ACQ Vol 10 No 3 2008

110

peech

athology

ustralia

tivities to promote acquisition of the

sound include riddles,

alliteration, tongue twisters, odd word out, rhymes, sound

blending, story telling, puzzles and pictorial illustrations.

For each sound targeted, the same activity procedure is

adopted. For example, activities for the

sound include:

riddle activity: You might put this in tea or coffee. It comes

from a cow (milk).

alliteration: messy monkey.

tongue twister: Maddison married Mark in Madrid.

odd word out: mug, mask, knock.

word to sound out: m-u.g

puzzle worksheet: unscramble “mpo”

Overall this activity book is an easy-to-use resource suitable

for clients working on vocabulary, word retrieval, articulation,

discrimination and phonics. This is a photocopiable resource

covering a range of sounds and activities that would be useful

for the busy SLP.

Stewart, Trudy, & Turnbull, Jackie. (2007).

Working

with dysfluent children: Practical approaches to

assessment and therapy

(Rev. ed.). Brackley, UK:

Speechmark Publishing Ltd; ISBN 9780863885143;

298 pages; A$65.75.

Shane Erikson

This revised text (first edition

published in 1995) provides a

comprehensive analysis of many

facets of both assessment and

treatment for children who stutter.

Targeted at speech pathologists, it

seeks to merge aspects of theory

with personal clinical experiences

of the authors. The focus is undoubt

edly on the practical components

of working with this population,

with various checklists, treatment

plans and handouts included.

Yet while a wide range of ideas for treatment reflect the

authors’ personal accounts of treating children who stutter,

little focus is given to evidence based best practice. For

example, of the 298 pages in the text, just a handful are

dedicated to the Lidcombe Program, the current treatment

program with the strongest scientific evidence for preschool

children who stutter. Interestingly, the authors’ concluding

paragraph on “therapy options” appears to oppose evidence

based practice principles in stating “therapy has to be the

difference which, as a minimum, maintains the status quo

and, at best, tips the scales in favour of fluency” (p.132).

Further to this, the foreword also acknowledging that the

book focuses mainly on the “journeys” specifically made by

Stewart and Turnbull.

Nevertheless, the text seeks to take readers from the early

development of stuttering, including theoretical models (with

particular focus on Starkweather`s Demands & Capacities

Model), through to “borderline” and, finally, “confirmed”

stuttering. Throughout this progression the authors provide

personal accounts to illustrate and support a very strong

focus on personal construct psychology (PCP). Indeed,

clinicians working with children who stutter are encouraged

to consider closely the impact stuttering is having on the

child, as well as the context and family dynamics of those

involved. On top of Yairi’s four dimensions of distinguishing

Palmer, R. & Protopapas, A. (2007). Lemon & Lime

Library. Brackley, UK: Speechmark Publishing Ltd;

ISBN 9780863885488; 303 pages; $A82.75.

Chyrisse Heine and Rhiannon Beggs

This 303-page photocopiable resource

for SLPs primarily targets articulation

with materials suitable for clients of

all ages. The book is divided into 3

parts including an articulation screen

ing test (consisting of 88 pictures),

resources (lists) for sounds and words,

and resources for phrases and sen

tences.

Chapter 1 outlines a theoretical

perspective and includes a short

discussion about the traditional

approach to treatment for articulations disorders and the

cognitive-linguistic/phonological approach.

This chapter is followed by the articulation screening test,

with the procedure for administration and instructions for

analysis. A scoring sheet is provided for profiling responses

obtained. It is, however, unclear whether this screening test

has been standardised or validated, and normative data is not

provided although descriptive coding (e.g., a mild distortion)

is suggested. Word transcription is required (according to

Gimson, 1980), thus assuming the SLPs knowledge and use of

this transcription method. Also included in this resource is a

CD-ROM, making this resource useful for the SLP who like to

work with computer-generated materials.

The sound, word, phrase and sentence resources consist of

word lists grouped into levels of increasing difficulty. For

example, level 1 for sounds and words has word lists for

single sounds in isolation, while level 6 has multi-syllabic

word lists.

All word lists are accompanied by pictorial illustrations,

thus making this resource useful for young children who

have not yet developed literacy (reading) skills.

This resource is possibly restricted in scope and limited to

the SLP adopting this specific approach (phonological

approach) to remediation. The materials are however easy to

use, suitable for clients of all ages and allow for personalised

worksheets to be derived.

Turner, J. (2007). Riddles, rhyme & alliteration:

Listening exercises based on phonics. Brackley, UK:

Speechmark Publishing Ltd; ISBN 978086388603;

spiral bound, 194 pages; A$55.75.

Chyrisse Heine and Rhiannon Beggs

This 194-page soft-cover spiral-

bound workbook is filled with

rhyme and alliteration activities. The

book contains a short introduction

followed by 4 pages of concisely

written instructions. The activity

section is divided according to the

phoneme targeted including b, c/k,

d, f, g, h, j, l, m, n, p, r, s, t, v, w, y, th

(unvoiced), sh and ch.

The sections targeting the

sound,

for example, spans 10 pages. Ac