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In B. Dodd & A. Morgan (Eds.), Intervention case studies of child speech impairment (pp. 202–222). Guildford: J&R Press. Department of Health. (2008). Report on the audit of health workforce in rural and regional Australia . Canberra: ACT. Dodd, B., & Poole, M. (2017). Inconsistent phonological disorder. In B. Dodd & A. Morgan (Eds.), Intervention case studies of child speech impairment (pp. 223–243). Guildford: J&R Press. Gillon, G. (2017), Phonological awareness resources . Retrieved from http://www.canterbury.ac.nz/ education/ research/phonological-awareness-resources/ Hanen Centre (2016). Communication development in preschool children with language delays . Retrieved from http://www.hanen.org/Programs/For-Parents/Target-Word. aspx Hill, A., Davidson, B., & Theodoros, D. (2010). Standardized patients in clinical education: Implications for SLP programs. International Journal of Speech-Language Pathology , 12 (3), 259–270. Jones, D., Grant-Thomson, D., Bourne, E., Clark, P., Beck, H., & Lyle, D. (2011). A model for rural and remote speech pathology student placements. Australian Journal of Rural Health , 19 (1), 52–53. Jones, D., Lyle, D., Brunero, C., McAllister, L., Webb, T., & Riley, S. (2015). Improving health and education outcomes for children in remote communities: A cross-sector and developmental evaluation approach. International Journal of Community Research and Engagement , 8 (1), 1–22. Jones, D., McAllister, L., & Lyle, D. (2015a). Stepping out of the shadows: Allied health student and academic perceptions of the impact of a service learning experience on work readiness and employability. Journal of Teaching and Learning for Graduate Employability , 6 (1), 66–87. Jones, D., McAllister, L., & Lyle, D. (2015b). Inter- professional academic service-learning in rural Australia: Exploring the impact on allied health student knowledge, skills, and practice. International Journal of Practice-based Learning in Health and Social Care , 3 (2), 1–16. Lindamood, P., & Lindamood, P. (2012). The Lindamood Phoneme Sequencing Program® (LIPS) for reading, spelling and speech. San Luis Obispo, CA: Gander Educational Publishing. McAllister, L., Birthall, C., & Higgs, J. (2013). Innovations in fieldwork education: Current trends and future directions. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in Allied Health Fieldwork Education (pp. 1–13). Rotterdam: Sense Publishers. McIntosh, B., Thomas, S., Crosbie, S., Holm, A., & Dodd, B. (2017). A preschool programme for disadvantaged children with delayed communication. In B. Dodd & A. Morgan (Eds.). Intervention case studies of child speech impairment (pp. 181–200). Guildford: J&R Press.

Pile, E., Girolametto, L., Johnson, C., Chen, X., & Cleave, P. (2010). Shared book reading intervention for children with language impairment. Canadian Journal of Speech- Language Pathology and Audiology , 34 (2), 96–109. Playford, D., Larson, A., & Wheatland, B. (2006). Going country: rural student placement factors associated with rural employment in allied health. Australian Journal of Rural Health , 14 (1), 14–19 Speech Pathology Australia. (2018) Clinical education in Australia: Building a profession for the future . Melbourne, Vic: Speech Pathology Australia. Spiers, M., & Harris, M. (2015). Challenges to student transition in allied health education in the Australian rural and remote context. Rural and Remote Health , 15 (2), Article 3069. Swanson, L., Fey, M., Mills, C., & Hood, L. (2005). Use of narrative-based language intervention with children who have specific language impairment. American Journal of Speech-Language Pathology , 14 , 131–143. Van Riper, C. (1978). Speech correction: Principles and methods . New Jersey, US: Prentice Hall. Vogel, A. (2013). Too many graduates, not enough jobs: Universities, profits and clinical need. The Conversation . Retrieved from https://theconversation.com/too-many- graduates-not-enough-jobs-universities-profits-and-clinical- need-13482 (Accessed 9/24/17). Whitworth, A., Franklin, S, & Dodd, B. (2004). Case based problem solving for speech and language therapy students. In S. Brumfitt (Ed.), Innovations in professional education for speech and language therapists (pp. 29–50). London: Whurr. Barbara Dodd , Joanne Castles and Meg Keage (@ MeganKeage) were the clinical supervisors of the other authors who are now working in speech pathology in Australia and overseas. Melissa Aar holds a Master’s in Teaching from the City University of New York and a Master of Speech Pathology from the University of Melbourne. She is currently working as a paediatric speech-language pathologist at a private practice in Everett, Washington. Vanessa Hally is a speech pathologist at Kalparrin Early Childhood Intervention Service. Jane McKimmie (@ janemckslp) is speech pathologist working with children with a disability in early intervention. Naomi Mitchell is a speech pathologist at The Royal Children’s Hospital, Melbourne. Stuart Tibbetts is a speech pathologist for the Department of Education in Victoria. Michelle Wong obtained her Master of Speech Pathology from the University of Melbourne, Australia.

Correspondence to: Barbara Dodd Audiology and Speech Pathology, University of Melbourne email: bdodd@somc.uq.edu.au

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