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Developmental Phonological Disorders
Foundations of Clinical Practice

Second Edition
Susan Rvachew, Françoise Brosseau-Lapré
624 pages, Illustrated (B/W), Softcover, 8.5 x 11"
Release Date:


Developmental Phonological Disorders: Foundations of Clinical Practice, Second Edition is the only graduate-level textbook designed for a competency-based approach to teaching, learning, and assessment. The book provides a deep review of the knowledge base necessary for the competent assessment, diagnosis, and treatment of developmental phonological disorders. Thoroughly revised and updated, the textbook contains learning objectives in each chapter to further support understanding of concepts and carefully designed case studies and demonstrations to promote application to clinical problem solving.

Key Features:

  • Learning objectives for each chapter subsection
  • Includes the "how, why, and when" to apply each assessment and treatment procedure in clinical practice
  • 62 tables containing clinically relevant information such as normative data to interpret phonological assessment results
  • 99 figures to support clinical decision making such as recommending a treatment delivery model, selecting treatment targets, or choosing evidence-based interventions
  • 29 case studies to support a competency-based approach to teaching and assessment
  • 33 demonstrations that show how to implement assessment and treatment procedures

The second edition provides a comprehensive overview of seminal studies and leading-edge research on both phonological development and phonological disorders, including motor speech disorders and emergent literacy. This wealth of theoretical background is integrated with detailed descriptions and demonstrations of clinical practice, allowing the speech-language pathologist to design interventions that are adapted to the unique needs of each child while being consistent with the best research evidence.

New to the Second Edition:

  • Updated and expanded section on childhood apraxia of speech
  • Updated and expanded sections on the identification and treatment of inconsistent phonological disorder
  • Administration and interpretation of the Syllable Repetition Task added
  • Administration and interpretation of the Diagnostic Evaluation of Articulation and Phonology added with case studies and demonstrations
  • New organization, formatting, and editing to reduce the size of the book
  • Case studies revised to a single-page format
  • Improved Table of Contents to ease access to content, including norms tables, case studies, and demonstrations


  • Lissa Power-deFur, Ph.D., CCC-SLP, ASHA-F, Professor, Communication Sciences and Disorders Director, Longwood’s Speech, Hearing, and Learning Services, Longwood University (March 2017):
    "They have reviewed research from outside fields (e.g., genetics, sociolinguistics, and neurolinguistics) to expand the knowledge base of speech-language pathologists. Each chapter is very well organized, beginning with learning objectives that are clearly met as one reads the chapter. The chapters on development (speech perception, speech motor control, and phonological) are more comprehensive than most other graduate level texts, providing a valuable resource for both faculty and students, most especially doctoral level students. Rvachew’s and Brosseau-Lapre’s approach to diagnosis and treatment planning is remarkably comprehensive. They provide valuable information in their tables and figures to support practitioners and the case studies and demonstrations are extremely helpful in applying the research base. . . . In summary, this is an exceptionally useful addition to the body of knowledge regarding articulation and phonology. Rvachew and Brosseau-Lapre present perhaps the most solidly research-based text available and supplement their comprehensive overview of the research literature with practical information that can be easily incorporated into masters’ and doctoral level education. The practical information will be valuable to practicing clinicians who turn to the text for up-to-date research and application information. . . . I believe it is an exceptionally useful addition to the profession and I am most appreciative of Rvachew’s and Brosseau-Lapre’s work to update their work."


Part I. Phonology from a Developmental Perspective

Chapter 1. Describing Phonological Knowledge at Multiple Levels of Representation
1.1 Types of Phonological Knowledge
1.2 Describing Articulatory Knowledge
1.3 Describing Perceptual Knowledge
1.4 Describing Phonological Knowledge
1.5 References

Chapter 2. Speech Perception Development
2.1 Assessment of Speech Perception Skills in Infancy
2.2 Speech Perception Development in Infancy
2.3 Speech Perception Development in Childhood
2.4 Mechanisms That Underlie Speech Perception Development
2.5 References

Chapter 3. Development of Speech Motor Control
3.1 Acoustic and Kinematic Studies of Speech Development
3.2 Theories of Speech Motor Control
3.3 Factors That Contribute to the Development of Speech Motor Control
3.4 References

Chapter 4. Phonological Development
4.1 Normal Phonological Development
4.2 Emerging Phonological Knowledge in Infants and Toddlers
4.3 Normative Data: Preschool and School-Age Children
4.4 Theoretical Issues in Phonological Development
4.5 Environmental Influences and Physiological Constraints on Phonological Development
4.6 References

Part II. A Holistic Approach to Diagnosis and Treatment Planning

Chapter 5. Assessment of Children with Developmental Phonological Disorders
5.1 Planning the Assessment
5.2 Obligatory Assessment Tools and Procedures
5.3 Optional Assessment Tools and Procedures
5.4 Considerations for Dialect Speakers, Children Speaking English as a Second Language, and Multilingual Children
5.5 Putting It All Together
5.6 References

Chapter 6. Speech Sample Analysis
6.1 Analyses to Select Treatment Goals
6.2 Analyses to Track Treatment Progress
6.3 Predictive Assessment Procedures
6.4 References

Chapter 7. Nature of Developmental Phonological Disorders
7.1 Classification of Developmental Phonological Disorders
7.2 Linguistic Classification Systems
7.3 Shriberg's Framework for Research in Speech Sound Disorders
7.4 Psycholinguistic Approach to the Description of DPD
7.5 Prevalence, Comorbidity, and Long-Term Outcomes
7.6 References

Chapter 8. Treatment Planning
8.1 Deciding Whether to Provide an Intervention
8.2 Service Delivery Options
8.3 Treatment Planning for the Individual Child
8.4 References

Part III. Intervention at Multiple Levels of Representation

Chapter 9. Input-Oriented Intervention Procedures
9.1 Focused Stimulation
9.2 Ear Training
9.3 Dialogic Reading
9.4 Conclusions and Recommendations
9.5 References

Chapter 10. Output-Oriented Intervention Procedures
10.1 Explore Possibilities of the Vocal System
10.2 Controlled Variability in Babble and Early Words
10.3 Intelligible Speech
10.4 Ongoing Refinements Toward Adultlike Speech
10.5 Conclusions and Recommendations
10.6 References

Chapter 11. Phonological Intervention Procedures
11.1 Word-Based Phonology
11.2 Emergence and Reorganization of Phonological Structure
11.3 Explicit Access to Phonological Structure
11.4 Conclusions and Recommendations
11.5 References

List of Illustration Legends, Figures, Tables, Case Studies, and Demonstrations

About The Authors

Susan Rvachew

Susan Rvachew, PhD, S-LP(C), worked as a speech-language pathologist in pediatric health care settings for 20 years before taking a position at McGill University, where she is currently a Full Professor in the School of Communication Sciences and Disorders. Her research is focused on phonological development and disorders and the development of more effective interventions to treat phonological disorders in children and prevent reading disability in this population. She has published over 65 journal articles and book chapters describing the speech perception, speech production, phonological awareness skills, and/or spelling and reading abilities of infants, children, and adults.

Françoise Brosseau-Lapré

Françoise Brosseau-Lapré, PhD, CCC-SLP, worked as a speech-language pathologist in the pediatric health care setting for several years before taking a position at Purdue University, where she is currently an Assistant Professor of Speech, Language, and Hearing Sciences. Her research is focused on the contribution of speech perception to speech production in phonological development and disorders, as well as cross-linguistic investigations of children with phonological disorders, with the goal to develop more effective assessment and intervention protocols for this population.

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