations are provided for supporting the needs of children with limited verbal output and older children with ongoing communicative challenges, working with parents, developing treatment plans, and writing meaningful goals and objectives.
Each chapter of this second edition has been updated to incorporate the most current evidence-based information available on CAS. In addition, five new chapters have been added, including:
Here's How to Treat Childhood Apraxia of Speech, Second Edition will be of value to speech-language pathologists and students looking for practical, evidence-based recommendations for addressing the diverse needs of children with CAS.
This title is a volume in Plural's "Here's" How" series.
Most resource books offer limited research and scholarly information, thus making them unsuitable as textbooks for academic courses on assessment and diagnosis. Similarly, most traditional textbooks do not include practical, easy-to-use, and time-saving resources and protocols that the practicing clinicians can readily use during assessment sessions. By combining the strengths of traditional textbooks with newer assessment resources and protocols, this one-of-a-kind book offers a single, comprehensive source that is suitable as a textbook and useful as a practical clinical resource.
This bestselling and trusted text:Covers the full range of communication disorders in children, including nonverbal or minimally verbal childrenIncludes an extensive discussion of issues in using standardized tests along with detailed information on psychometric principles and offers a detailed discussion of alternative assessment approaches that minimize the problems inherent to standardized testsDescribes a new, comprehensive, and integrated assessment approach that derives its strengths from the traditional as well as several alternative approachesAddresses the multicultural issues in assessing communication disorders in children and integrates multicultural assessment procedures into the assessment protocols offered for all communication disordersContains two chapters for each disorder: one on resources that offers scholarly and research background on the disorder and one on resources that describe practical procedures and protocols that save preparation time and effort for the clinician
All Resources chapters reflect current research and assessment principles and proceduresUpdated listings and descriptions of published, standardized tests that are commonly used in the assessment of communication disorders in children are providedRevisions of several assessment procedures and protocols, based on recent research, are includedA single streamlined chapter combines research and practical information on assessing ethnoculturally diverse children with alternative and integrated assessment approachesEach chapter contains a summary and sample study questions
New to the Third Edition:
Basic and intermediate chapters are targeted to undergraduate students. Intermediate and advanced chapters are appropriate for AuD instruction. Advanced chapters summarize key points from introductory chapters, so assignment of those earlier chapters is not required if the student has previously had a survey course in hearing science. Direct relevance to clinical audiology is featured. For example, the text contains comprehensive explanation of the active mechanisms of the cochlea and relates this to otoacoustic emissions and hearing loss.
The writing is straightforward and clear. Each chapter includes an introduction, summary, and review questions. "Clinical Correlate" boxes engage the student by demonstrating the relationships between the hearing sciences and clinical audiology.
New to the Third Edition:An updated art program with more illustrations and imagesA new chapter on advanced vestibular anatomy and physiology, and thorough updates to the prior vestibular contentContinued attention to conveying information in a straightforward manner while reflecting the current state of researchKey concepts bolded throughout for greater comprehension and accessibilityReview questions added to each chapter to ensure students grasp and retain the information
Beginning with history related to school-based speech-language pathology services -- including a discussion of legal mandates (e.g., the Individuals with Disabilities Education Improvement Act, No Child Left Behind Act, Every Student Succeeds Act, and the Americans with Disabilities Act) -- the text then delves into a description of service delivery models; an introduction to the concept of a workload analysis approach to caseload standards in schools and example implementation strategies; a display of concrete, real-life success stories; and an offering of strategies for using evidence-based practice, proactive behavior management, conflict resolution, professional collaboration, conferencing and counseling skills, cultural competencies, goal writing, informal assessment procedures, and creating testing accommodations. A new chapter provides the evidence base for links between language, literacy, and the achievement of school standards. This chapter is a must-read for every school speech-language pathologist.
Real-life scenarios based on experiences shared by public school speech-language pathologists give the reader concrete examples upon which to scaffold the complex professional concepts. Chapter summaries provide an overview of the major points presented. Questions at the end of each chapter are designed to engage the reader in analysis and comprehension of material, and vocabulary related to each chapter is conveniently defined at the start of each chapter so that the reader can better grasp the subject matter within.
New to this edition:A chapter on linking language, literacy, and the Common Core State StandardsPertinent information about the Every Student Succeeds Act of 2015The addition of four online resourcesThe addition of 10 new evidence-based practicesMore than 130 new referencesAn updated appendix of free Apps* Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book.