ACQ Vol 10 No 3 2008

tivities to promote acquisition of the b 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 m sound include: n riddle activity: You might put this in tea or coffee. It comes from a cow (milk). n alliteration: messy monkey. n tongue twister: Maddison married Mark in Madrid. n odd word out: mug, mask, knock. n word to sound out: m-u.g n 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

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 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

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 b sound, for example, spans 10 pages. Ac

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