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외국도서
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대학교재/전문서적
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의약학간호계열
Speech Disorders Resource Guide for Preschool Children
2013년 9월 9일 이후 누적수치입니다.
- 저 : Williams, A. Lynn, Ph.D.
- 출판사 : Singular
- 발행 : 2002년 10월 01일
- 쪽수 : 0
- ISBN : 9780769300801
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28,000원 |
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28,000원
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이벤트/기획전
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연관도서
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상품권
목차
| Foreword | p. X |
| Preface | p. XI |
| Acknowledgments | p. XIII |
| Dedication | p. XV |
| Core Knowledge | p. 1 |
| Setting the Stage | p. 1 |
| Characteristics of a Speech Disorder | p. 2 |
| Classification of Speech Disorders | p. 2 |
| Prevalence and Significance of Speech Disorders in Children | p. 3 |
| Legal Precdence | p. 4 |
| Terminology | p. 4 |
| Phonetic Transcription | p. 5 |
| Consonant and Vowel Classification: A Review | p. 6 |
| Diacritic Symbols | p. 16 |
| Phonetic Transcription | p. 17 |
| Normal Phonological Development | p. 18 |
| Prelinguistic Period (Birth-1 Year) | p. 18 |
| First Words (12 Months-18 Months) | p. 18 |
| Phonemic Period (18 Months-4 Years) | p. 19 |
| Stabilization Period (4-8 Years) | p. 19 |
| Developmental Norms | p. 19 |
| Assessing Pre-Linguistic and Early Linguistic Vocalizations | p. 21 |
| Late Talkers: Delay Versus Deviance | p. 23 |
| Assessment Procedures | p. 25 |
| Variables to Consider in Assessment of Child Speech Disorders | p. 26 |
| Speech Sampling | p. 26 |
| Speech Screening | p. 27 |
| Word Probes or Deep Testing | p. 27 |
| Components of a Speech Assessment Battery (Infant-Toddler) | p. 28 |
| Components of a Speech Assessment Battery (Preschool to School-Age) | p. 31 |
| Published Test Instruments (Sound Inventory Tests) | p. 33 |
| Published Test Instruments (Phonological Pattern Tests) | p. 34 |
| Published Test Instruments (Computerized Speech Tests) | p. 35 |
| Published Test Instruments (Tests of Non-English Phonology) | p. 36 |
| Non-standardized Speech Test Instruments | p. 37 |
| Stimulability | p. 38 |
| Intelligibility Ratings | p. 39 |
| Severity Rating Scales | p. 40 |
| Dialectal Variations | p. 41 |
| Characteristics of African-American English (AAE) | p. 42 |
| Characteristics of Appalachian English (AE) and Ozark English (OE) | p. 43 |
| Developmental Apraxia of Speech (DAS) | p. 43 |
| What Is CAS? | p. 44 |
| What Are the characteristics of CAS? | p. 44 |
| What Is the Controversy Surrounding CAS? | p. 44 |
| What Are the Implications of CAS Versus Phonological Impairment (PI)? | p. 45 |
| Analysis Procedures | p. 47 |
| Components in a Phonological Analysis | p. 48 |
| Relational Analysis | p. 48 |
| Independent Analysis | p. 49 |
| Phonological Process Analysis: A Relational Analysis | p. 50 |
| Place-Voice-Manner Analysis: A Relational Analysis | p. 55 |
| Independent + Relational Analyses | p. 58 |
| Systemic Phonological Analysis of Child Speech (SPACS) | p. 59 |
| Assessment of Productive Phonological Knowledge (PPK) | p. 62 |
| Non-Linear Phonology | p. 65 |
| Case Study: Comparison of Three Phonological Analyses | p. 67 |
| Intervention Principles, Methods, and Models | p. 81 |
| Goals of Phonological Intervention | p. 81 |
| Principles of Phonological Intervention | p. 82 |
| General Considerations in Phonological Intervention | p. 82 |
| Types of Clinically Induced Phonological Change | p. 83 |
| Treatment Considerations | p. 84 |
| Selection of Targets for Intervention | p. 85 |
| Phonetic Approach to Target Selection | p. 86 |
| Phonemic Approach to Target Selection | p. 87 |
| Functional (Systemic) Approach | p. 89 |
| Treatment Paradigm | p. 91 |
| Familiarization + Production of Contrasts | p. 94 |
| Contrasts + Interactive Play | p. 96 |
| Contrasts within Communicative Contexts | p. 98 |
| Conversational Recasts | p. 99 |
| Linguistic Principles of Intervention | p. 100 |
| Phonemic Model of Intervention: Minimal Pair Therapy | p. 102 |
| Phonemic Model of Phonological Intervention: Maximal Oppositions | p. 103 |
| Phonemic Model of Phonologic Intervention: Treatment of the Empty Set | p. 104 |
| Phonemic Model of Intervention: Multiple Oppositions | p. 105 |
| Comparison of the Contrastive Approaches | p. 108 |
| Phonemic Model of Intervention: Cycles Phonological Remediation Approach | p. 110 |
| Conversational Model of Phonological Intervention: Naturalistic Speech Intelligibility Training | p. 112 |
| Articulation (Phonetic) Models of Intervention | p. 113 |
| Phonetic Model of Intervention: Traditional Approach | p. 114 |
| Phonetic Model of Intervention: McDonald's Sensory-Motor Approach | p. 116 |
| Phonetic Model of Intervention: Paired Stimuli Approach | p. 117 |
| Intervention Activities: Phonetic Establishment | p. 118 |
| Sound Awareness Activities | p. 118 |
| Direct Instruction Activities | p. 119 |
| Other Facilitating Techniques | p. 119 |
| "Tools of the Trade" | p. 120 |
| Intervention Activities: Phonemic Integration | p. 121 |
| Programming for Generalization | p. 122 |
| Parent Involvement | p. 124 |
| Phonological Awareness and Speech Disorders | p. 127 |
| Phonological Awareness | p. 127 |
| Assessment of Phonological Awareness | p. 128 |
| Training Phonological Awareness Skills | p. 130 |
| Orthographic Processor Domain | p. 130 |
| Phonological Processor Domain | p. 132 |
| Intervention Outcomes and Treatment Efficacy | p. 137 |
| The "Three Es" of Treatment Efficacy | p. 137 |
| Efficiency | p. 138 |
| Effects | p. 139 |
| Effectiveness | p. 139 |
| Assessing Phonological Change | p. 141 |
| Phoneme Collapses | p. 142 |
| Prototype Model | p. 144 |
| Using Single-Subject Designs in Clinical Practice | p. 145 |
| Case Study | p. 149 |
| Phonetically Representative Words Arranged by Phoneme and Word Position | p. 155 |
| Commands Informal Assessment | p. 159 |
| Systemic Phonological Protocol | p. 163 |
| Comparison of Intelligibility Measures (Kent, Miolo, and Bloedel, 1994) | p. 169 |
| Non-Standardized Phonological Process Analysis Summary Sheet | p. 173 |
| Place-Voice-Manner Error Pattern Analysi | p. 177 |
| Systemic Phonological Analysis of Child Speech (SPACS) | p. 179 |
| Early Identification of Language-Based Reading Disabilities: A Checklist | p. 183 |
| Speech Sound Awareness | p. 184 |
| Word Retrieval | p. 184 |
| Verbal Memory | p. 184 |
| Speech Production/Perception | p. 184 |
| Comprehension | p. 185 |
| Expressive Language | p. 185 |
| Other Important Factors | p. 185 |
| Glossary | p. 187 |
| Internet Resources | p. 189 |
| References | p. 195 |
| Index | p. 205 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
책소개
Speech Disorders Resource Guide for Preschool Children is a clinical resource tool designed for speech language pathologists and students who work with the preschool population. This comprehensive, yet easy-to-use, text provides detailed information about assessment, analysis and intervention methods pertaining to childhood speech disorders.
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