Phonological Disorders in Children

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. Karen E. Pollock, Ph.D., is Professor and Chair of the Department of Speech Pathology and Audiology at the University of Alberta. She has taught graduate courses, conducted research, and published in the area of child phonology for almost 20 years. In addition to co-editing two books with Alan G. Kamhi and Joyce Harris on communication development/ disorders and literacy in African American children, she served as associate editor in the area of phonology for the Journal of Speech, Language, and Hearing Research from 1995 to 1997 and is currently an editorial consultant for several scholarly professional journals. Her recent research interests include vowel errors in children with phonological disorders, phonological variation in southern and African American English dialects, and speech-language development in internationally adopted children. Marc E. Fey, Ph.D., CCC-SLP, is a professor in the Hearing and Speech Department at the University of Kansas Medical Center. He has published numerous articles, chapters, and software programs on children's speech and language development and disorders and has written and edited three books on child-language intervention. He was editor of the American Journal of Speech-Language Pathology from 1996 to 1998 and chair of the American Speech-Language Hearing Association's publications board from 2003 to 2005. He holds the Kawana Award for Lifetime Achievement in Publications and the Honors of the Association from the American Speech-Language-Hearing Association. A. Lynn Williams, Ph.D., joined the Communicative Disorders faculty of East Tennessee State University in 1995 following academic positions at Oklahoma State University and California State University at Fullerton. Most of her research over the past decade has involved clinical investigations of models of phonological treatment for children with severe to profound speech disorders. She developed an alternative model of phonological intervention, called multiple oppositions, which she has examined in National Institutes of Health (NIH)a "funded treatment efficacy studies and recently has compared with other models of contrastive phonological intervention. Dr. Williams is the author of SCIP: Sound Contrasts in Phonology, a phonological intervention software program that was funded through the National Institute of Deafness and Communicative Disorders.

Assessment and Classification; Clinical Diagnosis of Developmental Speech Disorders; Diagnostic Classification Systems and Special Considerations in Assessment; Components of Phonological Assessment; Assessment for Determining a Communication Profile; Assessment and Classification: An Integrative Model of Language and Motor; Contributions to Phonological Development; Goal and Target Selection; Promoting Generalization: Selecting, Scheduling, and Integrating Goals; Goal and Target Selection; Goal and Target Selection for Developmental Speech Disorders; From Developmental Norms to Distance Metrics: Target Selection Practices Past, Present, and Future Directions; Selection of Phonological Goals and Targets: Not Just an Exercise in Phonological Analysis; Intervention; Planning and Monitoring Intervention Programs; Structure of Intervention Programs and Intervention Techniques and Materials; Special Considerations in Intervention; A Treatment Program for Enhancing Stimulability; The Importance of Phonetic Factors in Phonological Intervention; A Model and Structure for Phonological Intervention; Phonological Intervention: The How or the What? Conclusion; Summary and Conclusion