Dr. Rebecca McCauley joined the faculty of The
Ohio State University in 2008 after 23 years at the University of
Vermont. She is an American Speech-Language-Hearing Association
Fellow and a Board-Recognized Specialist in Child Language. She has
served as an associate editor for the American Journal of
Speech-Language-Pathology and has produced four books on child
communication disorders in addition to this one. She is currently
working on editing a book of this type in the area of autism
spectrum disorders with Dean Patricia Prelock of the University of
Vermont. Her research focuses on severe speech disorders in
children, especially childhood apraxia of speech, and on strategies
for understanding and improving clinical practice related to
children's communication disorders.
Dr. Marc E. Fey is Professor of Hearing and Speech at the University of Kansas Medical Center, USA. He received his Ph.D. from the Department of Audiology and Speech Sciences at Purdue University in 1981. Along with his articles, chapters, and software programs, Dr. Fey has published three books on language intervention. He holds distinguished alumnus status from the University of Georgia, Purdue University, and Wichita State University, as well as the Honors of the American Speech-Language-Hearing Association.
Alan G. Kamhi, Ph.D. is Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University, USA. Since the mid-1970s, he has conducted research on many aspects of developmental speech, language, and reading disorders. He has written several books with Hugh Catts on the connections between language and reading disabilities as well as two books with Karen E. Pollock and Joyce Harris on communication development and disorders in African American speakers. His current research focuses on how to use research and reason to make clinical decisions in the treatment of children with speech, language, and literacy problems. He began a 3-year term as the Language Editor for the Journal of Speech, Language, and Hearing Research in January 2004 and served as Editor of Language, Speech, and Hearing Services in Schools from 1986 to 1992.
"This volume provides an updated version of an indispensable resource for speech-language pathologists. Like its first edition, it uses a structured format for each chapter to review a range of interventions that have some evidentiary support in the literature. Each chapter clearly outlines the approach, the population for which it is appropriate, its theoretical foundation as well as the studies that support it. The second edition adds the most recent evidence from the literature, and includes additional interventions, making it even more relevant to contemporary practice. Every SLP who delivers intervention to children should own this book." --Rhea Paul, Ph.D., CCC-SLP