| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Date Posted |
Article |
| January 30, 2012
NEW! |
Proposed Changes to Autism Definition May Mean New
Diagnoses for People with Asperger's |
| June 1, 2011 |
New
Service
Delivery
Models
-
Connecting
SLPs
with Teachers and Curriculum |
| September 10, 2010 |
Quick Brain Scan Could Screen for Autism |
| September 10, 2010 |
"Dumb" Phones, Smart Lessons |
| September 10, 2010 |
Signs of Autism May Show in Early Infancy |
| September 10, 2010 |
Alabama Official Urges NCLB Reforms for Special
Education |
| September 10, 2010 |
Asperger’s, ‘Mental Retardation’ Likely History In
Revised DSM |
| May 19, 2010 |
A New Therapy Tool - The iPhone |
| April 6, 2010 |
Seeing the Brain Hear |
| April 6, 2010 |
Family Impact of Autism |
| April 6, 2010 |
Phrasing - A Fluency-Shaping Technique for Stuttering |
| April 6, 2010 |
Interesting Article (Ref: Jim Thurman, UCA) |
| October 7, 2009 |
Language Development in Autism |
| October 7, 2009 |
Ear Infection Recovery Monitor |
| October 7, 2009 |
Elementary School Intervention |
| September 25, 2009 |
Preschool-Level Reading, Social Skills Can Be Taught
Concurrently |
| September 23, 2009 |
Pediatric Titles from Plural |
| July 29, 2009 |
Debate Over Drugs For ADHD Reignites |
| July 29, 2009 |
A User's Guide to the Brain |
| May 26, 2009 |
2009 Essential Speech, Language, and Hearing Bookshelf |
| May 11, 2009 |
Recent Titles from Plural Publishing |
| December 18,
2008 |
Canine Comfort Opens Closed World |
| December 12,
2008 |
Dyslexia Studies Catch Neuroplasticity at Work |
| November 21,
2008 |
Speech Production Disorders - Intensive Scheduling
Improves Outcomes |
| November 18,
2008 |
Excerpts from Division 16 Listserv (Articulation
Norms) |
Proposed
Changes
to
Autism
Definition
May
Mean
New
Diagnoses
for
People
with
Asperger's:
"The
proposed
revisions
-
which
are
"90
percent
complete"
-
would
dramatically
change
the
current
diagnostic
criteria
for
an
autism
spectrum
disorder,
The
New
York
Times
reported,
potentially
re-diagnosing
tens
of
thousands
of
people.
The
proposed
changes
have
some
experts
and
parents
worried
that
lots
of
people
who
currently
are
diagnosed
with
an
autism
spectrum
disorder
may
be
left
in
the
dark
when
it
comes
to
necessary
state
benefits."
[Full
article]
CBSNews
HealthPop,
January
20,
2012
[Posted
January
30,
2012]
Back
to
Top
New
Service
Delivery
Models
-
Connecting
SLPs
with
Teachers
and
Curriculum:
"Little
evidence
suggests
that
two
half-hour
sessions
weekly
promote
students'
ability
to
acquire
and
generalize
speech
or
language
skills,
yet
this
option
is
typically
chosen
by
teams
that
develop
the
Individualized
Education
Program
(IEP).
In a
systematic
review
of
research
on
school
service
delivery
models,
Cirrin
et
al.
(2010)
found
that
in
many
instances
classroom-based
services
were
at
least
as
effective—if
not
more
effective—in
helping
students
to
meet
speech-language
objectives.
To
reconcile
the
requirement
to
serve
every
student
in
the
LRE
within
the
constraints
of
the
daily
school
schedule,
SLPs
should
look
beyond
twice-weekly
sessions
and
consider
a
wide
range
of
service
delivery
options
to
meet
students'
individual
needs.
For
example,
clinicians
are
finding
that
"blast"
treatment—providing
short
bursts
of
daily
intervention—is
proving
to
be
very
effective
for
many
students.
Clustering
or
grouping
several
students
who
receive
speech
services
in
selected
classrooms
is a
helpful
management
tool,
but
it
requires
support
from
school
administrators."
[Full
article]
ASHA
Leader,
August
31,
2010
[Posted
June
1,
2011]
Back
to
Top
Quick
Brain
Scan
Could
Screen
for
Autism:
"A
15-minute
brain
scan
could
in
future
be
used
to
test
for
autism,
helping
doctors
diagnose
the
complex
condition
more
cheaply
and
accurately.
British
scientists
said
on
Tuesday
their
rapid
test
had
proved
more
than
90
percent
accurate
in
adults
and
there
was
no
reason
why
it
should
not
work
equally
well
in
children.
It
could
be a
boon
for
patients
and
their
doctors
by
reducing
reliance
on
time-consuming
and
emotionally
trying
assessments
based
on
interviews
and
behavioral
observation.
Autism
is a
complex
brain
disorder
characterized
by
difficulties
in
social
interaction
and
communication,
ranging
from
mild
to
profound
impairment.
The
new
scanning
method
--
which
picks
up
on
structural
changes
in
the
brain's
grey
matter
--
could
be
ready
for
general
use
in a
couple
of
years.
The
next
goal
is
to
test
it
in
children."
[Full
article]
Reuters,
August
10,
2010
[Posted
September
10,
2010]
Back
to
Top
“Dumb”
Phones,
Smart
Lessons
-
Schools
Answer
Student
Calls
for
Mobile
Computing:
"In
Santa
Ana,
CA,
Judy
Pederson
smiles
when
she
sees
her
ninth-grade
English
Literature
class
bent
over
their
cell
phones,
furiously
texting.
They
are
engaged
and
on
task,
and
she
will
soon
have
their
thoughts
on
the
possible
consequences
of
Friar
Lawrence
marrying
two
star-crossed
lovers
in
sixteenth-century
Verona.
The
students’
texts
go
from
their
phones
to a
website
to
the
white
board
on
her
classroom
wall.
“Before,
it
was
difficult
getting
them
to
write,”
says
the
Valley
High
School
teacher,
who
has
decided
to
exploit
rather
than
fight
the
oft-observed
teen
addiction
to
cell
phones.
“But
now
when
I
ask
them
to
compose
back
stories
or
give
advice
to
conflicted
literary
characters,
they’re
into
it.”"
[Full
article]
Harvard
Education
Letter,
v26,
n4,
July/August
2010
[Posted
September
10,
2010]
Back
to
Top
Signs of Autism May Show
in Early Infancy:
"Signs of autism may
show up in babies as
young as 1 month old, a
new study shows.
But the tip-offs are not
the usual red flags,
such as a lack of eye
contact or smiling, the
researchers noted.
Instead, they found
babies who needed
neonatal intensive care
and were later diagnosed
with an autism spectrum
disorder were more
likely to have abnormal
muscle tone and
differences in their
visual processing than
babies who went on to
develop normally after
time in the neonatal
intensive care unit (NICU)."
[Full article]
HealthDay News,
August 3, 2010
[Posted
September 10, 2010]
Back to Top
Alabama Official Urges NCLB Reforms for
Special Education:
An Alabama education official is calling
for changes to the federal No Child Left
Behind Act regarding academic
achievement for students in special
education. Tommy Bice, the state's
vice chancellor for education,
acknowledged the benefits of requiring
students in special education to take
the same standardized tests as their
peers, but said it should be a goal
rather than a requirement that they
pass. Low scores among students in
special education caused some Alabama
school districts to fall short of
federal benchmarks. [Full
article] Dothan Eagle,
August 4, 2010
[Posted
September 10, 2010]
Back to Top
Asperger’s, ‘Mental Retardation’ Likely
History In Revised DSM:
""Intellectual disability" would replace
"mental retardation" and Asperger’s
syndrome would be folded into "autism
spectrum disorders" under proposed
changes to the Diagnostic and
Statistical Manual of Mental Disorders
unveiled [in February]. The
recommendations are among several
sweeping changes psychiatric experts are
calling for in the forthcoming fifth
edition of the manual known as the DSM,
which is expected in May 2013. The
DSM serves as the bible for mental
health professionals, researchers and
insurers as it determines what symptoms
are worthy of an official diagnosis.
The current edition was released in
1994. [Full
article] Disability Scoop,
February 10, 2010
[Posted September 10, 2010]
Back to Top
A New Therapy Tool
- The iPhone: "I wanted to share something
that has been interesting so far in my private therapy
sessions with an 11-year-old boy who has autism. I
have incorporated into therapy an iPhone, which has many
different features that are available by touching the
screen. My client doesn't know his personal
information, and at this juncture I feel that is more
important than being able to identify the main idea of a
passage in a book that he can't read or comprehend and, in
the end, couldn't care less about. Having him recite
and write his personal information on paper proved to be
cumbersome and time consuming. Then it occurred to me
. . ." [Full
article] ADVANCE Online, March 31, 2010
[Posted April 6, 2010]
Back to Top
Seeing the
Brain Hear: "Neurobiologists at the University
of Maryland have discovered information about how the brain
processes sound that challenges previous understandings of
the auditory cortex, which had suggested an organization
based on precise neuronal maps. In the first study of
the auditory cortex conducted using advanced imaging
techniques, Patrick Kanold, PhD, assistant professor of
biology, Shihab Shamma, PhD, professor of electrical and
computer engineering, and Sharba Bandyopadhyay, PhD,
post-doctoral associate, describe a much more complex
picture of neuronal activity." [Full
article] ADVANCE Online, April 1, 2010
[Posted April 6, 2010]
Back to Top
Family
Impact of Autism: "A new study suggests a
trend toward developing hyperactivity among typically
developing elementary-school-aged siblings of autistic
preschoolers and supports the notion that mothers of young,
autistic children experience more depression and stress than
mothers with typically developing children." [Full
article] ADVANCE Online, April 1, 2010
[Posted April 6, 2010]
Back to Top
Phrasing - A Fluency-Shaping Technique for Stuttering:
"Phrasing is a fluency-shaping technique that reduces the
rate of communication and encourages children who stutter to
take advantage of the linguistic breaks that occur naturally
in speech. The technique not only encourages children
to speak slowly and more clearly but contributes to listener
comprehension. Children with sound language skills
typically have an easy time picking up on this concept."
[Full
article] ADVANCE Online, April 1, 2010
[Posted April 6, 2010]
Back to Top
Interesting
Article: Read the following article from the
Three Rivers Edition of the Arkansas Democrat-Gazette about
how a former student of Jim Thurman, professor at UCA, is
using his sign language skills.
http://www.arkansasonline.com/news/2010/apr/04/searcy-man-gains-valuable-life-experience-20100404/
[Posted April 6, 2010]
Back to Top
Language
Development in Autism: "A more standardized
approach is needed to evaluate the language skills of young
children with autism spectrum disorders, according to a
forthcoming article in the Journal of
Speech-Language-Hearing Research. The authors, a panel
of experts assembled by the National Institute on Deafness
and Other Communication Disorders (NIDCD), are advocating
the new method so that researchers, clinicians, and other
professionals are better able to compare the effectiveness
of intervention strategies used for treating children with
autism spectrum disorders. Current approaches are
inconsistent, and the most widely used benchmark for these
children has been the development of 'functional speech,' an
ambiguous term with no defined criteria." [Full
article] ADVANCE Online, February 12, 2009
[Posted October 7, 2009]
Back to Top
Ear Infection
Recovery Monitor: "A simple 13-point symptom
score can help in tracking improvement in infants and
toddlers with middle ear infection, or acute otitis media (AOM),
according to a recent study.
Nader Shaikh, MD, MPH, and colleagues of Children's Hospital
of Pittsburgh have developed a new AOM symptom severity
scale, the 'AOM-SOS'." [Full
article] ADVANCE Online, March 5, 2009
[Posted October 7, 2009]
Back to Top
Elementary School
Intervention: "Fifteen years after they
completed an intervention program designed to help their
social development in elementary school, young adults
reported better mental health, sexual health, and higher
educational and economic achievement than a control group of
young adults who didn't receive the intervention, according
to a new study. The data, collected when the
participants were 24 and 27 years old, comes from the
ongoing Seattle Social Development Project that is following
a group of people from childhood into adulthood." [Full
article] ADVANCE Online, January 29, 2009
[Posted October 7, 2009]
Back to Top
Preschool-Level Reading,
Social Skills Can Be Taught Concurrently: A study
funded by the National Institutes of Health and other
federal agencies shows that it's possible to teach
preschoolers the pre-reading skills they need for later
school success, while at the same time fostering the socials
skills necessary for making friends and avoiding conflicts
with their peers. The findings address long standing
concerns on whether preschool education programs should
emphasize academic achievement or social and emotional
development. [Full
article] ADVANCE Online, December 8, 2008
[Posted September 25, 2009]
Back to Top
Pediatric Titles
from Plural:
Speech Sound Disorders in Children by Rhea Paul,
PhD, CCC-SLP, and Peter Flipsen, Jr., PhD - Forthcoming
November 2009 and written in honor of Lawrence D. Shriberg,
Speech Sound Disorders in Children covers a variety
of perspectives and disciplines on the way in which
children's speech sounds develop and the difficulties in
both specific speech disorders and the speech of children
with other primary disabilities.
Speech Development Guide for Children with Hearing Loss
by Frederick Berg, PhD - This 160 page guide is a handy
resource for clinicians. Its contents include diagrams
and descriptions, which blend pictures, words and sentences
together; worksheets; lesson plans; sensory cues and aids
for shaping speech; syllable drills; progress and final
report forms; guidelines for parents; and a list of
suggested reading to follow up on related subjects.
This is a time-proven curriculum, which has resulted in a
high rate of speech improvement in children with hearing
loss.
Speech Practice Material: From Sounds to Dialogues
by Jack E. Thomas, CCC-SLP, BC-ANCDS - This text features
materials that are not based on or related to any particular
treatment program. They are intended to be versatile,
flexible, and used in many ways for many populations. Some
of the stimuli are tried-and-true with some new variations.
Some particular therapy techniques and variations on how to
use and alter the material are suggested in this book, but
no particular theory or step-by-step approach is recommended
or supported. Decisions about whom to use it with, how, and
why, are in the hands, judgment, and creativity of the
clinician. This book invites therapists to think critically
and study and apply the best evidence and practice
guidelines from the current professional literature.
Speech Articulation CD-ROM with Support Cards by
Fred Minifie, PhD and Robert O'Brien - This interactive
software program provides valuable instructional/clinical
tools for speech-language pathologists, otolaryngologists,
speech scientists, linguists, teachers of singing, and other
professionals. This program includes 41 dynamic
animations, with sound, of the structural movements involved
in the production of each of the vowels and consonants of
American English.
Developmental Language Disorders: Learning, Language,
and the Brain by Diane Williams, PhD, CCC-SLP -
Williams’ new book is deliberately targeted at the clinician
and student, and is grounded in the belief that the most
effective intervention for developmental disorders is based
on an understanding of the underlying neurobiology and
neurofunctional basis of the disorder – in a clear and
accessible form.
[Posted September 23, 2009]
Back to Top
Debate Over
Drugs For ADHD Reignites - Long-Term Benefit For
Children at Issue: New data from a large federal
study have reignited a debate over the effectiveness of
long-term drug treatment of children with hyperactivity or
attention-deficit disorder, and have drawn accusations that
some members of the research team have sought to play down
evidence that medications do little good beyond 24 months.
The study also indicated that long-term use of the drugs can
stunt children's growth. The latest data paint a very
different picture than the study's positive initial results,
reported in 1999. [Full
article] Washington Post, March 27, 2009
[Posted July 29, 2009]
Back to Top
A User's Guide to the
Brain: Perception, Attention, and the Four
Theaters of the Brain: John Ratey, MD, brings us
brilliant and interesting insight into our grey matter.
He talks about the basic chemistry and physical structure of
our brain and how and WHY it acts the way it does. 416
pages, paperback, $10.85 at
www.Amazon.com. Information you can glean from
this book includes:
 |
Development |
|
Perception |
|
Attention and Consciousness
|
|
Movement |
|
Memory |
|
Emotion |
|
Language |
|
The Social Brain
|
|
The Four Theaters
|
|
Care and Feeding
|
[Posted July 29, 2009]
Back to Top
2009 Essential Speech, Language, and Hearing Bookshelf:
Over 50 new
professional level textbooks and monographs are
published every year in the field of Speech, Language, and
Hearing, with an average price of almost $70. How do
you find the time to determine which ones you should add to
your bookshelf for your busy Speech, Language, and Hearing
practice and research? Let the Essential Speech,
Language, and Hearing Bookshelf be your guide. The
“must-have” titles on this list were selected by a team made
up of clinical experts and medical librarians who are
collection development experts in Speech, Language and
Hearing. This brand new list represents titles that
were available at the time of the selection process in the
Spring of 2009.
[Posted May 26, 2009]
Back to Top
NEW!
Recent Titles from Plural Publishing
|
Behavior Assessment Battery for School-Age Children Who
Stutter (2006) This assessment is a multi-dimensional
set of inter-related, evidence-based, self-report tests
that provide normative data for children between the ages
of six and fifteen. The Battery has evolved and been
refined over many years and has been used with an
innumerable number of clients all over the world.
These self-report test procedures provide speech
pathologists and their professional colleagues with a
multi-dimensional view of how a child is affected by how
he or she feels, reacts to, and thinks about his or her
speech. |
|
KiddyCAT - Communication Attitude Test for Preschool and
Kindergarten Children Who Stutter (2006) This is a
companion test to the Behavior Assessment Battery designed
for use with children under the age of six. It
enables effective assessment of the speech-associated
attitude of preschool and kindergarten children. The
instructions and the test items are specifically
formulated at the linguistic level of this age group.
The KiddyCAT is accompanied by a resource manual, a
quick-access scoring key, and the methodology for data
interpretation. |
|
Smooth Talking - A Curriculum for School-Age Children Who
Stutter (2006) Smooth Talking is a comprehensive
curriculum geared toward children who stutter. Its
contents include a clinician's manual, which was developed
based on work with over forty school-age children,
representing a diverse sample of children, including
White, African American, and Mexican American children; a
student workbook with eye-catching illustrations, games,
stories and poems; an audio CD containing a
listening/cognitive retraining message to be listened to
during a quiet time or relaxation period; and a DVD
demonstrating the curriculum. |
|
Treatment Protocols for Stuttering (2006) This book
provides an unprecedented wealth of resources for
clinicians who treat adult and child fluency disorders,
including: evidence-based protocols for treatment,
flexible and facilitative scripted scenarios, time-saving,
researched, and proven plans of action, and a CD with
modifiable and reproducible forms to allow individualized
treatment and documentation. |
|
The Late Eight (2006) This new book is a resource for
clinicians, students, and academics working with students
whose speech contains errors affecting /δ/
(voiced "th"), /θ/, /s/,
/z/, /l/, /r/, vocalic /r/, /S/,
and /tS/.
These nine sounds typically are the last acquired by
English speaking children, and are the sounds most likely
to challenge school-aged students and non-native English
speakers, both children and adults. It fills the
need for a resource that a student or clinician can turn
to when treating a school-aged student or non-native
English speaker who experiences difficulties with one or
more late acquired sounds. |
|
Handbook of (Central) Auditory Processing Disorder, Volume
I, Auditory Neuroscience and Diagnosis (2006) The
first volume of Musiek and Chermak's definitive handbook
provides comprehensive coverage of auditory neuroscience
and clinical science needed to accurately diagnose the
range of developmental and acquired (C)APD disorders in
children, adults, and older adults. With
contributions from world-renowned authors, the handbook
reflects major advances in auditory neuroscience and
cognitive science, particularly over the last two decades.
The chapters in this volume cover basic science
foundations, diagnostic principles and procedures, and
multidisciplinary assessment, as well as addressing the
ongoing research and development in diagnostics. |
|
Handbook of (Central) Auditory Processing Disorder Volume
II, Comprehensive Intervention (2006) Volume II covers
rehabilitative and professional issues, detailing
practical intervention strategies for children and adults.
The chapters in this volume cover auditory neuroscience
and acoustic foundations of intervention, evidence-based
practice, multidisciplinary approaches, and emerging and
future directions in intervention. |
|
Language Disorders in Bilingual Children and Adults
(2007) In separate chapters, the book synthesizes the
literatures on bilingual children and adults with typical
and atypical language skills to give the reader a deep
understanding of the multiple factors that affect language
development and disorders in those who rely on two
languages for meaningful interactions. Assessment
and intervention issues and methods are presented
separately for each population. The focus for
children is on primary developmental language disorder
(specific language impairment, language learning
impairment, isolated language impairment, late talkers).
For adults the focus is on primary acquired language
impairment, in particular aphasia. Although child
and adult, typical and atypical populations are presented
separately, all are considered within a unifying Dynamic
Interactive Processing perspective. This broad
theoretical framework emphasizes interactions between
social, cognitive and communicative systems to form the
basis for very practical implications related to
assessment and intervention. |
|
Speech Practice Materials from Sounds to Dialogues
(2008) This text features materials that are not based on
or related to any particular treatment program. They
are intended to be versatile, flexible, and used in many
ways for many populations. Some of the stimuli are
tried-and-true with some new variations. Some
particular therapy techniques and variations on how to use
and alter the material are suggested in this book, but no
particular theory or step-by-step approach is recommended
or supported. Decisions about whom to use it with,
how, and why, are in the hands, judgment, and creativity
of the clinician. This book invites therapists to
think critically and study and apply the best evidence and
practice guidelines from the current professional
literature. |
|
Speech Sounds - A Pictorial Guide to Typical and Atypical
Speech (2008) Speech Sounds contains maps of the
mouth. Just as an atlas is a collection of maps in
book form, so this book contains a collection of images or
maps that have captured different aspects of the
production of the consonants and vowels of English.
As an atlas highlights topographies and landmarks, this
book highlights relevant articulatory and acoustic aspects
for the production for each English speech sound. A
companion flip chart, which enables ready comparison of
key images for each consonant and vowel, is also available
(see next). |
|
Seeing Speech - A Quick Guide to Speech Sounds (2008)
This flip chart enables ready comparison of key images for
each consonant and vowel. It is of particular
importance for speech-language pathologists working with
adults and children to change their articulation of sounds
and for students of phonetics as they develop an
understanding of the similarities and differences between
sounds. |
|
Controversies in Central Auditory Processing Disorder
(2008) In the foreword, Dr. Robert Burkard states, "If you
are looking for a clinical cookbook on how to diagnose and
treat those with (central) auditory processing disorders (CAPD),
you should not read this book. This book is much
less than a clinical cookbook, and much, much more."
Featuring contributions from a stellar team of expert
contributors in the areas of audiology, psychology,
anatomy, neuroscience, imaging science, and epidemiology,
this new book addresses major controversies in the field
of auditory processing and its disorders. The
contributors consider a range of topics including the
history of the field, contemporary anatomical models,
auditory processing streams, neuroplasticity, professional
models, modality specificity, music perception and its
disorders, speech recognition, aging, educational
outcomes, tinnitus, and auditory neuropathy. |
|
Literacy and Deafness - Listening and Spoken Language
(2009) This book is about learning to listen and speak in
order to learn to read and write. It deals with the
evidence of persistent low literacy levels in many
individuals with hearing loss and with evidence of higher
literacy levels in those with hearing loss who have
learned to listen. At a time when technology is
racing along to produce ever better access to sound, this
book attempts to pull together the dominant literacy
research done in the “hearing world” and apply it to the
world of the deaf and hard of hearing who can now
experience all sorts of sound. The author makes the
argument that helping a child learn to listen is the best
insurance that he or she will learn to read and write. It
comes from both a research-based and a personal point of
view. |
| Coming in October 2009!
Learning and the Brain for Developmental Language
Disorders |
| Coming April 2010! Linking
the Strands of Language and Literacy - Resources for
Practitioners |
[Posted May 11, 2009]
Back to Top
Canine Comfort Opens Closed World: "Xander, short for
Alexander, was diagnosed with autism as a four-year-old. Texas,
a two-year-old yellow Labrador retriever with a pleasing disposition,
is full of love for human beings. Xander McTavish, 7, and Texas
have become fast friends since they met. The dog has become an
instant companion for the autistic boy. A society called Dogs
With Wings have, for years now, nurtured, loved and trained dogs to
help and guide blind and disabled people. A year ago, they began
training dogs to be companions for kids with autism. Dogs
trained for autistic children are done so with three main goals in
mind: Safety, independence and companionship. Because
autistic children are a constant flight risk, they can be tethered to
their dog, instead of constantly in their guardian's grip." [Full
article] The Edmonton Journal, August 22, 2008 [Posted
December 18, 2008]
Back to Top
Dyslexia Studies Catch Neuroplasticity at Work: Researchers
using functional magnetic resonance imaging, or fMRI, have detected
which parts of the brain become stronger as children with dyslexia
develop their ability to read. As reported in the journal
Neuropsychologia, follow-up scans one year after the children
received 100 hours of remedial reading from teachers showed that this
increase in activation continued, reaching normal levels in the left
parietal lobe. These fMRI scans reveal the vigor of
neuroplasticity, the process by which neurons create new connections
among themselves. [Full
article] Brain Work (Volume 18, Number 5), October
28, 2008
[Posted
December 12, 2008]
Back to Top
Speech Production Disorders - Intensive Scheduling Improves Outcomes:
"Therapy provided on a more intensive schedule can be a catalyst for
real change. When sessions are close together in time, memory
issues—such as helping the child recall the error pattern, the correct
pattern, and the tactile and auditory feedback differences between the
two—have little impact. The child experiences how correct and
incorrect patterns are different with less reliance on memory.
New patterns are stabilized via massed practice. This works to
'overwhelm' the old, incorrect patterns, and allows them to be
replaced with new, correct ones." [Full
article] ADVANCE (Volume 17, Issue 11), March 12,
2007
[Posted November 21, 2008]
Back to Top
Excerpts from Division 16 Listserv:
With the hope of encouraging Division
membership/affiliation, I will be sharing discussion excerpts from
the topics discussed on the ASHA Special Interest Division 16
(School-Based Services) listserv. It represents only one of the
useful benefits of Division 16 affiliation. The topic of this
posting is Articulation Norms. - Shelly
Kim from NY asks . . . "Does anyone have a file with the
newest articulation norms? I am working on putting something
together for the district I work in and having the information in a
word document would be helpful."
Sue says . . . "I found the info below [see Powell, 1991
below] on a powerpoint which is too large to attach here. I'm
also attach[ing] a scanned in copy of
Iowa Nebraska Norms (1996) that a friend sent. Don't know if
they're the most current.
| 21 Things To Consider In Addition
To Norms When Selecting Targets, Powell (1991) |
| Age of child |
|
| Normative order
|
|
| Ease of production |
|
| Effect on intelligibility |
|
| Error consistency
|
|
| Frequency of sound occurrence |
|
| Homonymy |
|
| Markedness |
|
| Morphological status |
|
| Number of errors
|
|
| Perceptual saliency |
|
| Phonetic inventory
|
|
| Phonetic error type |
|
| Phonological error type |
|
| Phonotactic constraints |
|
| Phonological knowledge |
|
| Relevance to child |
|
| Resources available |
|
| Age appropriateness of error(s) |
|
| Severity of disorder |
|
| Stimulability |
|
Monique in NJ says . . . "I am a big advocate of the work
Caroline Bowen does in Australia. She is published here in the
states as well. Take a look at this: [http://www.speech-language-therapy.com/Table4.htm].
Jill in FL says . . . "Have you thought of the Goldman-Fristoe
2 (published by AGS in 2000)? They are very detailed with IMF
position in word norms, 6 month intervals, and male and female norms.
They actually sent out a separate little booklet with these norms when
I got it initially . Not sure if they still do.
Trish in RI says . . . "The SLPs in my district just updated
our norms based on more current research. Attached is what we
are using starting now. [Attachment]
Jill in MI says . . . "The state of Michigan is using the
Iowa Articulation Norms (updated in 1990)."
Christine in WI says . . . "Wisconsin uses these norms as
well."
Joyce says . . . "The discussion on norms has been
interesting. I am wondering exactly how you use these when
determining qualifying for service. Does the student have to be
one year past the norm? Or do you use norms and intelligibility?
I noticed /f/ is in 3 and in 5. Which is it? Do you
consider word position? I have found that some children have
/k/, /g/, /f/ in word final but struggle getting it initially.
Those students we don't enroll early or our caseloads would be huge.
But if I show the norms to parents with /k/ being in the 3 year old
range, I would have trouble saying it is developmental."
Kimberly in TX says . . . "I have another question. I
usually tell parents that children should have the clusters (s, r, and
l) by age 4 (or so). What I mean is that they should be MARKING
all sounds in the cluster--it is acceptable for them to substitute w/r
or w/l but not to leave out a sound completely. I am assuming
that these norms reflect an expectation that the child at age 6-9 is
to be articulating the s, r, and l sounds correctly. Or--does it
suggest that deleting a sound from a cluster is acceptable until those
ages? Can someone clarify?"
Shelley in CT says . . . "In our state...eligibility for
special education speech articulation services is a two pronged
thing...child must have sound errors AND child's speech
intelligibility must be impacted. Both...not one or the other."
Trish in RI says . . . "You can look at
The Late Eight by Ken Bleile and
Confusion about Speech Sound Norms and Their Use by Gregory Lof
and an article from Journal of Speech and Hearing Disorders, Feb
1980."
Monique in NJ says . . . "When you think about it, the data
is almost 29 years old......What is the most recent normative data?"
Shelley in CT says . . . "I'm going to stick my neck way out
on this one. For articulation purposes, I don't think there has
been much change in the development of speech sounds. The
developmental charts I look at now vary considerably for one
thing...and many of them look exactly the same as the old Templin
Darley norms that I used when in undergrad school. It's like
saying that kids walk at a different age now than they did 30 years
ago...the average was between 9-18 months for first walking and it
still is. The only change is that now we are also looking at the
phonological processes in addition to the speech sound
substitions/omissions/distortions. Although, anyone back in the
day, who studied distinctive features was analyzing the sounds then
too."
Monique in NJ says . . . "I actually disagree although I do
respect your opinion....I am currently in a doctoral program which
makes me see things differently. Norms are not always "norms"
forever. We cannot accept something just because we have been
doing it this way for many years. Our population HAS changed.
Norms that were completed OVER 29 years ago were on very different
children than today's children. Are we looking at the same
population that we did 29 years ago, for example?? I highly
doubt it. How can we compare the children of today with those of
over 30 years ago. If you look at Caroline Bowen's site in
Australia where they do speak English, you will find that sounds are
expected at earlier ages based on THEIR normative data. I look
forward to future comments both pro and con re: this thinking.
What an intellectual group this is!!"
Shelley in CT says . . . "I fully agree that we cannot
accept something because 'we have been doing it this way for many
years.' Believe me, the way I deliver services to children with
articulation issues has changed dramatically. I (and I think
most folks) look at the phonological processes more carefully AND the
intelligibility issue outweighs the developmental sound issues.
The thing is...I have at least ten different sound development
charts...all recently published, some shared by members of this
listserv and some from other published sources. Even those do
not agree on the 'norms' for sound development. If you give
several articulation assessments, the norms can vary wildly...one of
the reasons why I don't find the norms as helpful as the actual
performance of the child (what they did and didn't do). I don't
advocate using the Templin Darley norms. But truthfully, there
are only a couple of changes in those sound development guidelines as
compared with SOME of the more recently published developmental
guidelines. When we look at kids, we need to look at each child
and what they are doing and not doing, and how that affects
intelligibility. For example...a child who stops lots of things
or has reductions in sound usage (blends for example) is going to be
much more difficult to understand usually than a child with consistent
sound substitutions. This is especially true if these subs are the
'typical' ones....th/s, w/r, w/l, f/th. Anyway..I'm not
advocating use of old norms."
Les says . . . "Yes, Bowen's work and her web site are well
worth considering, but that's Australian English (with a Cockney
accent in many cases). Australian English norms are not
necessarily the same as American English norms. For that matter,
New York City norms are not necessarily the same as San Francisco
norms or Chicago norms or San Antonio norms -- or even the norms in
New York's neighbors, Philadelphia or Boston. We must look at
how a certain set of norms were obtained, who did the testing, what
criteria were applied to define 'normal' and much more. We
should be developing local norms, but that ain't easy. I agree
with Shelley and others who say that it is more important to consider
the speech patterns of the individual child and how they impact
his/her ability to communicate when compared with age peers in his
local community along with the impact upon educational performance
(NOT just academic achievement), and not rely solely on the averages
provided by normative data of whatever source or vintage. No
matter what 'numbers' are required by various states (and I've always
made a point of providing those), as far as the Federal regulations
are concerned, it is the professional judgment of the SLP that from
the early days of PL 94-142 to the present IDEA 2004 regulations has
carried the most weight in determining the eligibility of students
with speech disorders. Once again, just my '2 cents' for what
it's worth."
[Posted November 18, 2008]
Back to Top
Past Readings Archive
Back to
Communication Board
|