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Peer-Reviewed Article

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In this article, we comment on specific aspects of Peppe´ (Peppe´ , 2009). In particular, we address the assessment and treatment of prosody in clinical settings and discuss current theory on neurological models of prosody. We argue that in order for prosodic assessment instruments and treatment programs to be clinical effective, we need assessment instruments that: (1) have a representative normative comparison sample and strong psychometric properties; (2) are based on empirical information regarding the typical sequence of prosodic acquisition and are sensitive to developmental change; (3) meaningfully subcategorize various aspects of prosody; (4) use tasks that have ecological validity; and (5) have clinical properties, such as length and ease of administration, that allow them to become part of standard language assessment batteries. In addition, we argue that current theories of prosody processing in the brain are moving toward network models that involve multiple brain areas and are crucially dependent on cortical communication. The implications of these observations for future research and clinical practice are outlined.


Version posted is the HHS Public Access Author manuscript, peer reviewed and accepted for publication, PMCID: PMC2941239.

At the time of publication Rhea Paul was affiliated with Yale School of Medicine - Child Study Center.




International Journal of Speech Language Pathology









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