Kathryn Murrell is the author of Working with Childhood Apraxia of Speech and is a specialist SALT in independent practice, as well as a clinical supervisor in SSDs.

List of tables

Acknowledgements

Introduction

Part I: Classification and subtypes

1. What is a speech sound disorder?

2. How can we classify SSD?

3. Phonological delay

4. Consistent phonological disorder (CPD)

5. Inconsistent phonological disorder (IPD)

6. Articulation disorder

7. Childhood apraxia of speech (CAS)

8. When these subtypes overlap

Part II: Assessment and Diagnosis

9. Case history taking

10. The core speech sample

11. Detailed speech assessment

12. Transcription

13. Oral examination/oro-motor screen

14. Then pre-verbal child

15. Assessing the impact on the child's activity and participation

16. Assessing non-speech areas

17. The case profile and diagnostic statement

18. Communicating with others

Part III: Treatment

19. Goal-setting

20. Evidence-based practice (EBP)

21. Choosing an intervention

22. The central role of parents/carers

23. Pre-verbal interventions

24. Phonological approaches: interventions with a strong evidence base

25. Phonological approaches: syllable-level intervention

26. Intervention for inconsistent phonological disorder (IPD)

27. Therapy for articulation disorder: principles

28. Therapy for articulation disorder: common sound errors

29. Treatment approaches for childhood apraxia of speech (CAS)

30. Phonological awareness intervention

31. Working with older children with SSD

32. Considerations for children from culturally and linguistically diverse backgrounds

33. Multiple areas of need

34. Outcome measures

Part IV: Service-delivery and decision-making

35. Timing of therapy

36. Dosage

37. Discharge: when and how?

38. Effective time-management

39. Caseload prioritisation

40. Group therapy

41. Blocks and breaks approach

42. Telehealth

43. Consultative approach

Part V: The link with education

44.Working in the school setting

45. EHCPs and report-writing

46. SEND tribunals

47. The link with literacy

Part VI: Concluding thoughts

48. The concept of 'disorder'

49. Where we're heading with SSD

50. Moving forward with confidence

Index