By Michelle Pascoe
This can be the 3rd publication within the sequence “Children’s Speech and Literacy problems” and relies on learn and perform with school-age little ones with persisting speech and linked problems. It specializes in the psycholinguistic nature in their problems, the right way to layout intervention programmes, and the way intervention results will be measured. it's going to function a pragmatic instruction manual and may include usefuls observe lists, tips and photocopiable sheets within the appendix.Each bankruptcy will summarise contemporary study findings and shut with a bulleted precis of the details within the chapter.Provides an evidence of the psycholinguistic method and the way to enforce it, and combine it with different approaches.Includes case reports
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Additional resources for Persisting speech difficulties in children
There is a great need for intervention case studies, especially those that have school-age children with speech and literacy problems as their focus. Dorothy Bishop suggests: It is time for researchers to recognize that intervention studies are not just an optional, applied adjunct to experimental work, but that they provide the best method available for evaluating hypotheses and unconfounding correlated factors . . Intervention studies . . generate excitement. (Bishop, 1997a, p. 240) There is a great deal to be gained from outcomes measurements for the individual client and therapist, and also for the profession and its knowledge base more generally.
The book has three key themes. 1. Using an eclectic approach will maximize our chances of successfully understanding and treating children with intractable speech difficulties. In the case studies we present of children with PSDs, 22 Persisting Speech Difficulties in Children we typically use a psycholinguistic approach as a starting point in investigating the child’s difficulties and then combine this with other perspectives. 2. Practitioners should carry out their intervention with strong and explicit theoretical underpinnings.
3. Evidence-based practice guidelines do not necessarily define best practice since the evidence may be weak or insufficient to make that determination. The evidence-base needs to be critically judged and continually re-evaluated in the light of new evidence. What Can We Do? This volume aims to discuss the challenges of intervention for practitioners working with school-age children with persisting speech difficulties: It includes how to select appropriate stimuli for intervention and in what ways to target these; how to obtain maximum generalization; how to measure and understand intelligibility; how to make links with literacy; and how to evaluate intervention in clinical and research settings.
Persisting speech difficulties in children by Michelle Pascoe