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A01_OWEN1476_06_SE_FM.indd 2 12/29/17 2:37 PM

To Our Many Friends with Communication Disorders
A01_OWEN1476_06_SE_FM.indd 3 12/29/17 2:37 PM
A01_OWEN1476_06_SE_FM.indd 4 12/29/17 2:37 PM
 PREFACE v

PREFACE

I
ntroducing a new edition is always exciting and exhausting. We have
taken great pains to reach a balance that we hope will please our various
readers, from professors to students. We hope that those of you who are
familiar with the previous editions will agree with us that this edition
is a worthy introduction to the field of speech pathology and audiology and one
that contributes meaningfully to the education of speech-language pathologists
and audiologists.
Within each chapter, we have attempted to describe a specific type of disorder
and related assessment and intervention methods. In addition, we have included
lifespan issues and evidence-based practice to provide the reader with added
insights. Each type of disorder is illustrated by personal stories of individuals with
that disorder. Further knowledge can be gained through the suggested readings
provided at the conclusion of each chapter.

NEW TO THIS EDITION

This sixth edition of Introduction to Communication Disorders has many new fea-
tures that strengthen the existing material in the previous edition. These include
the following:
• Chapters have been reorganized and rewritten to help conceptualize the
information differently so as to conform more to current clinical and edu-
cational categories. Several chapters have been reworked entirely, specifi-
cally Chapters 5, 8, 9, and 11.
• As always, the material in each chapter has been updated to reflect the cur-
rent state of clinical research. Special attention has been paid to the grow-
ing body of evidence-based research and literature. A quick perusal of the
references will verify the addition of hundreds of new professional articles.
• As in the past, we have worked to improve readability throughout the book
and to provide the right mix of information for those getting their first
taste of this field. Several professors and students have commented favor-
ably on our attempt in previous editions to speak directly to the reader, and
we have continued and expanded this practice.
• We have continued to provide evidence-based practices in concise, easy-to-
read boxes within each chapter. This demonstrates our commitment to this
practice begun in the previous edition. As with all the rest of the text, these
boxes have been updated to reflect our best knowledge to date.
• Users of previous editions may be pleased to find that we have attempted in
the Augmentative and Alternative Communication (AAC) chapter to shift
the focus. In the past, this chapter has been primarily one that explains AAC
rather than approaching the topic from the disorder orientation found in the
other chapters. Some explanation is inherent in the topic, but it has been
softened in the current edition.

A01_OWEN1476_06_SE_FM.indd 5 12/29/17 2:37 PM

 vi PREFACE

• Each chapter has been reorganized so that chapter Learning Objectives are
reflected in the organization of the chapter.
• In our ever-changing field, terminology is constantly in flux. We have
updated each chapter to use the most up-to-date terms.
• Anatomy figures are now in color, and new medical photographs were
added to Chapter 9.
• Along with new video examples that outline careers in the field of commu-
nication disorders, show how different disorders affect speech, and explain
speech development, in this edition new Video Exercises provide opportu-
nities for students to watch a video, answer questions about it, and read
feedback to gain a greater understanding of the content.
• Thought Questions have been updated and appear in both the print and
eText versions to generate critical thinking on a variety of concepts and
techniques.
• Chapters structured around Learning Outcomes include assessment items
for each major section so that students can check their understanding of
the content they’ve just read about.
• Case studies were rewritten, and clinical application questions pertaining
to each case study can be accessed in the “Check Your Understanding”
assessment, with comprehensive feedback to each question provided.

The eText Advantage

The eText is an affordable, interactive version of the print text. Publication of
Introduction to Communication Disorders in an eText format allows for a variety
of advantages over a traditional print format, including a search function allow-
ing the reader to efficiently locate coverage of concepts. Boldface key terms are
clickable and take the reader directly to the glossary definition. Index entries
are also hyperlinked and take the reader directly to the relevant page of the text.
Navigation to particular sections of the book is also possible by clicking on desired
sections within the expanded table of contents. Finally, sections of text may be
highlighted, and reader notes can be typed onto the page for enhanced review at
a later date.
To further enhance assimilation of new information, Video Examples are
interspersed throughout chapters to demonstrate text concepts in action. Video
Exercises pose clinical application questions and provide comprehensive feedback
to deepen understanding of key ideas. At the end of major sections, readers can
access multiple-choice or true/false Check Your Understanding questions to assess
comprehension of text concepts. Immediate feedback is provided on the appropri-
ateness of responses. Thought Questions are placed in the margins, fostering reflec-
tion and building connections between text concepts.
To learn more about the enhanced Pearson eText, go to www.pearsonhighered.
com/etextbooks.
We hope that you’ll agree with us that this is a more user-friendly and infor-
mative text than the previous editions. Please feel free to contact us with sugges-
tions for further strengthening our work.

A01_OWEN1476_06_SE_FM.indd 6 12/29/17 2:37 PM

 PREFACE vii

ACKNOWLEDGMENTS
Robert Owens
I am most deeply indebted to my co-author Kim Farinella, Ph.D., who is a dedi-
cated professional and a tireless worker. Despite being a new mom and a fulltime
faculty member, she has put in a herculean effort on this new edition. I am truly
blessed to have had such an indefatigable co-author through this sometimes very
trying task of producing a new edition. I can never acknowledge her contribution
enough, but—from the bottom of my heart—thanks, Kim.
I would like to thank the faculty of the Department of Communication
Sciences and Disorders and the entire faculty and administration at the College
of St. Rose in Albany, New York. What a wonderful place to work and to call
home. The college places a premium on scholarship, student education, profes-
sionalism, and a friendly and supportive workplace environment, and recognizes
the importance of our field. I am indebted to all for making my new academic
home welcoming and comfortable. I am especially thankful to President Carolyn
Stefanco, School of Education Dean Margaret McLane, my chair Jim Feeney,
and my colleagues in my department, fellow faculty members Dave DeBonis,
Dierdre Muldoon, Jack Pickering, Anne Rowley, and Julia Unger, and fellow clini-
cal faculty members Director of Clinical Education Jackie Klein, Robin Anderson,
Elizabeth Baird, Nina Benway, Marisa Bryant, Sarah Coons, Jessica Evans, Colleen
Fluman, Elaine Galbraith, Julie Hart, Barbara Hoffman, Melissa Spring, and Lynn
Stephens. You have all made me feel welcomed and valued.
I would be remiss if I did not acknowledge the continuing love and support I
receive from my best buddy Addie Haas. She was with us in the first and second
editions and continues to be a source of inspiration.
Finally, my most personal thanks and love goes to my spouse and partner,
who supported and encouraged me and truly makes my life fulfilling and happy.
I’m looking forward to our life together.

Kimberly Farinella
I want to thank Dr. Bob Owens for continuing to include me as a co-author on
this textbook. It is an honor to work alongside one of my favorite former profes-
sors and mentors. His course was my first introduction to the field of speech-
language pathology over 20 years ago. I continue to be inspired by this great man,
and hope to have the same positive influence on my students.
I want to thank my former student, Niki Knight, for recruiting her dad, Steven
R. Knight, CRNA APRN to take medical photographs for us for over a year, which
he provided for use in the current edition of this textbook. I am forever grateful
for the amount of time and effort that Mr. Knight devoted to helping us make
this edition more clinically useful.
I would also like to thank my dear friend, Margo Zelenski, and the Mayo
Clinic in Scottsdale, Arizona for contributing the swallowing videos to us for use
in this edition. I’m also grateful to the clients and their families who were willing
to share their audio and video samples with us so that students can learn from
them.

A01_OWEN1476_06_SE_FM.indd 7 12/29/17 2:37 PM

 viii PREFACE

I want to thank the Pearson editorial management team, specifically, Julie

Peters, Carolyn Schweitzer, Shiela Quisel, and Faraz Sharique Ali, who worked
closely with us to make this edition stellar. Thank you also to Jon Theiss for editing
the audio and video samples.
Finally, I want to thank my husband, Tom, for his love and support of me
and our family, and his willingness to be a full-time daddy so that I could work
and complete this project. It has been quite an experience and I’m enjoying every
minute.
The following reviewers offered many fine suggestions for improving the
manuscript: Tausha Beardsley, Wayne State University; Wendy Bower, State
University of New York at New Paltz; Louise Eitelberg, William Paterson University;
Adrienne B. Hancock, The George Washington University; Susan McDonald,
Cerritos College. Their efforts are sincerely acknowledged.

A01_OWEN1476_06_SE_FM.indd 8 12/29/17 2:37 PM

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 PREFACE ix

BRIEF CONTENTS
CHAPTER 1 The Field, the Professionals, and the Clients 1
CHAPTER 2 Typical and Disordered Communication 15
CHAPTER 3 Overview of the Anatomy and Physiology of the
Speech Production Mechanism 45
CHAPTER 4 Childhood Language Impairments 63
CHAPTER 5 Speech Sound Disorders 109
CHAPTER 6 Developmental Literacy Impairments 143
CHAPTER 7 Adult Language Impairments 179
CHAPTER 8 Fluency Disorders 225
CHAPTER 9 Voice and Resonance Disorders 247
CHAPTER 10 Motor Speech Disorders 277
CHAPTER 11 Disorders of Swallowing 303
CHAPTER 12 Audiology and Hearing Loss 333
David A. DeBonis, Ph.D.

CHAPTER 13 Augmentative and Alternative

Communication 383
James Feeney, Ph.D.

APPENDIX Professional Organizations 409

ix

A01_OWEN1476_06_SE_FM.indd 9 12/29/17 2:37 PM

A01_OWEN1476_06_SE_FM.indd 10 12/29/17 2:37 PM
 CONTENTS xi

CONTENTS
CHAPTER 1 The Field, the Professionals, and the Clients 1

COMMUNICATION DISORDERS 2
THE PROFESSIONALS AND THEIR ROLES 4
Audiologists 4
Speech-Language Pathologists 5
Speech, Language, and Hearing Scientists 7
Related Professions: A Team Approach 8

SERVICE THROUGH THE LIFESPAN 9

EVIDENCE-BASED PRACTICE 10
COMMUNICATION DISORDERS IN HISTORICAL PERSPECTIVE 13
SUMMARY 14
SUGGESTED READINGS/SOURCES 14

CHAPTER 2 Typical and Disordered Communication 15

ROLE OF CULTURE AND THE ENVIRONMENT 16

Cultural Identity 16
The Environment 16

ASPECTS OF COMMUNICATION 17
Language 17
Speech 20
Voice 21
Nonverbal Communication 22
Communication Through the Lifespan 23

COMMUNICATION AND SWALLOWING IMPAIRMENTS 26

Language Disorders 27
Speech Disorders 28
Hearing Disorders 30
Swallowing Disorders 31
How Common Are Communication Disorders? 31

ASSESSMENT AND INTERVENTION 35

The Role of the SLP in Prevention 35
Assessment of Communication and Swallowing Disorders 35
Intervention with Communication and Swallowing Disorders 38

SUMMARY 42
SUGGESTED READINGS/SOURCES 43
xi

A01_OWEN1476_06_SE_FM.indd 11 12/29/17 2:37 PM

 xii CONTENTS

CHAPTER 3 Overview of the Anatomy and Physiology of the

Speech Production Mechanism 45

THE RESPIRATORY SYSTEM 47

Structures of the Respiratory System 47
Muscles of the Respiratory System 47
The Physiology of Tidal Breathing and Speech Breathing 50
Lifespan Issues of the Respiratory System 51

THE LARYNGEAL SYSTEM 51

Structures of the Laryngeal System 52
Muscles of the Larynx 53
Lifespan Issues of the Laryngeal System 53

THE ARTICULATORY/RESONATING SYSTEM 54

Structures of the Articulatory/Resonating System 54
Lifespan Issues of the Articulatory/Resonating System 57

THE SPEECH PRODUCTION PROCESS 59

SUMMARY 62
SUGGESTED READINGS/SOURCES 62

CHAPTER 4 Childhood Language Impairments 63

LANGUAGE DEVELOPMENT THROUGH THE LIFESPAN 66

Pre-Language 66
Toddler Language 67
Preschool Language 69
School-Age and Adolescent Language 71

LANGUAGE IMPAIRMENTS AND ASSOCIATED DISORDERS 73

Specific Language Impairment 75
Social Communication Disorder 78
Intellectual Disability 80
Learning Disabilities 82
Autism Spectrum Disorder (ASD) 85
Brain Injury 89
Other Language Impairments 91
Aspects of Language Affected 92

ASSESSMENT 93
Bilingual Children, English Language Learners, and Dialectal Speakers 94
Referral and Screening 95
Case History and Interview 95
Observation 95
Testing 97
Sampling 98

A01_OWEN1476_06_SE_FM.indd 12 12/29/17 2:37 PM

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