Articulatory and phonological impairments : (Record no. 8553)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 11852cam a22004094a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 16598718 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20200303101423.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 110104s2012 maua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2011000150 |
| 016 7# - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER | |
| Record control number | 101550585 |
| Source | DNLM |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9780132719957 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0132719959 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)ocn695526440 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DNLM/DLC |
| Transcribing agency | DLC |
| Modifying agency | YDX |
| -- | BTCTA |
| -- | YDXCP |
| -- | NLM |
| -- | CDX |
| -- | DLC |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | RC424.7 |
| Item number | .B378 2012 |
| 060 00 - NATIONAL LIBRARY OF MEDICINE CALL NUMBER | |
| Classification number | 2011 E-021 |
| 060 10 - NATIONAL LIBRARY OF MEDICINE CALL NUMBER | |
| Classification number | WL 340.2 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 616.855 BAU |
| Edition number | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Bauman-Wängler, Jacqueline Ann. |
| 245 10 - TITLE STATEMENT | |
| Title | Articulatory and phonological impairments : |
| Remainder of title | a clinical focus / |
| Statement of responsibility, etc. | Jacqueline Bauman-Waengler. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 4th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Boston : |
| Name of publisher, distributor, etc. | Pearson, |
| Date of publication, distribution, etc. | c2012. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xiv, 466 p. : |
| Other physical details | ill. ; |
| Dimensions | 24 cm. |
| 490 1# - SERIES STATEMENT | |
| Series statement | The Allyn & Bacon communication sciences and disorders series |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references (p. 421-451) and indexes. |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Contents<br/><br/>Preface<br/><br/>Chapter 1 Clinical Framework: Basic Terms and Concepts<br/><br/>Communication, Speech, and Language<br/><br/>Subdivisions of Language<br/><br/>Articulation and Speech Sounds: Phonology and Phonemes<br/><br/>Articulation Disorders versus Phonological Disorders<br/><br/>Summary<br/><br/>Case Study<br/><br/>Think Critically<br/>Test Yourself<br/><br/>Websites<br/><br/>Further Readings<br/><br/><br/><br/><br/>Chapter 2 Phonetics - Articulatory Phonetics<br/><br/>Phonetics: Definitions and Classification<br/><br/>Vowels versus Consonants<br/><br/>American English Vowels<br/><br/>American English Consonants<br/><br/>Sounds in Context: Coarticulation and Assimilation<br/><br/>Syllable Structure<br/><br/>Summary<br/><br/>Case Study<br/><br/>Think Critically<br/>Test Yourself<br/><br/>Websites<br/><br/>Further Readings<br/><br/><br/><br/><br/>Chapter 3 Phonetic Transcription and Diacritics<br/><br/>Phonetic Transcription as a Notational System<br/><br/>Why Use Phonetic Transcription?<br/><br/>Diacritics<br/><br/>Diacritics Used with Consonants<br/><br/>Diacritics Used with Vowels<br/><br/>Diacritics for Stress, Duration, and Syllable Boundaries<br/><br/>Clinical Implications<br/><br/>Summary<br/><br/>Case Study<br/><br/>Think Critically<br/>Test Yourself<br/><br/>Websites<br/><br/>Further Readings<br/><br/><br/><br/><br/>Chapter 4 Theoretical Considerations and Practical Applications<br/><br/>Phonology<br/><br/>What Is Phonology?<br/><br/>How Does Phonology Work?<br/><br/>How Did the Concept of the Phoneme Develop?<br/><br/>Speech Sound versus Phoneme: Clinical Application<br/><br/>Distinctive Feature Theories What Are Distinctive Features?<br/><br/>How Do Distinctive Features Work?<br/><br/>How Did Distinctive Feature Theories Develop?<br/><br/>Distinctive Feature Theories: Clinical Application<br/><br/>Generative Phonology<br/><br/>What Is Generative Phonology?<br/><br/>How Does Generative Phonology Work?<br/><br/>How Did Generative Phonology Develop?<br/><br/>Distinctive Features and Generative Phonology: Clinical Application<br/><br/>Natural Phonology<br/><br/>What Is Natural Phonology?<br/><br/>How Does Natural Phonology Work?<br/><br/>Phonological Processes<br/><br/>How Did Natural Phonology Develop?<br/><br/>Natural Phonology: Clinical Application<br/><br/>Linear versus Nonlinear Phonologies<br/><br/>What Are Linear and Nonlinear Phonologies?<br/><br/>How Do Nonlinear Phonologies Work?<br/><br/>How Did Nonlinear Phonology Develop?<br/><br/>Nonlinear Phonologies: Clinical Implications<br/><br/>Summary<br/><br/>Case Study<br/><br/>Think Critically<br/><br/>Test Yourself<br/><br/>Websites<br/><br/>Further Readings<br/><br/>Appendix 4.1<br/><br/><br/><br/><br/>Chapter 5 Normal Phonological Development<br/><br/>Aspects of Structural and Functional Development<br/><br/>Aspects of Perceptual Development<br/><br/>Prelinguistic Stages: Before the First Words<br/><br/>Vocoids<br/><br/>Contoids<br/><br/>Syllable Shapes<br/><br/>Babbling and Its Relationship to Later Language Development<br/><br/>Prosodic Feature Development<br/><br/>Transition from Babbling to First Words<br/><br/>The First Fifty Words<br/><br/>Segmental Form Development<br/><br/>Prosodic Feature Development<br/><br/>The Preschool Child<br/><br/>Segmental Form Development: Vowels<br/><br/>Segmental Form Development: Consonants<br/><br/>Phonological Processes<br/><br/>Prosodic Feature Development<br/><br/>English as a Second Language: Considerations for Phonological Development in Children<br/><br/>The School-Age Child<br/><br/>Segmental Form Development<br/><br/>Phonological Awareness, Emerging Literacy, and Phonological Disorders<br/><br/>Prosodic Feature Development<br/><br/>Summary<br/><br/>Case Study<br/><br/>Think Critically<br/><br/>Test Yourself<br/><br/>Websites<br/><br/>Further Readings<br/><br/><br/><br/><br/>Chapter 6 Appraisal: Collection of Data<br/><br/>Evaluation by the Clinician<br/><br/>Initial Impression<br/><br/>Articulation Tests<br/><br/>Some Advantages and Disadvantages of Articulation Tests<br/><br/>Factors to Consider When Selecting a Measure of Articulation<br/><br/>Assessment Procedures to Supplement Articulation Tests<br/><br/>Organizing Articulation Test Results: Describing the Error<br/><br/>Stimulability Testing<br/><br/>Spontaneous Speech Sample<br/><br/>Organizing the Continuous Speech Sample<br/><br/>Evaluation of the Speech Mechanism<br/><br/>What to Look for When Evaluating the Speech Mechanism<br/><br/>Selection of Additional Assessment Measures<br/><br/>Hearing Screening<br/><br/>Language Testing<br/><br/>Specific Auditory Perceptual Testing<br/><br/>Cognitive Appraisal<br/><br/>Special Considerations<br/><br/>The Child with Emerging Phonology<br/><br/>The Unintelligible Child<br/><br/>Summary of the Data<br/><br/>Summary<br/><br/>Case Study<br/><br/>Think Critically<br/><br/>Test Yourself<br/><br/>Websites<br/><br/>Further Readings<br/><br/>Appendix 6.1: Speech-Motor Assessment Screening Form<br/><br/><br/><br/>Chapter 7 Dialects and English as a Second Language<br/><br/>Dialects<br/><br/>Regional Dialects<br/><br/>Ethnicity<br/><br/>African American Vernacular English<br/><br/>The Speaker of English as a Second Language<br/><br/>Spanish American English<br/><br/>Vietnamese American English<br/><br/>Cantonese American English<br/><br/>Hmong American English<br/><br/>Korean American English<br/><br/>Arabic American English<br/><br/><br/>Implications for Appraisal<br/><br/>Summary<br/><br/>Case Study<br/><br/>Think Critically<br/><br/><br/>Test Yourself<br/><br/>Websites<br/><br/>Further Readings<br/><br/><br/><br/><br/><br/>Chapter 8 Diagnosis: Articulation versus Phonological Emphasis<br/><br/>Preliminary Analysis: Inventory and Distribution of Speech Sounds<br/><br/>Using a Matrix to Examine the Inventory and Distribution of Speech Sounds<br/><br/>Phonemic Contrasts: Differentiating Articulation from Phonological Disorders<br/><br/>Decision Making: Primarily Articulatory Difficulties<br/><br/>Guidelines for Beginning Therapy: Phonetic Disorder<br/><br/>Decision Making: Primarily Phonological Difficulties<br/><br/>Inventory and Distribution of Speech Sounds<br/><br/>Syllable Shapes and Constraints<br/><br/>Phonological Contrasts<br/><br/>Phonological Error Patterns<br/><br/>Measures of Intelligibility and Severity<br/><br/>Measures of Intelligibility<br/><br/>Measures of Severity<br/><br/>Summary<br/><br/>Case Study<br/><br/>Think Critically<br/><br/>Test Yourself<br/><br/>Websites<br/><br/>Further Readings<br/><br/>Appendix 8.1: Single-Word Responses to Goldman-Fristoe Test of Articulation for Child H. H.<br/><br/>Appendix 8.2: Preliminary Matrix for Recording Utterances<br/><br/>Appendix 8.3: Matrix for Recording Phones According to Pre-, Inter-, and Postvocalic Word Positions for Child H. H.<br/><br/>Appendix 8.4: Overall Inventory of Phones for Child H. H.<br/><br/>Appendix 8.5: Proportional Occurrence of Consonant Phonemes in First-Grade, Third-Grade, and Fifth-Grade Children's Speech<br/><br/><br/><br/><br/>Chapter 9 Therapy for Articulation Errors<br/><br/>Decision Making: When to Use a Phonetic Approach<br/><br/>Articulation Errors<br/><br/>Decision Making: A Phonetic Approach with Phonological Disorders ?<br/><br/>Therapy Sequence<br/><br/>General Overview of Therapy Progression<br/><br/>Individual Sound Errors<br/><br/>Misarticulations of [s] and [z]<br/><br/>Phonetic Description<br/><br/>Linguistic Function<br/><br/>Initial Remarks<br/><br/>Types of Misarticulation<br/><br/>Therapeutic Suggestions<br/><br/>Coarticulatory Conditions<br/><br/>Misarticulations of [ ] and [ ]<br/><br/>Phonetic Description<br/><br/>Linguistic Function<br/><br/>Initial Remarks<br/><br/>Types of Misarticulation<br/><br/>Therapeutic Suggestions<br/><br/>Coarticulatory Conditions<br/><br/>Misarticulations of [k] and [g]<br/><br/>Phonetic Description<br/><br/>Linguistic Function<br/><br/>Initial Remarks<br/><br/>Types of Misarticulation<br/><br/>Therapeutic Suggestions<br/><br/>Coarticulatory Conditions<br/><br/>Misarticulations of [l]<br/><br/>Phonetic Description<br/><br/>Linguistic Function<br/><br/>Initial Remarks<br/><br/>Types of Misarticulation<br/><br/>Therapeutic Suggestions<br/><br/>Coarticulatory Conditions<br/><br/>Misarticulations of [r] and the Central Vowels with R-Coloring<br/><br/>Phonetic Description<br/><br/>Linguistic Function<br/><br/>Initial Remarks<br/><br/>Types of Misarticulation<br/><br/>Therapeutic Suggestions<br/><br/>Coarticulatory Conditions<br/><br/>Misarticulations of [ ] and [d]<br/><br/>Phonetic Description<br/><br/>Linguistic Function<br/><br/>Types of Misarticulation<br/><br/>Therapeutic Suggestions<br/><br/>Coarticulatory Conditions<br/><br/>Misarticulations of [f] and [v]<br/><br/>Phonetic Description<br/><br/>Types of Misarticulation<br/><br/>Therapeutic Suggestions<br/><br/>Coarticulatory Conditions<br/><br/>Affricate Problems<br/><br/>Phonetic Description<br/><br/>Types of Misarticulation<br/><br/>Therapeutic Suggestions<br/><br/>Coarticulatory Conditions<br/><br/>Voicing Problems<br/><br/>Therapeutic Suggestions<br/><br/>Consonant Cluster Problems<br/><br/>Therapeutic Suggestions<br/><br/>Coarticulatory Conditions<br/><br/>Summary<br/><br/>Case Study<br/><br/>Think Critically<br/><br/>Test Yourself<br/><br/>Websites<br/><br/>Further Readings<br/><br/><br/><br/><br/>Chapter 10 Treatment of Phonemic Errors<br/><br/><br/><br/><br/><br/><br/>Treatment Principles<br/><br/>Minimal Pair Contrast Therapy<br/><br/>Minimal Opposition Contrast Therapy<br/><br/>Maximal Oppositions Approach<br/><br/>Evolution of Maximal Oppositions: The Complexity Approach<br/><br/>Multiple Oppositions Approach<br/><br/>Phonological Process Therapy<br/><br/>Cycles Training<br/><br/>Metaphon Therapy: A Phonological Awareness Approach<br/><br/>Phonological Disorders with Concurrent Language Problems: Therapeutic Suggestions<br/><br/>Connecting Phonology to Morphosyntax: Morphosyntax Intervention<br/><br/>Connecting Phonology to Semantics: Vocabulary Intervention<br/><br/>The Child with an Emerging Phonological System: Therapeutic Suggestions<br/><br/>Combining Phonology with Semantics: Developing a Lexicon<br/><br/>Treatment of Multiple Vowel Errors<br/><br/>The Child with a Very Limited Vowel Inventory: Therapeutic Suggestions<br/><br/>The Child with a High Proportion of Vowel Substitutions: Therapeutic Suggestions<br/><br/>Summary<br/><br/>Case Study<br/><br/>Think Critically<br/><br/>Test Yourself<br/><br/>Websites<br/><br/>Further Readings<br/><br/><br/><br/><br/><br/>Chapter 11 Articulatory/Phonological Disorders in Selected Populations<br/><br/>Childhood Apraxia of Speech: A Disorder of Speech Motor Control<br/><br/>Definition and General Features<br/><br/>Articulatory/Phonological Characteristics<br/><br/>Clinical Implications: Diagnostics<br/><br/>Clinical Implications: Therapeutics<br/><br/>Motor Speech Disorders: Cerebral Palsy<br/><br/>Definition and General Features<br/><br/>Articulatory/Phonological Characteristics<br/><br/>Clinical Implications: Diagnostics<br/><br/>Clinical Implications: Therapeutics<br/><br/>Clefting: Cleft Palate and Cleft Lip<br/><br/>Definition and General Features<br/><br/>Articulatory/Phonological Characteristics<br/><br/>Clinical Implications: Diagnostics<br/><br/>Clinical Implications: Therapeutics<br/><br/>Mental Disability<br/><br/>Definition and General Features<br/><br/>Articulatory/Phonological Characteristics<br/><br/>Clinical Implications: Diagnostics<br/><br/>Clinical Implications: Therapeutics<br/><br/>Hearing Impairment<br/><br/>Definition and General Features<br/><br/>Articulatory/Phonological Characteristics<br/><br/>Clinical Implications: Diagnostics<br/><br/>Clinical Implications: Therapeutics<br/><br/>Motor Speech Disorders: Acquired Apraxia of Speech<br/><br/>Definition and General Features<br/><br/>Articulatory/Phonological Characteristics<br/><br/>Clinical Implications: Diagnostics<br/><br/>Clinical Implications: Therapeutics<br/><br/>Motor Speech Disorders: The Dysarthrias<br/><br/>Definition and General Features<br/><br/>Articulatory/Phonological Characteristics<br/><br/>Clinical Implications: Diagnostics<br/><br/>Clinical Implications: Therapeutics<br/><br/>Summary<br/><br/>Case Study<br/><br/>Think Critically<br/><br/>Test Yourself<br/><br/>Websites<br/><br/>Further Readings<br/><br/>Glossary<br/><br/>References<br/><br/>Author Index<br/><br/>Subject Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Articulation disorders. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | English language |
| General subdivision | Phonetics. |
| 650 12 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Articulation Disorders. |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Phonetics. |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Allyn & Bacon communication sciences and disorders series. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ecip |
| f | 20 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Reference text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Date last checked out | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | 56/1 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 03/03/2020 | 15 | 616.855 BAU | 18253 | 06/08/2025 | 02/08/2025 | 03/03/2020 | Stack text books | ||||
| Dewey Decimal Classification | R-34/3 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 03/03/2020 | 8 | 616.855 BAU | 18254 | 13/11/2024 | 11/11/2024 | 03/03/2020 | Reference text books | ||||
| Dewey Decimal Classification | 56/1 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 03/03/2020 | 19 | 616.855 BAU;2 | 18255 | 07/07/2026 | 02/07/2026 | 03/03/2020 | Stack text books | ||||
| Dewey Decimal Classification | 56/1 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 03/03/2020 | 11 | 616.855 BAU;3 | 18256 | 15/09/2025 | 10/09/2025 | 03/03/2020 | Stack text books | ||||
| Dewey Decimal Classification | 56/1 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 03/03/2020 | 7 | 616.855 BAU;4 | 18257 | 13/10/2025 | 07/10/2025 | 03/03/2020 | Stack text books |