Speech and language disorders Books

Book SynopsisThis new edition reflects the latest research, best practices, and important trendsand developments, and now includes a suite of practical online materials for instructors, students, and clinicians! Assessment in Speech-Language Pathology: A Resource Manual, Seventh Edition is the bestselling book on assessment for academic courses and clinical practice. The book covers the diagnosis and evaluation of a wide range of communication disorders in children and adults. This one-of-a-kind manual provides a comprehensive package of reference materials, explanations of assessment procedures, and practical stimulus suggestion. Many reproducible worksheets, forms, reports, and quick-reference tables are provided. Each chapter references many of the most used published tests and resources for assessing the given disorder. Multiple links are provided for online testing materials, including some standardized tests. This highly practical resource is separated into two easy-to-navigate sections: Part I highlights preparatory considerations; Part II provides materials and suggestions for assessing communicative disorders. New to the Seventh Edition: New chapter describing an assessment from start to finish Reorganized and expanded content on psychometric principles of assessment New information on assessment via telepractice New information on play-based assessment New information on sharing electronic medical information Reorganized and expanded content on medical and psychological conditions associated with communicative disorders Several new tables and figures throughout to improve ease of understanding the material Several new forms and worksheets for assessment Updates to each chapter to reflect current research and practice Updated and new recommendations for published assessment tools, sources of additional information, online resources, and apps Multiple links to online assessment resources, including free materials and standardized testing materials A suite of ancillary resources for instructors, students, and clinicians Key Features: Full-color design with images, charts, and illustrations to engage readers and display key concepts Each chapter concludes with practical forms, including worksheets, checklists, and additional sources of information Glossary of key terms Chapter tabs with separate colors for quick and easy access The many forms and worksheets are also accessible online PluralPlus Online Ancillaries For instructors: PowerPoint slides, test bank, and class activities For students and clinicians: eFlashcards, quizzes, and downloadable versions of the forms and worksheets from the bookTable of ContentsList of Tables List of Forms List of Figures Preface Acknowledgments Part I. Preparatory Considerations Chapter 1. Foundational Information for Assessment in Speech-Language Pathology Overview of Assessment Professional Expectations for Clinicians Code of Ethics Code of Fair Testing Practices in Education Health Insurance Portability Accountability Act (HIPAA) Psychometric Principles Validity Reliability Standardization Sensitivity and Specificity Freedom From Bias Assessment Methods Information From Clients and Others Observation Speech-Language Sample Analysis Dynamic Assessment Standardized Tests Administering and Interpreting Standardized Tests Accommodations and Modifications Determining Chronological Age Basals and Ceilings Obtaining a Raw Score Normative Data Understanding Normed Scores Confidence Intervals Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 1 Forms Chapter 2. Overview of a Complete Assessment Elements of a Complete Assessment Obtain a Case History Allergy Awareness Information From Other Professionals Conduct an Intake Interview Consider Internal and External Influences Directly Assess the Client Play-Based Assessment Assimilate and Analyze Findings Make a Diagnosis and Recommendations Write a Diagnostic Report IFSPs and IEPs Writing SOAP Notes Share Assessment Findings Information-Sharing Meeting Sharing Information Electronically Assessment via Telepractice Assessment Considerations Specific to Telepractice Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 2 Forms Appendix 2-A. Three Sample Clinical Reports Appendix 2-B. Sample IFSP and IEP Chapter 3. Multicultural Considerations Cultural-Linguistical Knowledge Cultural Communication Differences Speech-Language Differences Ethnographic Research Cultural Competence Assessment of CLD Clients Language History Direct Assessment Disorder Versus Difference Collaboration With Interpreters and Translators Preassessment Preparation Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 3 Forms Appendix 3-A. Speech and Language Characteristics of African American English Appendix 3-B. Speech and Language Characteristics of Spanish Appendix 3-C. Speech and Language Characteristics of Asian Languages Chapter 4. Hearing Considerations Overview of Common Hearing Disorders Audiograms Standard Classification of Hearing Loss Effects on Hearing Loss on Communication The Speech Banana Environmental Noise Levels Hearing Aids Troubleshooting Hearing Aid Problems Hearing Screening as Part of a Speech-Language Assessment Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 5. Medical and Psychiatric Conditions Associated With Communicative Disorders Overview of Medical Conditions, Psychiatric Conditions, and Syndromes Diagnoses, Descriptions and Clinical Significance Acoustic Neuroma Adenoidectomy Allergy Amyotrophic Lateral Sclerosis (ALS) Angelman Syndrome Ankyloglossia Apert Syndrome Aspiration Pneumonia Attention-Deficit/Hyperactivity Disorder (ADHD) Branchiootorenal Syndrome Central Auditory Processing Disorder (CAPD) Cerebral Palsy (CP) CHARGE Syndrome Congenital Rubella Syndrome (CRS) Cornelia de Lange Syndrome| Cerebrovascular Accident (CVA) Convulsions Coronavirus Disease 2019 (COVID-19) Cri-du-Chat Syndrome Crouzon Syndrome DiGeorge Syndrome Down Syndrome, Trisomy 21 Executive Function Deficit Fetal Alcohol Spectrum Disorders (FASD) Fragile X Syndrome (FXS) Frontotemporal Dementia (FTD) Huntington's Disease (HD) Learning Disability or Learning Disorder Lewy Body Dementia (LBD) Lou Gehrig's Disease Mastoiditis Measles (Rubeola) Meniere's Disease Meningitis Myasthenia Gravis (MG) Neurofibromatosis Type 2 (NF2) Otitis Media Parkinson's Disease Pierre Robin Sequence (PRS) Polymicrogyria Rubeola Selective Mutism Sotos Syndrome Specific Learning Disorder (SLD) Stickler Syndrome Stroke Tongue-Tie Townes-Brocks Syndrome (TBS) Transient Ischemic Attack (TIA) Treacher Collins Syndrome Trisomy 21 Syndrome 22q112 Deletion Syndrome Usher Syndrome Van der Woude Syndrome Velocardiofacial Syndrome (VCFS) Vestibular Schwannoma Williams Syndrome Concluding Comments Sources of Additional Information Print Sources Electronic Sources Part II. Resources for Assessing Communicative Disorders Chapter 6. Common Assessment Procedures for Most Communicative Disorders Standard Precautions Common Intake Interview Questions Orofacial Examination Interpreting the Orofacial Examination Assessing Diadochokinetic Syllable Rate Speech-Language Sampling Conversation Starters for Eliciting a Speech-Language Sample Pictures Narratives Reading Passages Evaluating Rate of Speech Determining Speech Rate Determining Intelligibility Syllable-by-Syllable Stimulus Phrases Charting Behaviors Concluding Comments Sources of Additional Information Print Sources Electronic Source Chapter 6 Forms Appendix 6-A. Pictures and Narratives With Pictures Appendix 6-B. Reading Passages Chapter 7. Assessment of Speech Sound Disorders Overview of Assessment Sounds in the English Language Distinctive Features of Consonants Phonological Processes Developmental Norms for Phonemes and Consonant Clusters Frequency of Occurrence of Consonants Screening Intake Interview Questions Comprehensive Speech Sound Inventory Formal Tests Speech Sample Analysis Intelligibility Stimulability Considerations for Diagnosis Childhood Apraxia of Speech Assessment Procedures for Childhood Apraxia of Speech Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 7 Forms Chapter 8. Assessment of Spoken Language in Children Overview of Assessment Five Language Domains Typical Language Development Piaget's Stages of Early Cognitive Development Development of Play Language Disorder Descriptions Screening Intake Interview Questions Comprehensive Language Assessment Formal Assessment Informal Assessment Assessment for Early Intervention Partnering with Parents Late Talker Versus Language Disordered Assessment of School-Age Children Language Sample Analysis Assessment of Morphologic Skills Determine Mean Length of Utterance Assessment of Semantic Skills Assessment of Syntactic Skills Assessment of Pragmatic Skills Assessment of Narrative Skills Considerations for Diagnosis Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 8 Forms Appendix 8-A. Motor and Communication Skills Sequence of Development Chapter 9. Assessment of Written Language Overview of Assessment Role of the Speech-Language Pathologist Multicultural Considerations Typical Reading and Writing Development Written Language Disability Characteristics and Types Screening Assessment of Reading Phonological and Phonemic Awareness Word Fluency Reading Fluency Informal Reading Inventories Narrative Schema Knowledge Assessment of Writing Narrative Writing Expository Writing Persuasive Writing Assessment of Spelling Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 9 Forms Chapter 10. Assessment for Autism Spectrum Disorder and Social Communication Disorder Overview of Assessment Definitions According to the DSM-5 Definition of Autism Spectrum Disorder Definition of Social (Pragmatic) Communication Disorder Role of the Speech-Language Pathologist Typical Development of Social Language Skills Early Indicators of a Pragmatic Language Disorder Screening Formal and Informal Assessment Speech-Language Assessment Standardized Language Assessment Feeding Assessment Considerations for Diagnosis Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 10 Forms Chapter 11. Assessment for Augmentative or Alternative Communication (AAC) Overview of Assessment Candidates for AAC Types of AAC Apps for AAC Formal and Informal Assessment Assess Sensory and Motor Capabilities Assess Language and Cognitive Skills Determine Communicative Needs Select an Appropriate AAC System Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 11 Forms Chapter 12. Assessment of Fluency Disorders Overview of Assessment Types of Fluency Disorders Stuttering Cluttering Screening Intake Interview Questions Speech Sampling Disfluency Indexes Secondary Behaviors Associated Motor Behaviors Physiologic Responses Avoidance Feelings and Attitudes Speech Rate Published Fluency Assessments Considerations for Diagnosis Diagnosing Stuttering Diagnosing Cluttering Stimulability Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 12 Forms Chapter 13. Assessment of Voice and Resonance Overview of Assessment Defining Voice and Resonance Categories of Voice Disorders The Multidisciplinary Team Screening Case History and Intake Interview Questions Client History and Present Concerns Perceptual and Instrumental Examination of Voice Assessment of Pitch Assessment of Vocal Intensity Assessment of Vocal Quality Assessment of Respiratory Support for Speech Maximum Phonation Time The S/Z Ratio Assessment of Resonance Auditory-Perceptual Assessment Compensatory Articulation Hardware and Software for Assessment of Voice and Resonance Assessment of Alaryngeal Clients Alaryngeal Communication Options Assessment of Clients With Cleft Lip and/or Palate Assessment of Transgender Clients Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 13 Forms Chapter 14. Assessment of Acquired Neurogenic Language Disorders Overview of Assessment The Brain Setting-Specific Assessments Outcome and Assessment Information Set (OASIS) Minimum Data Set (MDS) Functional Independence Measure (FIM) Assessment of Clients With Aphasia Assessment of Clients With Right Hemisphere Damage Assessment of Clients With Traumatic Brain Injury Assessment of Clients With Dementia Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 14 Forms Chapter 15. Assessment of Acquired Neurogenic Speech Disorders Overview of Assessment The Cranial Nerves Assessment of Dysarthria Assessment of Apraxia of Speech (AOS) Differential Characteristics of Dysarthria and Apraxia of Speech Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 15 Forms Chapter 16. Assessment of Dysphagia Overview of Assessment Overview of a Normal Swallow Typical Development of Feeding and Swallowing Clinical Assessment of Pediatric Feeding and Swallowing Case History Alertness Physiologic Status Sucking Ability Infantile Reflexes Orofacial Structures and Function Chewing and Swallowing Ability Clinical Assessment of Adult Dysphagia Case History Orofacial Structures and Function Chewing and Swallowing Ability Graphic Imaging Videofluoroscopy Videoendoscopy Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 16 Forms References Glossary Index

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Book SynopsisInspired by the work of the pioneers of Auditory-Verbal Therapy (AVT), this comprehensive book respectfully offers detailed, in-depth knowledge and insights about the science, research, and practice of AVT for current and future generations of AVT practitioners. Edited by world renown experts with contributions by a global cohort of authors, Auditory-Verbal Therapy: Science, Research, and Practice is highly relevant to today’s community of practitioners of Auditory-Verbal Therapy (LSLS Cert. AVT), and to those who are working towards LSLS Cert. AVT certification. It is also an excellent resource for audiologists, speech-language pathologists, teachers of children who are deaf or hard of hearing, administrators, psychologists, cochlear implant surgeons, primary care physicians, social workers, and other allied health and education professionals. Although written primarily for practitioners, it will be a welcome resource for parents, family members, and other caregivers who love children who are deaf or hard of hearing, and for whom the desired outcomes are listening, spoken language, and literacy. The book is divided into five parts: Part I: Overview of AVT: Foundations and Fundamentals This section covers the philosophy, history, and principles of AVT, including outcome data, results of a new survey of LSLS Cert. AVT community on global practice patterns in AVT; information on auditory brain development, and evaluation of evidence-based and evidence-informed practice for the new decade. Part II: Audiology, Hearing Technologies, and Speech Acoustics for AVT This section covers audiology and AVT, hearing aids, implantable and hearing assistive devices, and in-depth speech acoustics for AVT. Part III: Developmental Domains in AVT This section covers the development of listening, three-dimensional conversations, speech, play, cognition, and literacy, as applied to AVT. Part IV: Auditory-Verbal Therapy in Action Here strategies for developing listening, talking and thinking in AVT are covered, including parent coaching, the AVT Session: planning, delivery and evaluation, music and singing, assessment and inclusion of “AVT children” in the regular pre-school. Part V: Extending and Expanding the Practice of AVT The final section includes information on children with complex hearing issues, children with additional challenges, multilingualism, children and families experiencing adversity, tele-practice, coaching and mentoring practitioners, and cost-benefit of AVT.Table of ContentsPreface Acknowledgments Editors Contributors Part I. Auditory-Verbal Therapy: Foundations and Fundamentals Chapter 1. Auditory-Verbal Therapy: An Overview Warren Estabrooks, Helen McCaffrey Morrison, and Karen MacIver-Lux Chapter 2. Auditory Brain Development and Auditory-Verbal Therapy Carol Flexer and Jace Wolfe Chapter 3. Evaluating the Research and Examining Outcomes of Auditory-Verbal Therapy: Moving from Evidence-Based to Evidence-Informed Practice Alice Eriks-Brophy, Hillary Ganek, and Glynnis Dubois Part II. Audiology, Hearing Technologies, Speech Acoustics and Auditory-Verbal Therapy Chapter 4. Audiology and Auditory-Verbal Therapy Carolyne Edwards Chapter 5. Hearing Aids and Auditory-Verbal Therapy Ryan W. McCreery and Elizabeth A. Walker Chapter 6. Implantable Hearing Technologies and Auditory-Verbal Therapy Sara Neumann and Jace Wolfe Chapter 7. Hearing Assistance Technologies and Auditory-Verbal Therapy Sarah E. Warren, Tina Childress, and Olivia G. Naegle Chapter 8. Speech Acoustics and Auditory-Verbal Therapy Helen McCaffrey Morrison Part III. Developmental Domains in Auditory-Verbal Therapy Chapter 9. Development of Listening and Auditory-Verbal Therapy Helen McCaffrey Morrison Chapter 10. Development of Language through Three-Dimensional Conversations and Auditory-Verbal Therapy Helen McCaffrey Morrison and Warren Estabrooks Chapter 11. Development of Speech and Auditory-Verbal Therapy Helen McCaffrey Morrison Chapter 12. The Development of Play and Auditory-Verbal Therapy Rosie Quayle, Louise Ashton, and Warren Estabrooks Chapter 13. The Development of Cognition and Auditory-Verbal Therapy Frances Clark and Warren Estabooks Chapter 14. Development of Literacy and Auditory-Verbal Therapy Lyn Robertson and Denise Wray Part IV. The Practice of Auditory-Verbal Therapy Chapter 15. Strategies for Developing Listening, Talking, and Thinking and Auditory-Verbal Therapy Karen MacIver-Lux, Elizabeth Rosenzweigh, Elaine Smolen, and Warren Estabrooks Chapter 16. Coaching Parents and Caregivers and Auditory-Verbal Therapy Karen MacIver-Lux, Warren Estabrooks, and Joanna Smith Chapter 17. The Auditory-Verbal Session: Planning, Delivery and Evaluation Warren Estabrooks, Louise Ashton, Rosie Quayle, Frances Clark, Karen MacIver-Lux, Sally Tannenbaum, Lisa Katz, and Dave Sindrey Chapter 18. Music and Singing and Auditory-Verbal Therapy Amy McConkey Robbins Chapter 19. Assessment and Auditory-Verbal Therapy Lindsay Zombek Chapter 20. Children in Early Childhood Classrooms and Auditory-Verbal Therapy Helen McCaffrey Morrison, Karen MacIver-Lux, Stacey Lim, Carrie Norman Part V. Extending and Expanding the Practice of Auditory-Verbal Therapy Chapter 21. Children with Unique Hearing Issues and Auditory-Verbal Therapy Karen MacIver-Lux and Stacey Lim Chapter 22. Children with Additional Challenges and Auditory-Verbal Therapy Kathryn Ritter, Denyse V. Hayward, Noel Kenely, and Sarah Hogan Chapter 23. Multilingualism and Auditory-Verbal Therapy Elizabeth M. Fitzpatrick and Suzanne P. Doucet Chapter 24. Children Who Are Deaf or Hard of Hearing and Families Experiencing Adversity: The Role of the Auditory-Verbal Practitioner Jenna Voss and Susan Lenihan Chapter 25. Telepractice and Auditory-Verbal Therapy Emma Rushbrooke, Monique Waite, and K. Todd Houston Chapter 26. Coaching and Mentoring Practitioners and Auditory-Verbal Therapy Helen M. Morrison and Cheryl L. Dickson Chapter 27. Cost Benefit of Auditory-Verbal Therapy Anita Grover, Ellie Goldblatt, and Sarah Hogan Afterword Index

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Book SynopsisThe ''Preclinical Speech Science Workbook, Third Edition'' is a natural companion to the ''Preclinical Speech Science, Third Edition'' textbook, designed to help students integrate, apply, and go beyond the material presented in the textbook. The workbook contains a variety of activities, including anatomical labeling, measurement of physiologic and acoustic data, interpretation of graphs, and the conduct of simple experiments (without the need for special equipment). Comprehensive answers are also included for each chapter. The third edition of the workbook reflects the changes found in the textbook and includes activities to correspond with the three new textbook chapters on Auditory Anatomy and Physiology, Auditory Psychophysics, and Speech Physiology Measurement and Analysis, as well as revised content throughout the existing chapters. The activities in ''Preclinical Speech Science Workbook, Third Edition'' will help students begin to make the transition from traditional classroom and textbook learners to active participants in their development toward becoming speech-language pathologists and audiologists.

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Book SynopsisWith many exciting enhancements and robust online resources, the seventh edition of Anatomy & Physiology for Speech, Language, and Hearing provides a solid foundation in anatomical and physiological principles relevant to the fields of speech-language pathology and audiology. The text is supported by an innovative study software program called ANAQUEST that includes interactive lessons, animations, and videos to further help students master the complex material. This bestselling text is organized around the five "classic" systems of speech, language and hearing: the respiratory, phonatory, articulatory/resonatory, nervous, and auditory systems. Integrating clinical information with everyday experiences to reveal how anatomy and physiology relate to the speech, language, and hearing systems, the text introduces all the essential anatomy and physiology information in a carefully structured way, helping students to steadily build their knowledge and successfully apply it to clinical practice. Hundreds of dynamic, full-color illustrations and online lessons make the complex material approachable even for students with little or no background in anatomy and physiology. Key Features 560+ figures and tables provide visual examples of the anatomy, processes, body systems, and data discussed. Photographs of human specimens provide a real-life look at the body parts and functions Chapter pedagogy includes: Learning objectives, call outs to related ANAQUEST lessons, bolded key terms, and chapter summaries Clinical notes boxes relate topics directly to clinical experience to emphasize the importance of anatomy in clinical practice Margin notes identify important terminology, root words, and definitions, that are highlighted in color throughout each chapter "To summarize" sections provide a succinct listing of the major topics covered in a chapter or chapter section Muscle tables describe the origin, course, insertion, innervation, and function of key muscles and muscle groups Glossary with 2,000+ terms and definitions Comprehensive bibliography in each chapter with 600+ references throughout the text Multiple online appendices include an alphabetical listing of anatomical terms, useful combining forms, and listings of sensors and cranial nerves New to the Seventh Edition Addition of clinical cases related to neurophysiology and hearing Revised and updated physiology of swallowing includes discussion of postnatal development and aging effects of the swallowing mechanism and function Brief discussion of the basics of genetics and trait transmission Overview of prenatal development as it relates to the mechanisms of speech and hearing Presentation of prenatal and postnatal development for each of the systems of speech and hearing, as well as the effects of aging on each system Learning objectives have been added to the beginning of each chapter Chapter study questions have been moved online so students can take interactive quizzes with scores The helpful appendices moved online to reduce the length and weight of the print book For instructors, the test questions and slides have been updated and expanded The ANAQUEST study software has been updated with new illustrations from the text, and lessons to match the content newly added to the book PluralPlus Online Ancillaries For instructors: A version of the ANAQUEST software for upload to Learning Management Systems (LMS). PowerPoint slides for each chapter Test Bank with 1,000+ questions and answers Class activities and labs Sample course syllabus Videos For students: A student web-version of the ANAQUEST study software Interactive study quizzes for each chapter VideosTable of ContentsPreface About the Authors Introduction to the Learner Acknowledgements Introduction to the Learner Using This Textbook and Online Resources Chapter 1. Basic Elements of Anatomy Anatomy and Physiology Terminology of Anatomy Terms of Orientation Terms of Movement Parts of the Body Building Blocks of Anatomy: Tissues and Systems Tissues Body Systems Prenatal Development Genetic Terminology Stages of Prenatal Development Development of Individual Systems Chapter Summary Bibliography Chapter 2. Anatomy of Respiration The Support Structure of Respiration Overview Vertebral Column Pelvic and Pectoral Girdles Ribs and Rib Cage Soft Tissue of the Thorax and Respiratory Passageway Divisions of the Bronchial Tree Movement of Air Through the Respiratory System Muscles of Inspiration Muscles of Forced Expiration Respiratory Muscle of the Upper Limb: Latissimus Dorsi Chapter Summary Bibliography Chapter 3. Physiology of Respiration The Flow of Respiration Instruments in Respiration Respiration for Life Effects of Turbulence on Respiration Respiratory Cycle Lung Volumes and Capacities Lung Volumes Lung Capacities Pressures of the Respiratory System Pressures Generated by the Tissue Effects of Posture on Speech Pressures and Volumes of Speech Prenatal Development of the Respiratory System Axial skeleton Development: Vertebral Column and Rib Cage Respiratory System Development Postnatal Development and Aging in Respiration Effect of Age on Volumes and Capacities Effect of Age on Respiratory Rate Muscle Development and Control Physical Bases of Changes in Adulthood Respiratory Pathologies Affecting Communication Acute Conditions Chronic Conditions Chapter Summary Bibliography Chapter 4. Anatomy of Phonation A Tour of the Phonatory Mechanism Framework of the Larynx Cavities of the Larynx Cartilaginous Structure of the Larynx Movement of the Cartilages Laryngeal Musculature Intrinsic Laryngeal Muscles Laryngeal Elevators and Depressors Chapter Summary Bibliography Chapter 5. Physiology of Phonation Nonspeech Laryngeal Function Laryngeal Function for Speech A Brief Discussion of Acoustics Instruments for Voicing The Bernoulli Effect Vocal Attack Termination Sustained Phonation Vocal Register Frequency, Pitch, and Pitch Change Pitch-Changing Mechanism Intensity and Intensity Change Clinical Considerations Linguistic Aspects of Pitch and Intensity Theories of Phonation Prenatal Development Postnatal Development and Aging of the Phonatory Mechanism Vocal Fold Changes Vocal Fold Tissue Changes Cartilage Changes Hyoid and Laryngeal Descent Fundamental Frequency Changes During Development The Effects of Aging Supportive Tissue Muscle Cartilages Nerves and Sensation Fundamental Frequency Changes With Aging Changes in Other Acoustic Parameters Pathologies That May Affect Phonation Structural Etiologies Degenerative Neurological Diseases Chapter Summary Decibel Practice Activity I. Exponents and Logarithms II. dB SPL Problems III. SPL: More Complex Examples IV. Decibel Increase and Decrease Bibliography Chapter 6. Anatomy of Articulation and Resonation Source-Filter Theory of Vowel Production The Articulators Bones of the Face and Cranial Skeleton Bones of the Face Bones of the Cranial Skeleton Dentition Dental Development Dental Occlusion Cavities of the Articulatory System Muscles of the Face and Mouth Muscles of the Face Muscles of the Mouth Muscles of Mastication: Mandibular Elevators and Depressors Muscles of the Pharynx Chapter Summary Bibliography Chapter 7. Physiology of Articulation and Resonation Instrumentation in Articulation Speech Function Lips Mandible Tongue Velum Coordinated Articulation Central Control Theory Dynamic or Action Theory Models The DIVA Model of Speech Production Prenatal Articulatory/Resonatory System Development: Pharynx, Face, and Neck Development of the Skull Oral Cavity and Pharynx Development Facial Development Postnatal Development and Aging in Articulation and Resonation General Craniofacial Growth Development of Articulatory Ability Effects of Aging on Structure and Function Pathologies That May Affect Articulation Problems Affecting Dentition Problems Affecting the Tongue Mandibular and Maxillary Problems Problems Affecting Lips and Palate Neurogenic Conditions Affecting Speech Chapter Summary Bibliography Chapter 8. Physiology of Mastication and Deglutition Mastication and Deglutition Instrumentation in Swallowing Function Organizational Patterns of Mastication and Deglutition Oral Stage: Oral Preparation Oral Stage: Transport Pharyngeal Stage Esophageal Stage Process Model of Mastication and Deglutition Neurophysiological Underpinnings of Mastication and Deglutition Sensation Associated with Mastication and Deglutition Salivation Response Anatomical and Physiological Changes in Development and Aging Development Changes in Swallowing With Aging Reflexive Circuits of Mastication and Deglutition Chewing Reflex Orienting, Rooting, and Suckling/Sucking Reflexes Uvular (Palatal) Reflex Gag (Pharyngeal) Reflex Retch and Vomit Reflex Cough Reflex Pain Withdrawal Reflex Apneic Reflex Respiration Reflexes Swallowing Reflex Reexamination of the Patterns for Mastication and Deglutition: A Complex Integration of Reflexes and Voluntary Action Pathologies Affecting Swallowing Function Chapter Summary Bibliography Chapter 9. Anatomy of Hearing The Structures of Hearing Outer Ear Middle Ear Landmarks of the Middle Ear Inner Ear Osseous Vestibule Osseous Semicircular Canals Osseous Cochlear Labyrinth Membranous Labyrinth Innervation Pattern of the Organ of Corti Chapter Summary Bibliography Chapter 10. Auditory Physiology Instrumentation in Hearing Research Outer Ear Middle Ear Function Inner Ear Function Vestibular Mechanism Auditory Mechanism: Mechanical Events Electrical Events Neural Responses Poststimulus Time Histograms Interspike Interval and Period Histograms Frequency Selectivity Auditory Pathway Responses Auditory Development and Auditory Aging Prenatal Development Postnatal Development of the Peripheral Auditory System Aging and the Auditory Mechanism Pathologies That May Affect Audition Inflammatory Conditions Congenital Problems Traumatic Lesions Neoplastic Changes Bone Changes Chapter Summary Bibliography Chapter 11. Neuroanatomy Overview Sense, Sensor, and Stimulation Divisions of the Nervous System Central Nervous System and Peripheral Nervous System Autonomic and Somatic Nervous Systems Development Divisions Anatomy of the Central Nervous System and Peripheral Nervous System Neurons Anatomy of the Cerebrum Medial Surface of Cerebral Cortex Inferior Surface of Cerebral Cortex Myelinated Fibers Anatomy of the Subcortex Cerebrovascular System Cerebellum Anatomy of the Brainstem Cranial Nerves Specific Cranial Nerves Anatomy of the Spinal Cord Pathways of the Spinal Cord Chapter Summary Bibliography Chapter 12. Neurophysiology Instrumentation in Neurophysiology The Neuron Neuron Function Muscle Function Higher Functioning Motor System Lesions Afferent Inputs Association Regions Hemispheric Specialization Lesion Studies Motor Control for Speech Development and Aging of the Brain Prenatal Development of the Nervous System Postnatal Development of the Brain The Aging Brain Neurogenic Conditions That May Affect Communication Acquired Conditions Chapter Summary Bibliography Glossary Index

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Book SynopsisWith two new chapters, improved artwork, and significant updates made throughout to increase readability, the fourth edition of Audiology: Science to Practice continues to be the most comprehensive textbook for audiology and hearing science courses, as well as for health care professionals wanting a better understanding of hearing science and audiology practices. It is written in a style that makes new or difficult concepts relatively easy to understand, while still providing more coverage of hearing and vestibular science and clinical audiology than other introductory texts. Topics include information about the profession of audiology, acoustics, anatomy and physiology of the auditory and vestibular systems, preparing for the patient, otoscopy, pure-tone audiometry and speech measures, audiogram interpretations, masking, tympanometry, acoustic reflexes, wideband acoustic immittance, otoacoustic emissions, auditory brainstem responses, hearing screening, hearing aids, assistive listening aides, cochlear and other implantable devices, vestibular evaluation, descriptions of auditory and vestibular disorders, and aural rehabilitation. There is also a chapter on the roles of speech-language pathologists related to understanding and caring for persons with hearing and balance concerns. Where relevant, the material includes evidence-based practice. New to the Fourth Edition Two new chapters: Role of the Speech-Language Pathologist and Other Treatments and (Re)habilitation of Hearing and Balance Disorders Many new beautifully drawn two-color anatomy and physiology illustrations Black and white figures have been color-enhanced Several chapters were reorganized and updated to include vestibular anatomy, physiology, and vestibular disorders within the relevant auditory chapters A separate chapter on vestibular evaluation and bedside screening Many chapters expanded to provide information on environmental factors that affect the transmission of sound, signal-to-noise ratio, preparation for testing, cerumen management, assistive listening technology systems (HATS), and status of over-the-counter hearing aids Updated references and standards throughout Key Features Many illustrations than other texts to help clarify and expand on key concepts Chapters begin with a list of learning objectives and end with key references Punctuated with historical and informational side boxes An easy-to-read writing style to help students understand scientific concepts Key terms highlighted throughout with a comprehensive end-of-book glossary A PluralPlus companion website with PowerPoint lecture slides and an image bank for instructors, James Jerger's chapter on the History of Audiology, and more The authors have also created a companion study aid for students, Audiology Workbook, Fourth Edition.Table of ContentsPreface Contributors PART I. Perspectives on the Profession of Audiology Chapter 1. The Discipline of Audiology Professional Organizations in the United States Development of the Profession of Audiology References Chapter 2. Audiology as a Career Education and Professional Credentials in the United States What Do Audiologists Do? Membership Demographics in the United States and Work Settings References PART II. Fundamentals of Hearing and Balance Science Chapter 3. Properties of Sound and Speech Acoustics Simple Vibrations and Sound Transmission Frequency Wavelength Other Factors That Affect Sound Propagation Phase Amplitude Intensity and Pressure Decibels Inverse Square Law Audibility by Frequency Complex Sounds Signal-to-Noise Ratio Resonance Acoustics of Speech Filtering Psychoacoustics References Chapter 4. Anatomy of the Auditory and Vestibular Systems Overview and General Orientation Outer Ear Middle Ear Inner Ear Neural Pathways References Chapter 5. Functions of the Auditory and Vestibular Systems Air-to-fluid Impedance Mismatch Outer Ear Middle Ear Inner Ear (Cochlea) Cochlear Nerve Summary of the Auditory Transduction Process Tuning Curves Frequency Coding Intensity Coding Vestibular System References PART III. Evaluation of the Auditory and Vestibular Systems Chapter 6. Preparation for Testing and Pure-tone Audiometry Preparation for Testing Case History Otoscopy Pure-tone Audiometry Test Environment Audiometers Transducers Air Conduction Versus Bone Conduction Testing Obtaining Pure-tone Thresholds Variables Influencing Thresholds Variations with Young Children or Difficult-to-test Populations References Chapter 7. Audiogram Interpretation Audiogram Describing Audiograms Other Audiogram Situations to Consider Pure Tone Average Decibel Sensation Level References Chapter 8. Speech Audiometry Speech Testing Equipment and Calibration Speech Threshold Measures Word Recognition Score Interpreting Word Recognition Scores Speech-in-Noise Tests Variations with Young Children or Difficult-to-test Populations References Chapter 9. Masking for Pure-tone and Speech Audiometry Interaural Attenuation Maskers Making Decisions on When to Mask How to Mask for Air Conduction Pure-tone Thresholds (Plateau Method) How to Mask for Bone Conduction Pure-tone Thresholds (Plateau Method) Summary of Pure Tone Masking Steps Masking Examples for Pure-Tone Thresholds Masking for Speech Audiometry References Chapter 10. Immittance Immittance Concepts Tympanometry Wideband Acoustic Immittance Acoustic Reflex Threshold Acoustic Reflex Decay References Chapter 11. Auditory Evoked Physiologic Responses Otoacoustic Emissions Auditory Brainstem Responses Auditory Steady State Responses References Chapter 12. Screening for Hearing Loss Historical and Current Practice Guidelines Infant Hearing Identification Programs School Age Children Adults Screening Outcomes and Efficacy References Chapter 13. Vestibular Evaluation and Screening Nystagmus Basic Test Battery Other Vestibular Tests Office/Bedside Screening References Chapter 14. Disorders of Hearing and Balance Describing Hearing Disorders Outer Ear Middle Ear Inner Ear (Cochlear) Acquired Auditory Nerve Central Auditory Nervous System Nonorganic (Functional) Hearing Loss Tinnitus Vestibular System References PART IV. Treatment/Management of Hearing Problems Chapter 15. Hearing Aids H. Gustav Mueller Hearing Aid Dispensing Workflow for the Selection and Fitting of Hearing Aids Assessment of Hearing Aid Candidacy-Step 1 Treatment Planning-Step 2 Selection and Fitting of Hearing Aids-Step 3 Basic Hearing Aid Styles Hearing Aid Programming Verification-Step 4 Orientation-Step 5 Validation-Step 6 Hearing Assistive Technology References Chapter 16. Implantable Devices Bone-anchored Implant Middle Ear Implant Cochlear Implant Auditory Brainstem Implant References Chapter 17. Other Treatments and (Re)habilitation Cerumen Management Tinnitus Aural (Re)habilitation References Chapter 18. Role of the Speech-Language Pathologist Collaboration Counseling Prevention and Wellness Screening Assessment Treatment Modalities, Technology, and Instrumentation Population and Systems References Glossary Index

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Book SynopsisThe 22q11.2 Deletion Syndrome, also known as Velo Cardio Facial Syndrome and DiGeorge Syndrome, is relatively new. The genetic test to determine if a child has it has only been available since 1994. Educating Children with the 22q11.2 Deletion Syndrome, Velo Cardio Facial Syndrome and DiGeorge, Third Edition, effectively blends the thoughtful research that has transpired within the past 25 years with practical and current educational strategies to better meet the needs of children with the 22q11.2 Deletion Syndrome and other developmental disabilities. With its expanded content, as well as new contributions from some of the most highly regarded experts in the field, Educating Children with 22q11.2 Deletion Syndrome, Velo Cardio Facial Syndrome and DiGeorge Third Edition is an essential resource for teachers, parents, physicians, and therapists of children with this complicated learning profile. To first address the scientific information that is needed to understand the syndrome and the implications of current research, expert contributors present the results of current studies involving brain abnormalities, language/learning profiles, medical needs, and psychiatric and behavioral difficulties. These valuable chapters are written in a reader-friendly manner to help parents, professionals, and teachers gain useful and necessary comprehension of the unique characteristics of the 22q population. The second part of the book is a practical guide to educating a child with 22q from birth through adulthood. Divided into the various stages of development from preschool to adulthood, it includes information regarding the necessary tests special education teams should run, typical difficulties associated with learning, and changes that occur with ability as the child matures, as well as behavioral problems in the school setting. New to the Third Edition: *Addition of recent research studies since 2012 *Current research and treatment options for mental health issues *Expanded and enhanced coverage of bullying and the social/emotional aspects of the syndrome *Discussion on the possibility of cognitive decline and how to address this at school *More information on Common Core State Standards and standardized testing for children with disabilities, including a section on understanding test scores *Homeschooling and other placement alternatives, including an expanded discussion of post-high school options *Executive functioning deficits, their impact in the classroom, and approaches to use *Dealing with problem behaviors such as withdrawal and school refusal *Cognitive remediation and new treatment strategies *New math and reading remediation techniques *New options for programming and post-secondary placementsTable of ContentsPreface Acknowledgments Contributors Part I. Scientific Studies and Overview of the Syndrome Chapter 1. Velo-Cardio-Facial Syndrome: Past, Present, and Future Robert J. Shprintzen Chapter 2. Introduction to Education and the Neurocognitive Profile Donna Cutler-Landsman, Tony J. Simon, and Wendy Kates Chapter 3. Cognition and the 22q11DS Brain: The Implications of Syndrome-Specific Deficits for School Performance Joëlle van der Molen, Stephan Eliez, and Bronwyn Glaser Chapter 4. Psychiatric Disorders and Treatment in 22q11.2 Deletion Syndrome Lara Schwieger and Doron Gothelf Chapter 5. Communication in Velo-Cardio-Facial Syndrome Karen Golding-Kushner Chapter 6. Childhood Illness in 22q11.2 Deletion Syndrome, VCFS and DiGeorge and Its Impact on School Attendance and Performance Anne Marie Higgins and Donna Cutler-Landsman Part II. Educational Interventions and Evaluation of Effective Practices Donna Cutler-Landsman Chapter 7. Evaluation of Educational Interventions Chapter 8. Early Intervention for Infants and Toddlers Chapter 9. Getting Ready for School: Preschool (Ages 3–5) Chapter 10. Entering a Formal School Education Program Chapter 11. Building the Foundation: Kindergarten Through Second Grade (Ages 5–7) Chapter 12. Gaining Expertise: Upper Elementary Grades Three Through Five (Ages 8–11) Chapter 13. Exploring New Horizons: Middle School (Ages 11–14) Chapter 14. Choices and Future Goals: High School (Ages 14–18) Chapter 15. Transition to Adulthood: A Model Program (Ages 18–21) Appendix A. Accommodations Appendix B. Teacher Awareness Questionnaire (Answers) Appendix C. Exercises for Understanding Appendix D. Interpreting Test Scores Index

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Book SynopsisThis workbook is meant to enhance graduate students' comprehension of swallowing disorders and treatment, and includes related questions and study topics to aid in learning.

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Book SynopsisClinical Decision Making in Fluency Disorders, Fifth Edition is designed for graduate students who are beginning their first in-depth experience in fluency disorders, as well as professional clinicians expanding their knowledge of this specialty area. Written with enthusiasm and creativity, in a style that speaks directly to the clinician, the text centers not only on effectively managing stuttering but also on the therapeutic journey by describing goals, principles, and techniques for assessment counseling and ongoing management. This text provides clinical insights to assist people who stutter with their ability to communicate and enhance their quality of life. Key Features: Clinical Decision Making boxes designed to address some of the options a clinician is likely to consider during the assessment and treatment processes Clinical Insight boxes reflect a particular philosophical view about aspects of therapeutic change for individuals who stutter Discussion questions at the end of each chapter New to the Fifth Edition: New chapter on cultural and linguistic diversity New chapter on general principles of assessment Revised and updated discussion questions at the end of each chapter Video and audio examples of various fluency disorders and therapeutic approaches PluralPlus Online Ancillaries For instructors: PowerPoint slides for each chapter and a test-bank For students: Video comments by the authors for further explanation and engagement with the material; video and audio examples of various fluency problems and therapeutic approachesTable of ContentsPreface Acknowledgments Contributor Reviewers Chapter 1. The Effective Clinician Chapter 2. The Nature of Fluent and Nonfluent Speech: The Onset of Stuttering Chapter 3. A Historical Perspective on Etiologies and the Development of Stuttering Chapter 4. Principles of Assessment Chapter 5. The Assessment Process With Young Speakers: Preschool and School-Age Children Chapter 6. The Assessment Process With Adolescents and Adults Chapter 7. Understanding the Nature of Change Chapter 8. Counseling and People Who Stutter and Their Families Chapter 9. Working With Individuals Who Stutter From Cultural and Linguistic Backgrounds Different Than One's Own Anthony DiLollo and Jean Franco Rivera Perez Chapter 10. The Therapeutic Process: Facilitating a Journey of Change Chapter 11. Facilitating Fluency for Preschool and School-Age Children Chapter 12. Successful Management of Stuttering for Adolescents and Adults Chapter 13. Assessment and Management for Atypical Fluency Disorders Chapter 14. Indicators of Successful Change During Treatment Chapter 15. Indicators of Successful Change Following Treatment Appendix A. Useful Links for Information and Support Appendix B. The Fluency Bank Epilogue References Author Index Subject Index

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Book SynopsisAn innovative textbook and course notebook in one resource! A Coursebook on Aphasia and Other Neurogenic Language Disorders, Fifth Edition is a textbook for courses in aphasia and other neurogenic communication disorders. It is organized in a unique and interactive “coursebook” format that divides pages into columns with written information next to columns with space for note taking. This allows instructors to make lecture notes and students to write class notes on the right half of each page of the text. The Coursebook offers a comprehensive description and critical review of basic and applied research on aphasia, right hemisphere disorder (RHD), traumatic brain injury (TBI), and dementia—the four major language and communication disorders associated with neurological pathologies. The relationship between the brain and language, major features of aphasia and other disorders, their assessment, and treatment have been described in streamlined and clinician-friendly language. Critical review of theories, assessment, and treatment research helps speech-language pathologists distinguish valid from the questionable in the professional and scientific literature. All assessment and treatment chapters give an outline of comprehensive and practical procedures, integrating current practices that clinicians might readily use. New to the Fifth Edition Part I has been restructured under the heading, “Brain and Language” to describe the neuroanatomical bases of language and language impairments associated with neuropathological variables. The chapter on neurodiagnostics has been updated to include a variety of surgical, radiological, and imaging procedures that help students understand the relationship between the brain structure and function and their involvement in language production and comprehension. Part II has been reorganized into three chapters on aphasia. Chapter 3 offers a comprehensive review of aphasia prevalence, definition, and classification. Newer perspectives on intraoperative cortical brain mapping and alternative classification of aphasia, based on recent research on the dual stream hypotheses related to brain and language, have been reviewed with critical evaluation to help clinicians. Chapters 4 and 5 on assessment and treatment of aphasia offer a more comprehensive review of established and newer procedures. The chapter on treatment is expanded to include telerehab, drug treatment, brain stimulation, and technologically-based interventions. All major language intervention techniques are reviewed with outlined recommendations for clinicians. Part III on RHD consists of two revised chapters reflecting current terminology, research, and clinical practice issues. Sections on neglect, deficit awareness, social communication, and abstract language intervention have been updated. Part IV offers the most recent research on TBI rehabilitation. Research on teaching compensatory strategies, group therapy, and community reentry has been updated with clinical recommendations. Part V’s two chapters on dementia include new information on changing incidence and prevalence patterns of dementia, infectious and rapidly progressive dementias, frontotemporal dementias, primary progressive aphasias, and HIV-associated neurocognitive disorders. In addition to the above content updates, customizable PowerPoint lecture slides for instructors and color versions of some of the figures are available on a PluralPlus companion website.Table of ContentsPreface to the Fifth Edition About the Author PART 1: Brain and Language Chapter 1 Overview of Neuroanatomy and Neurophysiology The Human Nervous System Neurons and Nerves The Peripheral Nervous System (PNS) The Central Nervous System (CNS) The Protective Layers of the Brain Cerebral Blood Supply References Chapter 2 Neurodiagnostic Methods and Neuropathology Neurodiagnostic Methods Pathologies of Neurologically Based Communication Disorders References PART II: Aphasia Chapter 3 Aphasia: Prevalence, Definition, and Classification Prevalence of Aphasia and Associated Diseases Definitions of Aphasia Limitations of the Classic Aphasia Classification Alternative Aphasia Classifications General Evaluation of Aphasia Classification Overview of Aphasia Symptoms Nonfluent Aphasias Fluent Aphasias References Chapter 4 Assessment of Aphasia Overview of Assessment Screening for Aphasia Diagnostic Assessment of Aphasia Assessment of Functional Communication and Quality of Life Assessment of Bilingual and Ethnoculturally Varied Individuals Diagnostic Assessment Summary Differential Diagnosis References Chapter 5 Treatment of Aphasia Behavioral Treatment of Aphasia is Effective Generalization and Maintenance Are Still Problems Most Treatment Programs Are Partial Treatment of Auditory Comprehension Problems Treatment of Verbal Expression Social Approaches to Aphasia Rehabilitation Treatment of Reading and Writing Problems Group Treatment for People With Aphasia Virtual Reality Therapy Telerehabilitation for Aphasia Augmentative and Alternative Communication Medical Treatment of Persons With Aphasia References ​​​PART III: Right Hemisphere Disorder Chapter 6 Right Hemisphere Disorder Hemispheric Asymmetry Right Hemisphere Functions Neuropathology of Right Hemisphere Disorder Overview of Right Hemisphere Disorder References Chapter 7 Assessment and Treatment of Right Hemisphere Disorder Initial Screening Standardized and Nonstandardized Assessment Tools Treatment of Persons With Right Hemisphere Disorder Treatment Targets and Strategies Social Communication Skills Visual Neglect Impaired Attention Deficit Awareness Abstract Language Other Communication Disorders References PART IV: Traumatic Brain Injury Chapter 8. Traumatic Brain Injury: Causes and Consequences Incidence and Prevalence of TBI Common Causes of TBI Types of Brain Injuries Primary Effects of TBI Secondary Effects of TBI Variables Related to Recovery Neurobehavioral Effects of TBI Overview of Communication Disorders in TBI Impaired Memory, Thinking, Reasoning, and Planning Skills References Chapter 9 Assessment and Management of Traumatic Brain Injury Overview of Assessment Initial Screening Diagnostic Assessment Assessment of Consciousness and Responsiveness Assessment of Memory Assessment of Reasoning and Planning Skills Assessment of Communication Disorders Overview of TBI Treatment Research Specific Treatment Targets and Strategies Teaching Compensatory Strategies Skill Maintenance Program Group Therapy Promoting Community Reentry Cognitive Rehabilitation References PART V: The Dementias Chapter 10 The Dementias: Prevalence, Causes, and Types Decreasing Incidence and Increasing Prevalence of Dementia Prevalence of Dementia in Varied Populations What is Dementia? Reversible and Rapidly Progressive Dementias Dementia of the Alzheimer’s Type Vascular Dementia Dementia With Lewy Bodies Frontotemporal Dementia Parkinson’s Disease Huntington’s Disease HIV-Associated Neurocognitive Disorder References Chapter 11 Assessment and Management of Persons With Dementia Chapter Outline Learning Objectives Assessment of Dementia Clinical Management of Dementia Intervention for Communication Deficits The Caregiver Program References Glossary Index

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Book SynopsisDevelop a practical understanding of neuroscience and confidently prepare for your future career as a clinician, researcher, or instructor with this thoroughly updated, extensively illustrated bestseller.   Favored by students and educators for its user-friendly approach to complex neurological concepts, Neuroscience for Communicative Disorders, 6th Edition, provides a simplified and meaningful overview of the basics of functional neuroscience enhanced by for problem solving studies that connect neuroscience to the specific disorders of cognitive communication you’ll encounter in practice. The 6th Edition introduces full-color images and reflects the latest findings and clinical applications in the field, making this trusted resource even more engaging and easy to use.   Improved structural clarity in figures highlights the relationship between neurological/ physiological concepts and cognitive communicative functions. UPDATED! Applied content throughout the text familiarizes students with technological advances in the diagnosis and treatment of neurologically rooted communication disorders, as well as the latest approaches to speech-language pathology. UPDATED! Question Bank for self-assessment with new multiple choice questions and end-of-chapter exercises challenges students to apply their understanding to a combination of neudiagnostic angios, MRI, CT scans, and brain dissection images. Clinical Correlates and Clinical Relevance boxes place concepts in a clinical context with relevant treatment examples and mental function cases. UPDATED Case Studies at the end of each chapter reinforce the clinical application of concepts and hone students’ critical thinking capabilities, accompanied by detailed answers for each case.   

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Book SynopsisMotor Speech Disorders: Diagnosis and Treatment, Fourth Edition offers a detailed yet streamlined introduction to motor speech disorders for graduate speech-language pathology students and beginning clinicians. The text begins with a brief historical overview of motor speech disorders, providing useful context for understanding the technology and methodology used by today's speech-language pathologists for assessment and treatment. The book also provides a practical introduction to the human motor system with 45 full-color anatomical illustrations enabling readers to more easily understand the challenging material. A full chapter is dedicated to the assessment of the disorders and includes a detailed explanation of the complete motor speech examination. The majority of the text is focused on the six pure dysarthrias, mixed dysarthria, and apraxia of speech. Throughout these chapters, a consistent organization is maintained to facilitate the reader's understanding of the disorders. Each chapter begins with the neurological basis of the condition, then covers the causes of the disorder, an examination of the relevant speech characteristics, and key evaluation tasks specific to the disorder; and concludes with treatment procedures. Key Features: The author uses an uncomplicated presentation of neurological conditions with an accessible writing style Chapter outlines identify the major topics discussed in each chapter A concise summary effectively wraps up each chapter to emphasize key points for students End-of-chapter study questions prompt review and application of topics discussed in each chapter 230 bolded key terms throughout with an end-of-book glossary 18 clinical cases with videos of real patients with motor speech disorders New to the Fourth Edition: Several new illustrations providing insight into how certain diseases affect the motor system New information/developments related to: conditions that can cause dysarthria assessment of dysarthria and apraxia of speech treatment tasks, with particular focus on evidence-based procedures Many updated references and citations in nearly every chapter Glossary eFlashcards for students PluralPlus Online Ancillaries For instructors: PowerPoint slides, Test bank, Image Bank, Clinical Case Videos For students: eFlashcards, Clinical Case VideosTable of ContentsPreface About the Author Chapter 1. A Brief Historical Review of Motor Speech Disorders Case Reports From Ancient Greece Case Reports From the Middle Ages and Renaissance Two Early Theories on the Localization of Reason From the Nineteenth Century to Today Chapter 2. The Motor System Components of the Motor System Structure and Function of the Motor System Summary of the Motor System Study Questions Chapter 3. Evaluation of Motor Speech Disorders Goals of a Motor Speech Evaluation Speech Production Components and Disorders Standardized Tests for Dysarthria Standardized Tests for Apraxia of Speech Conducting a Motor Speech Evaluation Instructions for the Motor Speech Evaluation Auditory-Perceptual Evaluations of the Motor Speech Mechanism Summary of the Evaluation of Motor Speech Disorders Study Questions Appendix 3-1: Motor Speech Examination Chapter 4. Flaccid Dysarthria Definitions of Flaccid Dysarthria Neurologic Basis of Flaccid Dysarthria Causes of Flaccid Dysarthria Speech Characteristics of Flaccid Dysarthria Key Evaluation Tasks for Flaccid Dysarthria Treatment of Motor Speech Disorders Treatment of Flaccid Dysarthria Summary of Flaccid Dysarthria Study Questions Chapter 5. Spastic Dysarthria Definitions of Spastic Dysarthria Neurologic Basis of Spastic Dysarthria Causes of Spastic Dysarthria Speech Characteristics of Spastic Dysarthria Spastic Dysarthria Versus Flaccid Dysarthria Key Evaluation Tasks for Spastic Dysarthria Treatment of Spastic Dysarthria Summary of Spastic Dysarthria Study Questions Chapter 6. Unilateral Upper Motor Neuron Dysarthria Definitions of Unilateral Upper Motor Neuron Dysarthria Neurologic Basis of Unilateral Upper Motor Neuron Dysarthria Causes of Unilateral Upper Motor Neuron Dysarthria Speech Characteristics of Unilateral Upper Motor Neuron Dysarthria /Key Evaluation Tasks for Unilateral Upper Motor Neuron Dysarthria Treatment of Unilateral Upper Motor Neuron Dysarthria Summary of Unilateral Upper Motor Neuron Dysarthria Study Questions Chapter 7. Ataxic Dysarthria Definitions of Ataxic Dysarthria Neurologic Basis of Ataxic Dysarthria The Cerebellum and Speech Causes of Ataxic Dysarthria Speech Characteristics of Ataxic Dysarthria Key Evaluation Tasks for Ataxic Dysarthria Treatment of Ataxic Dysarthria Summary of Ataxic Dysarthria Study Questions Chapter 8. Hypokinetic Dysarthria Definitions of Hypokinetic Dysarthria Neurologic Basis of Hypokinetic Dysarthria Causes of Hypokinetic Dysarthria Speech Characteristics of Hypokinetic Dysarthria Treatment of Hypokinetic Dysarthria Summary of Hypokinetic Dysarthria Study Questions Chapter 9. Hyperkinetic Dysarthria Definitions of Hyperkinetic Dysarthria Neurologic Basis of Hyperkinetic Dysarthria Causes of Hyperkinetic Dysarthria Key Evaluation Tasks for Hyperkinetic Dysarthria Treatment of Hyperkinetic Dysarthria Summary of Hyperkinetic Dysarthria Study Questions Chapter 10. Mixed Dysarthria Definitions of Mixed Dysarthria Neurologic Basis of Mixed Dysarthria Causes of Mixed Dysarthria Treatment of Mixed Dysarthria Summary of Mixed Dysarthria Study Questions Chapter 11. Apraxia of Speech Definition of Apraxia of Speech Overview of the Apraxias Neurologic Basis of Apraxia of Speech Causes of Apraxia of Speech Speech Characteristics of Apraxia of Speech Assessment of Apraxia of Speech Differential Diagnosis of Apraxia of Speech Additional Diagnostic Considerations Treatment of Apraxia of Speech Summary of Apraxia of Speech Study Questions References Glossary Index

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Book SynopsisSuccinct, straightforward, and rich with engaging learning features, Stuttering: An Integrated Approach to Its Nature and Treatment, 6th Edition, establishes a fundamental understanding of the science and treatment of stuttering and other fluency disorders. This respected text is logically organized, delivering an overview of stuttering’s etiology and development followed by the latest approaches to accurate assessment and treatment. Incorporating a wealth of new content, videos, review questions, this 6th Edition reflects the most up-to-date methodologies and equips users for confidence from the classroom to clinical practice. NEW! Chapter on the treatment of adolescents brings new perspectives to stuttering therapy with teens. UPDATED! Online videosclarify important stuttering concepts and treatment techniques in vivid detail. NEW! Sections provide essential coverage of emerging topics in the field, including stuttering acceptance and techniques to help clients reduce fear and shame. UPDATED! 150 new review questions enhance an already robust online question bank that tests students’ retention and reinforces key chapter content.

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Book SynopsisCombining years of experience as certified speech-language pathologists and as qualified yoga teachers, the authors of this pioneering book explain how yoga can be used to aid speech-language development in children up to age 12.The book includes a range of yoga-based exercises for improving pre-linguistic communication, vocabulary development and motor planning for speech. The text is enriched by illustrations of children in each yoga pose, so no prior experience of yoga is necessary to help children carry out each activity. The book also provides information on using this approach with children with neurodevelopmental and intellectual disabilities, including ADHD and autism.Trade ReviewThis wonderful, practical resource provides a much needed "union" between the practices of speech-language pathology and yoga. Whether it's a quick breathing exercise or yoga pose within a therapy session or a full classroom-based storybook yoga lesson, children are sure to progress in their speech, language, literacy, and pretend play development. -- Susan Hendler Lederer, PhD, CCC, Professor, Speech-Language Pathologist, Yogi, and Certified Children's Yoga InstructorThis wonderful, comprehensive map of speech and language development in children is a beautifully crafted guide with thoughtful, creative ideas and suggestions for using yoga to facilitate communication skills. An artful blend of science, experience and wisdom. I will recommend this inspiring book to my SLP students, to parents and caregivers, and to fellow yogis. -- Kathy Downing, MA, CCC, Speech-Language Pathologist; Lecturer, Queens College, City University of New York; Prana Yoga TeacherThis is a fantastic guide for parents wondering if yoga is right for their children. The authors explain key aspects of child development, and how to make yoga a fun, valuable experience. As a yogi and a mom who practices with my own kids, I am grateful for this "go to" resource. -- Courtney, yoga practitioner and mom of twoYoga for Speech-Language Development shatters the notion that yoga should be reserved as a "quiet time" activity in the early childhood classroom. This is a compelling look at the lyrical, whimsical and playful components of yogic principals and how they can provide the perfect arena for supporting reciprocal and engaging communication with the young child. -- Peggy Natale, Program Director, SteppingStone Day SchoolTable of ContentsDedication. Acknowledgements. Disclaimer. Part One: Introduction. 1. Yoga and its Relation to Speech-Language Development. 2. A Developmental Perspective on Language Acquisition. 3. Yoga for Different Stages of Speech-Language Development. Part Two: Yoga for Different Developmental Domains. 4. Yoga for Prelinguistic Communication. 5. Yoga for Breath Support. 6. Yoga for Motor Planning for Speech. 7. Yoga for Vocabulary and Linguistic Concepts. 8. Yoga for Symbolic Play. 9. Yoga for Emergent Literacy. Part Three: Appendix of Yoga Resources. References. Index.

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Book SynopsisRespiratory Muscle Strength Training is a clinical guide, intended to provide clinicians with the background information they need to understand respiratory muscle strength training (RMST). With a variety of case studies provided by well-known authors and clinicians, this text acts as a guidebook to the RMST protocol and provides practical information for use in the field of healthcare. In addition to real-world case studies, Respiratory Muscle Strength Training includes a chapter devoted to Frequently Asked Questions, a representative sample of the devices commonly used for respiratory training, and instructions for using them in patient care.Table of ContentsPreface About the Editors Contributors Chapter 1. Respiratory Anatomy and Physiology Christine Sapienza Chapter 2. Neuroanatomy and Neurophysiology of the Respiratory System Christine Sapienza Chapter 3. The Laryngeal Valve Gayle Woodson Chapter 4. Skeletal Muscle Structure and Function David Hooper, Catherine Saenz and Carena Winters Chapter 5. Respiratory Muscle Training Scott K. Powers, Mustafa Ozdemir, Matthew P. Bomkamp, and Hayden Hyatt Chapter 6. Respiratory Muscle Strength Training Devices Christine Sapienza Chapter 7. Respiratory Training for Special Populations Christine Sapienza, PhD and Michelle Troche Chapter 8. Inspiratory Muscle Strength Training in an Adolescent with Grade 1 Subglottic Stenosis Susan Brehm and Barbara D. Weinrich Chapter 9. Exercise Induced Laryngeal Obstruction and Inspiratory Muscle Training Astrid Sandnes, Hege Havstad Clemm, Tiina Andersen, Thomas Halvorsen, and Ola Drange Røksund Chapter 10: Using Expiratory Muscle Strength Training with Velopharyngeal Insufficiency (VPI) Conditions Yaser S. Natour and Wesam B. Darawsheh Chapter 11: Incorporating RMST into Voice Therapy for a Patient with Vocal Fold Paresis Adam T. Lloyd, Michelle M. Bretl, and Jennylee Diaz Chapter 12. Using EMST for Treatment of Dysphagia for a Complex Patient in the Acute Care Setting Vicki Lewis Chapter 13. The Use of Expiratory Muscle Strength Training in the Treatment of Chronic Refractory Cough and Presbyphonia Austin Collum and Emily Dunn Chapter 14. Respiratory Muscle Strength Training for Treatment of Communication and Swallowing Deficits in Tracheostomy and Ventilator Dependent Patients Maribel Ciampitti Chapter 15. Respiratory Muscle Strength Training for a Patient with Head and Neck Cancer Irene de Pedro Netto Vartanian, Jose Guilherme Vartanian, and Renan Bezerra Lira Chapter 16. RMST Case: Late Radiation-Associated Dysphagia (Late-RAD) in Head and Neck Cancer Survivorship Carly E. A. Barbon and Katherine A. Hutcheson Chapter 17. Expiratory Muscle Strength Training (EMST) in the Laryngectomized Patient Bari Hoffman Ruddy, Vicki Lewis, and Henry Ho Chapter 18. Frequently Asked Questions Christine Sapienza Appendix A. Representative Sample of Devices Used for Respiratory Training Appendix B. Instructions for Using Respiratory Training Devices Index

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Book SynopsisThis book is one of the foundation stones of NLP. First published in 1975, it was designed to give an explicit set of tools to help psychotherapists be more effective. The book is largely concerned with language systems and was the definitive work on the Meta-model until The Secrets Of Magic came along.

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Book SynopsisAutism: Attacking Social Interaction Problems: A Therapy Manual Targeting Social Skills in Children 4-9 includes sample parent letters, teacher letters, weekly skill steps, and simple stories to reinforce the information presented in the text as well as suggestions for extension activities. The AASIP program provides a comprehensive yet practical approach to teaching social communication skills across the life span to individuals with moderate to high functioning autism spectrum disorder and other diagnoses that result in social communication deficits. Children will enjoy engaging with their peers as they learn how to become social communicators and build their confidence.This user-friendly workbook includes 16 chapters divided into two units for children 4-6 and 7-9 years of age, allowing flexibility to select activities from either age group depending on the needs of the children. These lessons can be easily used in school settings as well as clinical settings.The AASIP program offers three additional books for children ages 10-12, the teen years, and a pre-vocational training manual for individuals 17 years to adulthood.Autism: Attacking Social Interaction Problems: A Therapy Manual Targeting Social Skills in Children 10-12"Autism: Attacking Social Interaction Problems: A Therapy Manual Targeting Social Skills in Teens"Autism: Attacking Social Interaction Problems: A Pre-Vocational Training Manual for Ages 17+Table of ContentsPreface. Acknowledgments. Chapter 1. Introduction. Chapter 2. Getting Started: Creating a Program.Chapter 3. Weekly Rituals. Unit I. Activities for 4- to 6-Year-Olds. Chapter 4. The ABCs of Life: Skills Needed for School Success :Lesson 1. Active Listening; Lesson 2. Following Directions; Lesson 3. Asking for Help. Chapter 5. How Are You Today? Dealing with Emotions: Lesson 1. Identifying Our Emotions; Lesson 2. Recognizing Emotions in Others; Lesson 3. The Right Emotion for the Right Situation. Chapter 6. Taking the First Step: Initiating Friendships: Lesson 1. Introducing Myself; Lesson 2. Initiating and Ending a Conversation; Lesson 3. Sharing is Caring. Chapter 7. Let the Games Begin: Being a Good Sport :Lesson 1. Asking to Play; Lesson 2. Taking Turns; Lesson 3. Winning, Losing, Compromising. Chapter 8. It's Raining Cats and Dogs: Figurative Language: Lesson 1. Understanding Idioms and Common Expressions. Chapter 9. "Grossology": Personal Hygiene: Lesson 1. First Impressions; Lesson 2. No More Gross; Lesson 3. The Unfriendly Germs. Chapter 10. Blending In: Everyday Situations: Lesson 1. Eating Out; Lesson 2. Birthday Party; Lesson 3. A Visit to the Dentist and Doctor. Chapter 11. Stranger Danger: Being Safe: Lesson 1. Who's a Stranger?; Lesson 2. Appropriate Versus Inappropriate Touching.Unit II. Activities for 7- to 9-Year-Olds. Chapter 12. The ABCs of Life: Skills Needed for School Success: Lesson 1. Active Listening; Lesson 2. Following Directions; Lesson 3. Asking for Help. Chapter 13. How Are You Today? Dealing with Emotions; Lesson 1. Identifying Our Emotions; Lesson 2. Recognizing Emotions in Others; Lesson 3. The Right Emotion for the Right Situation. Chapter 14. Taking the First Step: Initiating Friendships: Lesson 1. Who Should Be Your Friend; Lesson 2. How to Be a Good Friend; Lesson 3. Topic Maintenance. Chapter 15. Let the Games Begin: Being a Good Sport: Lesson 1. Asking to Play; Lesson 2. Taking Turns; Lesson 3. Winning, Losing, Compromising. Chapter 16. It's Raining Cats and Dogs: Figurative Language: Lesson 1. Understanding Idioms and Common Expressions; Lesson 2. Using Idiomatic Expressions. Chapter 17. "Grossology": Personal Hygiene": Lesson 1. First Impressions; Lesson 2. No More Gross; Lesson 3. The Unfriendly Germs. Chapter 18. Blending In: Everyday Situations: Lesson 1. Eating Out; :Lesson 2. Birthday Party; Lesson 3. Routines. Chapter 19. Stranger Danger: Being Safe: Lesson 1. Who's a Stranger; Lesson 2. Appropriate Versus Inappropriate Touching. Appendix A. Sample Parent Letters. Appendix B. Sample Teacher Letter. Appendix C. Sample Skill Steps. Appendix D. Sample Newsletter. Appendix E. Sample Data Tracking Form 1. Appendix F. Sample Data Tracking Form 2. References

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Book SynopsisThis resource-packed, functional, and inspirational professional guidebook provides SLPs and related professionals, such as physical therapists, occupational therapists, and psychologists, with a go-to manual for their ambitions of entrepreneurship. The SLP Entrepreneur: The Speech-Language Pathologist's Guide to Private Practice and Other Business Ventures provides a practical blueprint for professionals who are interested in starting their own business or expanding their current business model. Utilizing the co-authors' extensive clinical, corporate, and mentoring expertise, this text sets readers up for personal and professional success by offering user-friendly and meaningful tools. Unlike traditional "how-to" manuals, The SLP Entrepreneur takes readers on a journey from their vision of starting a business to making it a reality. This book is filled with functional resources, checklists, and self-guided exercises that will equip new and seasoned SLPs with the tools to be successful entrepreneurs. This must-have handbook inspires the reader to think outside the box and create dynamic new business opportunities that challenge the status quo. As an added bonus, the authors have included interviews and profiles from over 35 SLP entrepreneurs and other related business professionals. This book will guide you through mindset shifts, provide you with tangible steps related to operating or expanding any business, and ease you into the transformation from a clinical professional to an entrepreneur.Table of ContentsIntroduction Acknowledgments Reviewers Chapter 1. Embarking on the Journey of Entrepreneurship: Getting Ready to Take the First Step Chapter 2. Establishing a Framework for Your Business: Creating your Mission, Vision, and Business Plan Chapter 3. Thinking Like an SLP Entrepreneur: Mindset Matters related to Executive Presence and Self-Care Chapter 4. Building a Traditional Private Practice: Elements of a Conventional Practice Chapter 5. Venturing into Alternative Business Endeavors: Opportunities for Expansion and Creative Ways to Capitalize Your SLP Expertise Chapter 6. Marketing Your Business: An Introduction to Marketing, Networking, and Branding Chapter 7. Sustaining Your Business Practices and Cultivating Long-Term Growth Chapter 8. Looking Ahead and Learning from Established SLP Entrepreneurs: Inspirational Stories and Profiles of Successful SLP Entrepreneurs Glossary Resources

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Book SynopsisThis inventive colour picture book uses the metaphor of a train to teach basic conventions of conversation to children with autism spectrum disorders (ASDs). Engines are like greetings; they get the train going. Freight wagons are like different speakers' turns; it is good to have at least a few when you are in conversation. A set of points guiding a train from one track to another is like a tactful change in the topic of conversation. When a conversation veers off-topic it is like a derailed train. As well as attractive colour photographs of trains, the book contains engaging photocopiable worksheets and colouring pages to help promote skill generalisation. This highly visual approach to conversation is ideally suited to children with ASDs aged approximately 5-13.Trade ReviewThis is a really clever and helpful book aimed at giving autistic children a better understanding of how everyday conversations work, using the analogy of a steam train... using illustrations of the freight wagons, the author shows how important turn-taking is in conversation... It's very appealingly done, and there are photocopiable worksheets at the back for reinforcement and assessment. This is a very high-quality resource, confidently recommended. -- ACHUKA ReviewsThe Conversation Train: A Visual Approach to Conversation for Children on the Autism Spectrum is a unique, one of a kind book that cleverly uses a train analogy for teaching conversation... at the end of the book there is a section of worksheets for the child to complete that can be copies... I would love to see this book in every library and elementary school class room because so many now do include children with autism. -- Horizons - Autism Society of Michigan Quarterly NewsletterI really enjoyed how the book breaks down each element of a conversation, has several examples and then has visuals to help support the child's own conversations. I can see how practical a book like this would be for a verbal child who is struggling with how to enter, maintain and end a conversation. -- eyes on autism (Australia)This author, an American Clinical Social Worker who specializes in Autistic Spectrum Disorder, uses the metaphor of a train to help children who find conversation difficult to gain control over the conventions... This is an interesting, imaginative and well illustrated guide for anyone seeking to help a young person with ASD to feel more confident when sharing a conversation. -- The School Librarian (SL)Using a steam freight train as a metaphor, this picture book is aimed at helping children on the autistic spectrum learn conversational skills... The book is a simple concept in simple sentences that will be reasonably easily grasped b y children who find holding conversations difficult, and the pictures of the train will hold interest. This is a marvelous tool in the autistic spectrum world, and will provide fun as well as learning. -- Healthy Books blogTable of ContentsIntroduction. Promote Skill Generalization Using the Train Imagery. Using the Worksheets. Section One: The Conversation Train. Part One: Starting a Conversation. Part Two: Taking Turns in Conversation. Part Three: Staying On Track. Part Four: Changing Topics. Part Five: Ending the Conversation. Part Six: Putting it All Together. Section Two: The Conversation Train Worksheets. What Do the Different Parts of the Train Mean? Hello Words, How Are You Words, Switch Track Words and Goodbye Words. Fix the Mixed-Up Conversation. Things You Love Can Make You Go Off Track. People You Know and What They Like Talking About. People You Know and What You Both Like Talking About. The Two-Person, On-Track Worksheet. Choosing the Right Words with Different People. Keeping Track of Staying on Track. Conversation Train Coloring Pages.

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Book SynopsisThe definitive reference for managing sensorimotor speech disorders Bringing together the expertise of leading research practitioners in the field, the second edition of Clinical Management of Sensorimotor Speech Disorders is an up-to-date reference for the underlying theory and the basic principles of assessment and treatment. This book provides a solid foundation in the conceptual framework essential for classifying and differentiating disorders according to clinical categories. It covers the theory underlying measurement strategies including acoustic, kinematic, aerodynamic, and electromyographic techniques, and guides the reader through treatments for each disorder. New in this edition is a comprehensive section with in-depth coverage of the diseases, syndromes, and pathologic conditions which are accompanied by sensorimotor speech disorders. These chapters provide concise descriptions of the disease and its signs and symptoms, neuropathology, epidemiology, and etiology. Each chapter goes on to present the speech impairment associated with the disorder and its signs and symptoms, etiology, neuropathology, associated cognitive, linguistic, and communicative signs and symptoms, special diagnostic considerations, treatment, and key references. Features: Clear articulation of theoretical issues provides a strong foundation for the clinical management of the dysarthrias, apraxia, and speech problems secondary to hearing loss New chapter on neurogenic fluency disorders Extensive discussion of neuropathologic conditions that cause sensorimotor speech disorders Authoritative and comprehensive, this expanded edition will prove to be the reference of choice for students in speech-language pathology programs as well as clinicians and researchers.Trade Review[Four stars] Each chapter is written by internationally recognized professionals...This excellent textbook has valuable scientific information...a useful reference for both clinical work and research in the area of sensorimotor speech disorders.--Doody's Book ReviewsTable of ContentsPart I. Primary Topics 1. A Theoretical Framework for the Characterization of Pathological Speech Sensorimotor Control 2. Perceptual Sensorimotor Speech Examination for Motor Speech Disorders 3. Nonspeech Assessment of the Speech Production Mechanism 4. Acoustic Analysis of Motor Speech Disorders 5. Aerodynamic Assessment of Motor Speech Disorders 6. Kinematic Measurement of Speech and Early Orofacial Movements 7. Electromyographic Techniques for the Assessment of Motor Speech Disorders 8. Flaccid Dysarthria 9. Ataxic Dysarthria 10. Hyperkinetic Dysarthria 11. Hypokinetic Dysarthria 12. Spastic Dysarthria 13. Speech Impairment Secondary to Hearing Loss 14. Adult-Onset Neurogenic Stuttering 15. Apraxia of Speech 16. Principles of Treatment for Sensorimotor Speech Disorders Part II. Pathology 17. Alport Syndrome 18. Amyotrophic Lateral Sclerosis 19. Angelman Syndrome 20. Apraxia of Speech in Childhood 21. Athetoid Cerebral Palsy 22. Cerebellar Mutism 23. Corticobasal Degeneration 24. Creutzfeldt-Jakob Disease 25. Deletion Syndrome 26. Duchenne Muscular Dystrophy 27. Ehlers-Danlos Syndrome 28. Encephalitis 29. Fragile X Syndrome 30. Goldenhar Syndrome and Hemifacial Microsomia: The Oculo-Auriculo-Vertebral Spectrum 31. Guillain-Barré Syndrome 32. Hashimoto's Encephalopathy 33. Huntington's Disease 34. Kennedy Disease/Syndrome 35. Klippel-Feil Syndrome 36. Landau-Kleffner Syndrome 37. Möbius Syndrome 38. Moyamoya 39. Multiple Sclerosis 40. Multiple System Atrophy and Shy-Drager Syndrome 41. Myasthenia Gravis 42. Neurofibromatosis Type 1 43. Neurofibromatosis Type 2 44. Opercular Syndrome (Foix-Chavany-Marie Syndrome) 45. Oromandibular Dystonia 46. Pallidotomy and Deep Brain Stimulation in Parkinson's Disease 47. Parkinson's Disease 48. Pick's Disease 49. Postpolio Syndrome 50. Primary Lateral Sclerosis 51. Progressive Apaxia of Speech 52. Progressive Bulbar Palsy (PBP) 53. Progressive Multifocal Leukoencephalopathy 54. Progressive Supranuclear Palsy 55. Rett Syndrome 56. Spastic Cerebral Palsy 57. Systemic Lupus Erythematosus 58. Tardive Dyskinesia 59. Traumatic Brain Injury 60. Vascular Dementia 61. Wilson's Disease 62. Worster-Drought Syndrome

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Book SynopsisFor a comprehensive series of daily living activities, these photographic flashcards provide clear and appealing images of 40 of the most common activities for daily living. Essential for all professionals and carers working with older adults with communication difficulties, these cards are a flexible tool to aid communication; develop vocabulary; initiate conversation and discussion; and to encourage independence. It includes: household chores (eg, vacuuming/dusting; making the beds; ironing; washing up; doing the laundry); personal hygiene (eg, bathing; cleaning teeth; dressing; going to the toilet; getting a haircut); out and about (eg, shopping; driving; walking; riding a scooter; catching a bus); financial (eg, collecting pension; paying for items; paying bills; writing a cheque); and, at home (eg, making tea; telephoning; making a sandwich; preparing dinner; sleeping; getting out of bed).Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents40 Cards, 127 x 90mm Boxed ISBN 978-0-86388-587-7 ORDER CODE D11-001-5339 GBP18.50 +?VAT

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Book Synopsis''Clinical Assessment Workbook for Communication Sciences and Disorders'' provides students in speech-language pathology with a hands-on approach to learning the clinical assessment process. Throughout the workbook, the authors have combined basic assessment information with meaningful assignments to provide real-life applications. Each chapter is structured with a "who, what, why, when, where, and how" format to provide the most comprehensive coverage of assessment in clinical settings. Topics covered range from referrals to the recommendation stage, and include processes such as standardized testing, report writing, billing, and insurance. The workbook covers the full range of communication disorders, including, speech sound disorders, voice, fluency, swallowing, language, and hearing. Key Features: *Each chapter contains a list of "Top 10 Terms" for a review of key concepts *''Chapter Tips'' provide a quick and easy summary of suggestions for each area of assessment *Chapter activities, with answers, allow students to practice real-life clinical situations in a low-stakes environment *Clinical forms and charts aid in understanding of chapter content This much-needed interactive resource will aid students in their understanding and knowledge related to appropriate protocols for assessment.Table of ContentsChapter 1. Introduction to Assessment Chapter 2. Referrals Chapter 3. Intake and Interview Chapter 4. Oral Facial Examinations Chapter 5. Standardized Testing Chapter 6. Statistical Basis Chapter 7. Dynamic Assessment Chapter 8. Observation Chapter 9. Synthesizing Information Chapter 10. Report Writing Chapter 11. Billing Chapter 12. Insurance Chapter 13. On-going Assessment Chapter 14. Audiology Assessment Chapter 15. Speech Sound Disorders Chapter 16. Voice Assessment Chapter 17. Fluency Assessment Chapter 18. Swallowing Assessment Chapter 19. Language/Literacy in Children Chapter 20. Adult Language Assessment Chapter 21. Cognitive Assessment Chapter 22. Social Communication Assessment Chapter 23. Communication Modalities Chapter 24. Final Thoughts

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Book SynopsisListening and Spoken Language Therapy for Children With Hearing Loss: A Practical Auditory-Based Guide is a well-organized and practical textbook based on a proven spoken language, speech, and listening model for teaching children with hearing loss. Supported by decades of research and experience, the stage-based model is presented with clear steps for intervention. Written in easy-to-understand language, this textbook is accessible to university students who are new to the field of hearing loss, as well as to new and experienced professionals. It is a highly applicable tool for providing auditory-based therapy which supports professionals to empower parents and caregivers. The stages emphasized in this textbook are developmental in nature, starting with the prelinguistic level and ending with advanced communication. Unlike the traditional age approach, this unique system can address any child regardless of age intervention. Operating based on the understanding that language is acquired through meaningful social interaction, the "stages not ages" system can be used for late starters, English learners, and children with additional disabilities. Key Features A color-coding system for the model and a consistent presentation of content and tables provide clarity and a streamlined experience A comprehensive case study for each stage puts the approach into context Easy-to-use resources, in the form of tables and handouts for parents, give professionals ready-made tools for working with families Explanations of proven strategies, including speech acoustics applications, Rainbow audiogram, e=mc2, Activities of Daily Living (ADL) theory, cookie dough theory, three-act play, and the dangling carrot A deep conversation about the role of culture provides a uniting thread throughout the text A PluralPlus companion website with PowerPoint lecture slides and exams for instructors and videos, handouts, learning activities, and discussion questions for students and professionalsTable of ContentsIntroduction Acknowledgements Reviewers Chapter 1. Speech Acoustics: The Gold at the End of the Rainbow Audiogram Sylvia Rotfleisch Why Do We Need to Understand Speech Acoustics? Section I. Basics of Sound Key Points Basics of Sound Audiogram A Sound Basis Through Application Hearing Loss and Detection Modifying the Signal Ear Shot/Speech Bubble Background Noise and Noise Clutter Audible Versus Intelligible The 6-dB Significance The 6-dB Rule Sounds of Speech The Basics Applications Discussion Questions Section II. Speech Features Key Points Speech Features and Acoustic Correlates The Basics The Applications Related to Speech Features Suprasegmentals, Vowels and Diphthongs Consonants Discussion Questions Section III. Speech Acoustic Tools and Applications Key Points Ling Six-Sound Test Purpose and Administration Applications of the Ling Six Sounds Interpretation of the Ling Six Sounds The Rainbow Audiogram Applications of the Rainbow Audiogram Functional Audiogram Error Analysis to Determine Perception and Error Patterns Case Study Application of Speech Acoustic Tools Speech Acoustics and Hearing Loss Configurations Speech Acoustics and the Impact on Speech Production Speech Acoustics and Language Development Case Study Application of Speech Acoustics for Speech and Language Development The Gold at the End of the Rainbow Audiogram: Applications for Speech Acoustics Discussion Questions References Chapter 2. Guiding and Supporting Parents/Caregivers. Key Points Why are Parents Included in Auditory Sessions? Getting Started - Planning Emotional Supports for Families Teaching Parents and Caregivers: Why Are They Part of Every Session? Family Life: Activities of Daily Living (ADL) as the FOundation of Every Session Engaging Families in Sessions Cultural Considerations Screen Time Speech Acoustics and Parents Summary Discussion Questions References Chapter 3. Stages Not Ages Model Sylvia Rotfleisch and Maura Martindale Key Points Stages/Sequence of Development (Flow Chart) Determining Child's Level Expectations for Growth Brain Functions of Audition Auditory Processes Typical Development Language Speech Theory of Mind Self-Advocacy Higher-Order Thinking Summary Discussion Questions Cases Case 1 Case 2 Case 3 References Chapter 4. Assessment of English Language, Speech and Listening Maura Martindale Key Points Terms and Definitions General Tips for Assessment of Children Formal, Standardized Tests for Assessment Checklists, Observations, and Questionnaires Brain Functions for Listening and Spoken Language Assessing Spoken Language Spoken Vocabulary/Semantics Language Sampling Mean Length of Utterance (MLU) Pragmatic Functions Speech Assessment (Phonetic and Phonologic) How to Align Assessment Data with the Proposed Therapy Model Prelinguistic Stage Single-Word Stage Emerging Word Combinations Stage Communication with Childlike Errors Stage Competent Communicator Stage Advanced Communicator Stage Reporting Your Findings Goal Setting Based on Data Gathered and Analyzed Summary Discussion Questions References Chapter 5. Therapy Basics Sylvia Rotfleisch and Maura Martindale Key Points What Should Therapy Look Like? Fun! The Chocolate Chip Cookie Theory General Tips for the Sessions Tools, Strategies, Building Materials Turn Taking or Serve and Return Infant- and Child-Directed Speech (IDS, CDS) Narrating The Expectant Pause Waiting, Waiting, and Sometimes ... More Waiting ... Blah Blah, Blah Ginger Joint Attention Auditory Closure Auditory Sandwich Listening Hoop Enhancing Perception Acoustic Highlighting Life in Slow Motion The Three-Act Play Expansion Upping the Ante Vocabulary Expansion Discussion Questions References Chapter 6. Prelinguistic Stage Sylvia Rotfleisch Key Points Basic Characteristics at the Prelinguistic Stage Listening Language Speech Goals for the Prelinguistic Stage Developing an Appropriate Therapy Plan by Addressing Strengths and Aread of Need Typical Goals for the Prelinguistic Stage How Do We Work on These Goals? Targeting and Incorporating Goals Auditory Attention, Detection, Memory and Discrimination Auditory Feedback and Development of the Speech Production System; Auditory Retrieval and Expressive Communication Language Comprehension Development of Auditory Recognition, Sequencing, and Comprehension Putting It All Together: Case History Auditory Processes for Using Sound Meaningfully Auditory Processes for Learning to Talk Auditory Processes for Leaning Language The Intervention Session Summary Discussion Questions References Chapter 7. Single-Word Communication Stage Sylvia Rotfleisch Key Points Basic Characteristics at the Single-Word Stage of Communication Listening Language Speech Goals for the Single-Word Stage Developing an Appropriate Therapy Plan By Addressing Strengths and Areas of Need Typical Goals for the Single-Word Communication Stage How Do We Work on These Goals? Targeting and Incorporating Goals Auditory Attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension Auditory Feedback and Speech Production Development of the Speech Production System, Auditory Retrieval, and Expressive Communication Putting It All Together: Case History Auditory Process for Using Sound Meaningfully Auditory Process for Learning to Talk Auditory Process for Learning Language The Intervention Session Summary Discussion Questions References Chapter 8. Emerging Word Combinations Stage. Sylvia Rotfleisch Key Points Basic Characteristics of the Child With Emerging Words Combinations Listening Language Speech Goals for the Emerging Words Combinations Stage Developing an Appropriate Therapy Plan by Addressing Strengths and Areas of Need Typical Goals for the Emerging Word Combinations Stage How Do We Work on These Goals? Targeting and Incorporating Goals Auditory Attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension Targeting and Meeting Goals for Development of the Speech Production System: Auditory Retrieval and Expressive Communication Putting It All Together: Case History Auditory Process for Using Sound Meaningfully Auditory Process for Learning to Talk Auditory Process for Learning Language The Intervention Session Summary The Intervention Session Summary Discussion Questions References Chapter 9. Communication with Typical Childlike Errors Stage Sylvia Rotfleisch Key Points Basic Characteristics at the Communication with Errors Stage Listening Language Speech Goals for the Stage of Communication with Errors Developing an Appropriate Therapy Plan by Addressing Strengths and Areas of Need Typical Goals for the Communication with Errors Stage How Do We Work on These Goals? Targeting and Incorporating Goals Auditory attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension Auditory Feedback and Expressive Communication Putting It All Together: Case History Auditory Process for Using Sound Meaningfully Auditory Process for Learning to Talk Auditory Process for Learning Language Diagnostic Therapy and Informal Assessment Progress in AVT Sessions Summary The Intervention Session Summary Discussion Questions References Chapter 10. Competent Communicator Stage Key Points Basic Characteristics of a Competent Communicator Stage Listening Language Speech Goals for the Competent Communicator Stage Developing an Appropriate Therapy Plan by Addressing Strengths and Areas of Need Typical Goals for the Stage Competent Communicator How Do We Work on These Goals? Targeting and Incorporating Goals Auditory Attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension Auditory Retrieval and Expressive Communication Putting It All Together: Case History Auditory Process for Using Sound Meaningfully Auditory Process for Learning to Talk Auditory Process for Learning Language Summary The Intervention Session Summary Discussion Questions References Chapter 11. Advanced Communicator Stage Sylvia Rotfleisch Key Points Basic Characteristics of an Advanced Communicator Stage Listening Language Speech Goals for the Advanced Communicator Developing an Appropriate Therapy Plan by Addressing Strengths and Areas of Need Typical Goals for the Advanced Communicator Stage How Do We Work on These Goals? Targeting and Incorporating Goals Auditory Attention, Selection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension Auditory Retrieval and Expressive Communication Putting It All Together: Case History Auditory Process for Using Sound Meaningfully Auditory Process for Learning to Talk Auditory Process for Learning Language Summary Progress Over Time With Intervention The Intervention Session Summary Discussion Questions References Index

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Book Synopsis''The Evolving Singing Voice: Changes Across the Lifespan'' examines how the human vocal instrument transforms from infancy through old age. Synthesis of this unique and comprehensive approach is beneficial to singers, voice teachers, and voice professionals across a broad spectrum of ages. At every age, vocal function is dependent upon how the body is progressively and constantly changing. The Evolving Singing Voice discusses these changes and their direct impact on the singing voice. A deeper understanding of chronological development offers a "lifetime perspective" for optimal, realistic potential at every age. With the information available in ''The Evolving Singing Voice'', singers and voice pedagogues can begin to see logical and useful correlations between age, vocal function, and vocal expectations over the course of an individual's singing life. Key Features *Coverage of respiration, vibration, resonation, and expectations for each stage of life *Practical, age-related exercises and concepts *"Vocal Bundles" to encourage self-evaluation and improve vocal facility. Each bundle includes: **Sign of the Vocal Age **Technical Issue or Normal Age-Related Issue **Exercise **Mindful Concept **5 day Mini-Challenge considerationTable of ContentsAcknowledgments. Contributors. Chapter 1: Introduction. Chapter 2: Newborn, Infant, and Child. Chapter 3: Adolescence. Chapter 4: Young Adult. Chapter 5: Adult. Chapter 6: The Senescent Singer. Chapter 7: Medical Assessment Across the Lifespan: Laryngeal Imaging, Perceptual and Acoustic/Aerodynamic Assessment. Chapter 8: Training Tools Across the Life Span.

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Book SynopsisClinical Management of Swallowing Disorders, Fifth Edition is a graduate-level textbook for speech-language pathology programs that examines the diagnosis and treatment of swallowing disorders in children and adults. Thoroughly updated, this popular text emphasizes evidence-based practice, multidisciplinary team management, swallowing safety, nutrition, behavioral treatments, and management following surgical options. Authored by two speech-language pathologists and an otolaryngologist for a multidisciplinary approach, the Fifth Edition continues to be easy-to-understand text for students and also serves as an up-to-date reference for practicing clinicians who treat swallowing disorders in hospitals, rehabilitation centers, nursing homes, and private outpatient clinics. New to the Fifth Edition • New chapter on the aging population! • The Anatomy and Physiology chapter has been thoroughly updated and 15 beautiful, new full color illustrations have been added • More images and enhanced figures, including additional FEES and fluoroscopy video studies of swallowing disorders in head and neck cancer and stroke patients • Many new references, easy-to-read tables, and “treatment hints”. • Information on pediatric feeding and swallowing has been updated and expanded • Evidence-based practice methods have been updated • Content has been edited to be more concise, applicable, and reader friendly. The text features numerous pedagogical aids to reinforce student understanding: • Case study inserts in many chapters and 9 extended case studies in the final chapter • 32 videos • Discussion questions and answers for each chapter • Bolded and boxed key terms throughout with an end-of-book glossary • Clinical tips, clinician’s roles, areas of emphasis, and key learning points highlighted in boxes throughout the chapters • 8 appendices featuring helpful tests and tools for clinicians • NEW full clinical swallowing examination record form included in appendix • Access to ancillary materials on a PluralPlus companion website, including instructor lecture slides, downloadable versions of the appendices, and PowerPoint flashcards

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Book SynopsisMilestones: Normal Speech and Language Development Across the Lifespan is a textbook for the introductory course in Language Development for students in Speech-Language Pathology, Communication Disorders, Special Education, Educational Psychology and Education. It adopts a coherent chronological approach, beginning with responsiveness to speech.

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Book SynopsisEach chapter is written by a speech and language therapist specialising in psycholinguistic approaches to investigation and intervention. Authors were invited to present a single case in one of four given areas â?? speech processing, lexical processing, sentence processing and pragmatics. The editors have provided introductions to each subject area and a discussion of the findings at the end of each section.Table of ContentsChristopher Lumopship - Developing Phonological Representation in a child With an Auditory Processing Deficit. Maggie Vance, Remediating Auditory processing Deficits in Adults With Aphasia. Julie Morris, When is a Rolling pin a 'roll The Pen' - a Clinical Insight Into Lexical Problems. Sadie Lewis, Jane Speake, A Treatment of Anomia Combining Semantics, Phonology and Orthography. Wendy Best et al, Colourful Semantics - Thematic Role Therapy. Alison Bryan, mapping Therapy With a Fluent Dysphasic?. Susan Pethers, A Case Study of a Child with Pragmatic Difficulties - Assessment and Intervention. Amanda Hampshire, Kay Mogford-bevan, The Treatment of Communication Deficits Following right-hemisphere Lesion. Rosemary Varley, Making new Connections - are Patterns emerging?. Maria Black, Psycholinguistic Applications to Language Therapy.

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Book SynopsisWritten by two specialist speech and language therapists, this book explains how voice and communication therapy can help transgender and non-binary people to find their authentic voice. It gives a thorough account of the process, from understanding the vocal mechanism through to assimilating new vocal skills and new vocal identity into everyday situations, and includes exercises to change pitch, resonance and intonation. Each chapter features insider accounts from trans and gender diverse individuals who have explored or are exploring voice and communication related to their gender expression, describing key aspects of their experience of creating and maintaining a voice that feels true to them.This guide is an essential, comprehensive source for trans and non-binary individuals who are interested in working towards achieving a different, more authentic voice, and will be a valuable resource for speech and language therapists/pathologists, voice coaches and healthcare professionals.Trade ReviewYour body can feel like it's betraying you with Gender Dysphoria. Upset by your appearance? Shut your eyes and avoid mirrors. But an incongruous voice? You hear that night and day. So this book is invaluable. The authors show how speech therapy really can move mountains and produce happy confident speakers, at home in their own skin. -- Christine Burns MBE, author and transgender activistThis pithy, practical guide is a treasure trove of rare and wonderful gems - particularly the exercises for trans men and non-binary people, often neglected but vulnerable to crippling self-consciousness and even phobia around speaking. Clinicians and clients alike, I unreservedly recommend The Voice Book to anyone looking to feminise, masculinise, neutralise or just explore the potential of voice. -- Dr Stuart Lorimer, Consultant PsychiatristChanging the gender expression of your voice and communication? This book is essential for your journey. Speech and language therapists will find it equally invaluable. Presented with clarity, sensitivity and optimism - it is enriched by reflections from people who have used this work to find their unique and authentic voice. Enjoy the journey! -- Annie Elias FRCSLT, Consultant Speech and Language Therapist in VoiceThis book will be one of the most constructive, practical go-to manuals on the speech pathologist's desk. It is crammed full of useful practitioner tips for those working with transgender people on their vocal presentation. This book has real clarity, but is also very readable. It not only explains the vocal problems that many transgender people face as they progress through hormonal therapy, but it is also full of usable exercises to help the practitioner help them. This will be an excellent addition to the practitioner's toolkit. -- Stephen Whittle OBE, transgender activist and Professor of Equalities Law, The Manchester Law School[This book] is an invaluable resource for voice specialists wishing to increase their confidence with trans clients...An essential text for client and clinician alike. -- Dr Sean Pert, senior lecturer in speech and language therapy, University of Manchester * Royal College of Speech and Language Therapists, Bulletin *Table of ContentsPreface. Trans and Gender Diverse Contributors. Introduction. 1. Let's Start at the Very Beginning. 2. Understanding the Challenge of Change. 3. Understanding the Anatomy and Physiology of Sound. 4. Putting Exercises into Lived Practice. 5. Moving from Exercises into Situations. 6. Supporting Change and Integration of Vocal Identity. 7. The Wider Journey. References.

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Book SynopsisWith major content updates and enhanced supporting online materials, the seventh edition of Clinical Methods and Practicum in Speech-Language Pathology remains an essential resource for students in speech-language pathology who are about to begin their clinical practicum. The text is a comprehensive source of information that will help establish clear expectations for both student clinicians and clinical supervisors. It is hoped that students who read this book prior to starting their clinical practicum will be better prepared to meet the exciting and yet often challenging task of providing ethical and effective services to children and adults with communication disorders. Readers will gain an understanding of the structure of different clinical practicum sites; principles of ethical practices; conduct, behavior, and competencies expected of them; justifiable expectations of their clinical supervisors; and the many fundamental principles of assessment and intervention across most disorders of communication. The book is divided into two sections: clinical practicum and clinical methods in speech-language pathology. These sections provide coverage of the structural and functional aspects of clinical practicum in a variety of settings. The author emphasizes that clinical practicum is an exciting learning experience. The students will understand what is expected of them in each setting and what they can expect from their clinical supervisors. An overview of treatment methods that apply across disorders is also included. New to the Seventh Edition Two new chapters: Chapter 5 on assessment, which includes a sample assessment report Chapter 6 on clinical reports, treatment plans, and data documentation The clinical methods sections include new and expanded information on assessment, target behaviors, and treatment strategies for all disorders of communication The section on clinical practicum in public schools has been expanded to reflect the current guidelines and practices Infused multicultural issues into all relevant chapters and consequently eliminated a separate chapter on the topic Updated information on ASHA's new or current requirements and guidelines for clinical practicum and certification in speech-language pathology Expanded and updated ASHA guidelines on telepractice Summary of ASHA's latest position on the qualifications of clinical supervisors Information on the qualifications and scope of practice of speech-language pathology assistants in various settings Added chapter summary questions so students can assess their understanding of the material Significantly enhanced the suite of online resources, including more in-depth PowerPoint slides and a new test bank for instructors, plus sample reports, recording sheets, and templates for students Key Features Outlines open each chapter and provide a summary of the key topics A comprehensive glossary allows readers to easily find and define important terms or concepts Bulleted and boxed information for easy access Online supporting materials for students and instructors PluralPlus Online Ancillary Materials For instructors: PowerPoint Slides, Test Bank For students and clinicians: Assessment Procedures and Reports Baserate Procedures and Recording Forms Probe Data Recording Form Examples and Templates Treatment Procedure and Data Recording Forms Treatment Plans Treatment Progress Reports Glossary of Medical Abbreviations Glossary of Educational Abbreviations Referral LetterTable of ContentsPreface Companion Website Materials About the Author Part I. Clinical Practicum Chapter 1. Clinical Practicum in Speech-Language Pathology Clinical Practicum: An Overview General Preclinic Requirements The American Speech-Language-Hearing Association State Licensure Boards Departments of Education The National Student Speech-Language-Hearing Association ASHA Special Interest Groups (SIGs) State Speech-Language and Hearing Associations Related Professional Organizations ASHA Guidelines on Clinical Practicum Telepractice in Speech-Language Pathology The SLP Clients in the Digital Age The Speech-Language Pathology Assistants (SLPAs) Clinical Practicum as a Learning Experience References Chapter 2. Organization of Clinical Practicum Supervision of Clinical Practicum On-Campus Clinical Practicum Off-Campus Practicum Sites Clinical Internships Collaboration With Other Professionals General Administrative Procedures Clinical Supplies, Materials, and Equipment References Chapter 3. The Conduct of the Student Clinician General Professional Behavior ASHA Code of Ethics Other Codes and Regulations References Chapter 4. The Supervisor and the Student Clinician You and Your Supervisor Qualifications and Requirements of Clinical Supervisors What to Expect from Your Clinical Supervisor Off-Campus Clinical Supervision Responsibilities of the Student Clinician References Part II. Clinical Methods in Speech-Language Pathology Chapter 5. Assessment of Speech and Language Disorders Definition of Terms Common Assessment Procedures Assessment Report Writing Assessment of Ethnoculturally Diverse Individuals Alternative and Integrated Assessment Working With Interpreters, Translators, and Transliterators Appendix References Chapter 6. Writing Treatment Plans and Progress Reports Varieties of Clinical Reports Writing Without Bias Clinical Treatment Plans Clinical Lesson Plans Individualized Education Programs Individualized Family Service Plans Varieties of Progress Reports SOAP Notes Discharge Reports General Record-Keeping Procedures Appendixes References Chapter 7. Target Behaviors Across Disorders Selection of Target Behaviors Approaches to Target Behavior Selection Guidelines on Selecting Target Behaviors Speech Sound Disorders Language Disorders in Children Voice Disorders Disorders of Fluency Aphasia Right Hemisphere Disorder Apraxia of Speech in Adults and Children Dysarthrias in Adults and Children Dementia Traumatic Brain Injury Hearing Loss Persons With Complex Communication Needs References Chapter 8. Treatment: Core Techniques and Data Documentation What is Treatment in Speech-Language Pathology? Core Treatment Procedures Apply to All Disorders Treatment of Diverse Individuals Overview of Treatment Documenting Client Progress in Evidence-Based Practice How to Use the Discrete Trial Procedure How to Baserate Target Behaviors How to Evoke Target Behaviors How to Shape New Responses How to Increase the Frequency of Target Responses How to Strengthen and Sustain Target Behaviors Number of Target Behaviors to Be Trained in a Session Target Behaviors vs. Target Responses How to Sequence Treatment How to Increase Response Complexity Appendixes References Chapter 9. Reducing Behaviors That Interfere With Treatment Behaviors That Interfere With Treatment Maintaining Causes of Undesirable Behaviors General Strategies for Decreasing Undesirable Behaviors Direct Strategies for Decreasing Behaviors Indirect Strategies for Decreasing Behaviors How to Design an Effective Response Reduction Strategy References Chapter 10. Generalization and Maintenance of Target Behaviors Generalization of Target Behaviors Maintenance of Target Behaviors Why Treatment Gains are not Maintained Generalization and Maintenance Procedures Follow-Up Assessments References Glossary Index

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Book SynopsisThe leading look on intervention methods in speech-language pathology! Now with more online supplementary materials! With major content updates and many more supporting online materials, the seventh edition of the Treatment Resource Manual for Speech-Language Pathology is an accessible and reliable source of basic treatment information and techniques for a wide range of speech and language disorders. This detailed, evidence-based manual includes complete coverage of common disorder characteristics, treatment approaches, reporting techniques, and patient profiles for child and adult clients. Divided into two sections, the first focuses on preparing for effective interventions, and includes the basic principles of speech-language therapies including various reporting systems and techniques. The second part, the bulk of the book, is devoted to treatments for specific communication disorders, including speech sound disorders, pediatric language disorders, autism spectrum disorder, adult aphasia and traumatic brain injury (TBI), motor speech disorders, dysphagia, stuttering, voice disorders, and alaryngeal speech. The last three chapters focus on effective counseling skills, cultural competence and considerations, and contemporary professional issues, including critical thinking, telepractice, simulation technologies, and coding and reimbursement. Treatment Resource Manual for Speech-Language Pathology, Seventh Edition is an ideal resource for academic courses on intervention and clinical methods in graduate speech-language programs and as a more practical supplementary text to the more traditional theoretical books used for undergraduate clinical methods courses. It is also helpful as a study guide for certification and licensing exams, and a handy manual for practicing clinicians in need of a single resource for specific therapy techniques and materials for a wide variety of communication disorders. New to the Seventh Edition: Updates to each disorder-focused chapter on treatment efficacy and evidence-based practice New focus on a social model of disability (diversity-affirming approach to intervention) Substantial update on approaches for autism Expanded discussion of the use of telepractice to conduct intervention Expanded information on cultural/linguistic diversity and cultural responsiveness/competence within the context of therapeutic intervention Updated information on incidence/prevalence of aphasia and expanded discussion of treatment efficacy in TBI, spasmodic dysphonia, and goals for treatment of motor speech disorders QR codes in the margins lead to websites of the key resources discussed Additional Helpful Hints in each disorder chapter Updates to the Lists of Additional Resources and Recommended Readings Updated citations and references throughout Significant expansion of supplementary online materials to facilitate pedagogy and enhance learning Key Features: Chapters focused on treatment of disorders include a concise description of the disorder, case examples, specific suggestions for the selection of therapy targets, and sample therapy activities QR codes linking to key resources Bolded key terms with an end-of-book glossary A multitude of case examples, reference tables, charts, figures, and reproducible forms Helpful Hints and Lists of Additional Resources in each chapter Updated book appendices that include the new ASHA Code of Ethics and Cultural Competency checklists in addition to disorder-specific appendices in many chapters PluralPlus Online Ancillary Materials For instructors: PowerPoint slides, Test Bank, In-Class Activities, Videos For students and clinicians: Study Quizzes, Glossary eFlashcards, Videos, Printable Forms Appendices, and BibliographyTable of ContentsCase Examples by Disorder List of Tables List of Forms and Figures Preface Acknowledgments About the Authors Part One. Preparing for Effective Intervention Chapter 1. The Essential Ingredients of Good Therapy: Basic Skills Philosophy Universal Design Principles for Learning: An Overarching Framework General Principles of Intervention Programming Selection of Therapy Targets Sequencing of Therapy Targets Generalization/Carryover Termination of Therapy Formulation of Behavioral Objectives Theories of Learning Innateness Theory/Biological Model Behavioral Model Constructivism/Interactionist/Integrative Model Behavior Modification Types of Reinforcement Positive Behavioral Interventions and Supports Schedules of Reinforcement Key Teaching/Scaffolding Strategies Homework Session Design Basic Training Protocol Task Order Dynamics of Therapy Group Therapy Data Collection Recording Session Data Probes Collaborative Service Delivery Models Multitiered Systems of Support/Response to Intervention Current Challenges of RTI Treatment Efficacy/Evidence-Based Practice Treatment Intensity and Dosage Setting Specific Professional Terminology Troubleshooting Tips for Therapy Sessions Conclusion Additional Resources Chapter Appendices located on the PluralPlus companion website (not included in print version) Appendix 1–A: Therapy Observation Checklist Appendix 1–B: Worksheet for Identifying Behavioral Objectives Appendix 1–C: Worksheet for Formulating and Writing Behavioral Objectives Appendix 1–D: Sample Daily Therapy Plan Appendix 1–E: Daily Therapy Plan Appendix 1–F: Report of Observation Hours Appendix 1–G: Instructions for Using Data Recording Forms Appendix 1–H: Sample Positive Behavioral Intervention and Support Plan Chapter 2. Information Reporting Systems and Techniques Philosophy Technical Writing Style Report Formats Initial Therapy Plan Session Notes Progress and Final Reports Tips for Proofreading Clinical Reports Individualized Education Program Due Process Individualized Family Service Plan 504 Plan Professional Correspondence Health Insurance Portability and Accountability Act Additional Resources Chapter Appendices located on the PluralPlus companion website (not included in print version) Appendix 2–A: Sample Initial Therapy Plan Appendix 2–B: Sample Progress Report Appendix 2–C: Health Insurance Portability and Accountability Act (HIPAA) Part Two. Providing Treatment for Communication Disorders Chapter 3. Intervention for Articulation and Phonology in Children Treatment Approaches Traditional Motor Kinesthetic Distinctive Features Paired Oppositions—Minimal and Maximal Phonological Processes Cycles Approach Core Vocabulary Metaphon Oral-Motor Considerations Treatment Efficacy and Evidence-Based Practice Target Selection for Intervention Programming Developmental Nondevelopmental Helpful Hints (Functional Articulation Disorders) Helpful Hints (Phonological Disorders) Organic Articulation Disorders Cleft Palate Helpful Hints Hearing Impairment Helpful Hints Childhood Apraxia of Speech Helpful Hints Conclusion Articulation and Phonology Oral-Motor Dysfunction Additional Resources Articulation Phonology Chapter Appendices located on the PluralPlus companion website (not included in print version) Appendix 3–A: Phonetic Placement Instructions for Difficult-to-Teach Sounds Appendix 3–B: Diadochokinetic Rates for Children Introduction to Chapters 4 and 5. Introduction to Language Intervention for Children and Adolescents Classification of Language Disorders Relationship Between Oral Language and Literacy Role of the Speech-Language Pathologist in Literacy Theoretical Models of Intervention Treatment Efficacy/Evidence-Based Practice Chapter 4. Intervention for Language in Infants and Preschool Children Intervention with Infants (Birth to 3 Years) American Speech-Language-Hearing Association ASHA Early Intervention Guidelines Prelinguistic and Early Language Therapy Targets Helpful Hints Intervention with Children (3 to 5 Years) Treatment Approaches for Infants, Toddlers, and Preschoolers Emergent Literacy Intervention (Birth Through Preschool Years) Helpful Hints Conclusion Additional Resources Chapter Appendices located on the PluralPlus companion website (not included in print version) Appendix 4–A: Developmental Language Milestones: Birth to 5 Years Appendix 4–B: Gross and Fine Motor Developmental Milestones Appendix 4–C: Stages of Cognitive Development Appendix 4–D: Gesture Developmental Milestones: 9 to 16 Months Appendix 4–E: Development of Vision Appendix 4–F: Feeding Developmental Milestones Appendix 4–G: Stages of Play Development Appendix 4–H: Developmental Toy List Appendix 4–I: Examples of Lessons From “Promoting Awareness of Speech Sounds” (PASS) Chapter 5. Intervention for Language in School-Age Children Through Adolescence Characteristics of Students Ages 5 to 10 Years Characteristics of Adolescents 10 to 18 Years Intervention Considerations for School-Age Children and Adolescents The Common Core State Standards Treatment Approaches for School-Age Children and Adolescents Instructional Strategies for Writing Helpful Hints Conclusion Additional Resources Chapter Appendix located on the PluralPlus companion website (not included in print version) Appendix 5–A: Types of Cohesion Chapter 6. Intervention for Autism Spectrum Disorder (ASD) Overview of Autism Spectrum Disorder Incidence Etiology Characteristics of Children with ASD Social Communication Repetitive/Restricted Behaviors, Interests, and Activities Language and Speech Considerations Emergent Literacy and Literacy Medications Outcomes Treatment Efficacy/Evidence-Based Practice Treatment for Autism Theoretical Models Treatment Approaches Helpful Hints Conclusion Additional Resources Chapter 7. Intervention for Adult Aphasia with Introduction to Traumatic Brain Injury Aphasia Classification of Aphasia Syndromes Treatment Efficacy/Evidence-Based Practice Treatment for Aphasia Neuroplasticity Theoretical Orientations to Aphasia Treatment Guidelines for Programming and Implementing Therapy Specific Intervention Procedures Helpful Hints Conclusion Additional Resources Traumatic Brain Injury (Coauthored by Emily DeAngelis) Communication Executive Functioning Attention and Memory Behavior Treatment Efficacy/Evidence-Based Practice Treatment for Traumatic Brain Injury Helpful Hints Conclusion Additional Resources Chapter Appendices located on the PluralPlus companion website (not included in print version) Appendix 7–A: Suggestions for Enhancing Verbal Interaction With a Family Member With Aphasia Appendix 7–B: Guidelines for Conversational Coaching Chapter 8. Intervention for Motor-Speech Disorders: The Dysarthrias, Apraxia of Speech, and Dysphagia Treatment for Motor-Speech Disorders The Dysarthrias Treatment Efficacy/Evidence-Based Practice Treatment for the Dysarthrias Helpful Hints Apraxia of Speech Treatment Efficacy/Evidence-Based Practice Treatment for Apraxia of Speech Helpful Hints Conclusion Additional Resources Dysphagia Treatment for Dysphagia Helpful Hints Conclusion Additional Resources Chapter 9. Intervention for Stuttering Categories of Stuttering Behaviors Core Behaviors Secondary Behaviors Developmental Disfluencies Versus Stuttering Treatment for Fluency Disorders Treatment Efficacy/Evidence-Based Practice Intervention Techniques Helpful Hints Helpful Hints Conclusion Additional Resources Chapter Appendix located on the PluralPlus companion website (not included in print version) Appendix 9–A: Sample Phrases, Questions, and Monologues Chapter 10. Intervention for Voice and Alaryngeal Speech Voice Disorders Classification of Voice Disorders Treatment Efficacy/Evidence-Based Practice Treatment for Voice Disorders Intervention Techniques Transgender Voice Helpful Hints Alaryngeal Speech Treatment for Alaryngeal Clients Mechanical Devices Esophageal Speech Tracheoesophageal (TEP) Speech Helpful Hints Conclusion Additional Resources Chapter Appendix located on the PluralPlus companion website (not included in print version) Appendix 10–A: Additional Dialogue Scripts for Voice Therapy Activities Chapter 11. Client and Family Counseling Five Key Traits of an Effective Counselor Stages of Counseling Establishing the Therapeutic Relationship Implementing Counseling Intervention Terminating the Therapeutic Relationship Client and Family Emotional Reactions to Communicative Disorders Counseling Techniques for Communicative Disorders Nonverbal Verbal Group Counseling Family Systems Counseling Helpful Hints Conclusion Additional Resources Chapter 12. Multicultural Issues in Intervention/Diversity, Equity, Inclusion, and Accessibility (DEIA) Cultural Competence Cultural/Ethnic Background Socioeconomic Status (SES) Linguistic Differences Clinical Considerations for Children Terminology Patterns of Second-Language Acquisition Educational Models Clinical Considerations for Adult Populations Clinical Considerations for Multilingual Populations with Language Disorders Helpful Hints Conclusion Additional Resources Chapter 13. Contemporary Issues Critical Thinking Components of Critical Thinking Strategies/Techniques for Promoting Critical Thinking Telepractice Evidence Base for Telepractice Privacy and Regulatory Issues Basic Clinician Competencies With Technology Candidates for Telepractice Services Simulation Technologies Standardized Patients (SPs) Computer-Based Learning Experiences (CBLEs) Implementation Coding and Reimbursement CPT Codes ICD-10 Codes Documentation Helpful Hints Conclusion Whole-Book Appendices located on the PluralPlus companion website (not included in print version) APPENDIX A: ASHA Code of Ethics APPENDIX B: International Phonetic Alphabet Symbols APPENDIX C: Glossary of Selected Medical Terms APPENDIX D: Schematic of the Vocal Tract APPENDIX E: Cultural Competency Check-Ins References Index

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Book SynopsisWhether you’re working with a new student and don’t know where to begin, or you have a long-term client and you’re feeling stuck, Treatment Companion: A Speech-Language Pathologist’s Intervention Guide for Students With Developmental Delays and Disorders provides ideas and strategies for a variety of common language goals. Speech-language pathologists (SLPs) often face the challenge of adapting interventions to meet the needs of students with severe or complex disorders and diagnoses. As seasoned clinicians, the authors fuse their real-world experience with up-to-date research to create a robust road map for customizing SLP intervention strategies. User friendly and straightforward, the Treatment Companion offers a conversational approach to identifying options and goals that meet students where they are, whether they are visual or kinesthetic learners, oral speakers or AAC users, engaged or distracted, from birth to age 21. With easy-to-navigate headings, examples, and visuals, this guide can be consulted on an as-needed basis. The suggestions and strategies are accessible and innovative, often not requiring any specialized supplies to implement. The Treatment Companion offers both novice and experienced clinicians a valuable tool to support their clients in achieving the highest level of communication possible.Table of ContentsPreface Acknowledgments About the Authors Reviewers I. Introduction: How to Use the Treatment Companion Before You Begin Where to Begin/Choosing Goals Aligning to the Common Core State Standards Targeting Goals Steps Toward Mastery Activities in Treatment References II. What You Need to Know General Guidelines Meeting a Student for the First Time Developmental Hierarchy Assessment Progress Monitoring Prompt Hierarchy Modeling Appropriate Communication Student Factors Affecting Treatment Echolalia Perceived Negative Behavior Deaf/Hard of Hearing (DHH) Augmentative and Alternative Communication (AAC) Physical Disabilities Bilingualism and Multiculturalism Helpful Tips Building Relationships With School Staff and Parents Setting Yourself Up: Organization Suggestions of Supplies, Books, Toys, and Games References III. Level I Speech, Manual Signs, or Aided AAC? Speech Unaided AAC Aided AAC Note About the Goals in Level I Attention to Modeling Steps Toward Mastery Activities in Treatment Exploring Steps Toward Mastery Activities in Treatment Five-Word Vocabulary Steps Toward Mastery Activities in Treatment 10-Word Vocabulary Steps Toward Mastery Activities in Treatment 20-Word Vocabulary Steps Toward Mastery Activities in Treatment 50-Word Vocabulary Steps Toward Mastery Activities in Treatment References IV. Level II Two-Word Utterances Steps Toward Mastery Activities in Treatment Actions Steps Toward Mastery Activities in Treatment Three-Word Utterances Steps Toward Mastery Activities in Treatment Expanding Vocabulary Steps Toward Mastery Activities in Treatment Sentences in Present Tense Steps Toward Mastery Activities in Treatment Concrete Simple Wh- Questions Steps Toward Mastery Activities in Treatment Conceptual Simple Wh- Questions Steps Toward Mastery Activities in Treatment References V. Level III Possessive ’s Steps Toward Mastery Activities in Treatment Prepositions Steps Toward Mastery Activities in Treatment Pronouns Steps Toward Mastery Activities in Treatment Past Tense Verbs Steps Toward Mastery Activities in Treatment Attributes Steps Toward Mastery Activities in Treatment Grammatical Sentences Steps Toward Mastery Activities in Treatment Yes and No Questions Steps Toward Mastery Activities in Treatment Short Narrative Steps Toward Mastery Activities in Treatment Simple Problem Solving Steps Toward Mastery Activities in Treatment References VI. Level IV Introduction to Complex Wh- Questions Complex Wh- Questions: Why Questions Steps Toward Mastery Activities in Treatment Complex Wh- Questions: When Questions Steps Toward Mastery Activities in Treatment Complex Wh- Questions: How Questions Steps Toward Mastery Activities in Treatment Introduction to Detailed Narrative Detailed Narrative: Story Grammar Markers Steps Toward Mastery Activities in Treatment Detailed Narrative: Narrative Recall and Retell Steps Toward Mastery Activities in Treatment Detailed Narrative: Sequencing Steps Toward Mastery Activities in Treatment Introduction to Verbal Analogies Verbal Analogies: Categories Steps Toward Mastery Activities in Treatment Verbal Analogies: Object Function Steps Toward Mastery Activities in Treatment Verbal Analogies: Synonyms and Antonyms Steps Toward Mastery Activities in Treatment Verbal Analogies: Associations Steps Toward Mastery Activities in Treatment Introduction to Figurative Language Figurative Language: Idioms Steps Toward Mastery Activities in Treatment Figurative Language: Multiple Meaning Words Steps Toward Mastery Activities in Treatment Compound and Complex Sentences Steps Toward Mastery Activities in Treatment Identifying the Problem Steps Toward Mastery Activities in Treatment Identifying the Cause/Making Inferences Steps Toward Mastery Activities in Treatment References Appendix: Demystifying Augmentative and Alternative Communication What You Need to Know About AAC The Right to Communicate What Does AAC Include? Dispelling Common Myths About AAC Communicative Competence Comprehensive Assessment Leads to Comprehensive Intervention Choosing Words to Target Fostering Collaboration Training Creating a Culture of AAC References Index

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Book SynopsisGoal-Setting in Speech-Language Pathology: A Guide to Clinical Reasoning is the first textbook of its kind on evidence-based clinical decision-making for speech-language pathologists (SLPs). The goal of this text is to fill a pedagogical need for an efficient tool that teaches clinical reasoning to guide treatment planning. There are a number of existing resources in speech-language pathology that describe the how-to of writing goals, but not the clinical decision-making thought process behind the formulation of patient-centered goals. The text strives to address the knowledge gap in clinical learning environments across the scope of learners. Written for graduate-level students in clinical methods courses, it will also be an invaluable resource for novice SLP clinicians. This functional, concise text for clinical coursework or practice explicitly defines the decision-making process used by experienced clinicians from referral to the creation of patient-centered goals. The contents include (1) the purpose for a decision-making framework grounded in both the science of learning and the American Speech-Language-Hearing Association's (ASHA) clinical competencies, (2) a description of data used in the clinical reasoning process, (3) presentation and discussion of the framework. Key Features Concise and readily accessible, making it easy to integrate into a single-semester course that only spends a few weeks on clinical decision-making Serves as a practical how-to guide that uses systematic instruction with hands-on, real-world practice opportunities to teach students and young clinicians the application of clinical concepts Includes dynamic in-text case studies Written by authors with a wealth of clinical experience to cover a multitude of populations and settings, including culturally and linguistically diverse individuals PluralPlus Online Ancillary Materials For instructors: PowerPoint slides For students: Video case studies and answer key for chapter 4.Table of ContentsIntroduction About the Authors Acknowledgements Reviewers Chapter 1. Clinical Reasoning Introduction The Value-Add A Useful Analogy An Introductory Case Study A Novice Clinician’s Response An Experienced Clinician’s Response Terminology in Clinical Reasoning Prototypes Logic Clinician Factors Setting Factors Patient Factors Clinical Reasoning Goal Concept Treatment Goals Conclusion Chapter 2 Goal Framework Key Questions Who Are They? Medical Information Developmental Information Educational Information Language Experience What Is Their Current Communication and Swallowing Status? Diagnostic Assessments Diagnostic Decisions What Is Important to Them? Environment Interests/Life Events Patient and Family Priorities Conclusion Chapter 3. Clinical Application Guide Drumroll Please Goal-Writing Framework Diagnostic Decision Goal Planning Synthesis Connection Treatment Goals Case Example 1: Theo Who Are They? What Is Their Current Communication and Swallowing Status? What Is Important to Them? Goal Planning Synthesis Connection Treatment Goals Case Example 2: Jayden Who Are They? What Is Their Current Communication and Swallowing Status? What Is Important to Them? Goal Planning Synthesis Connection Treatment Goals Conclusion Chapter 4. Case Studies for Practice Introduction Adult Medical Dysphagia: Julia Aphasia: Elisabeth Traumatic Brain Injury: Samuel Parkinson’s Disease: Tomas Pediatric Medical Fluency: Roshan Speech Sound Disorder: Phonological Feeding and Swallowing: Grady Craniofacial Syndrome: Sloane Education Developmental Language Disorder: Carla Developmental Language Disorder – Early Childhood Speech Sound Disorder: Mei Ling Developmental Language Disorder: Daniel Conclusion Appendix 1 Appendix 2 Appendix 3 Appendix 4 References Index

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Book SynopsisA Coursebook on Scientific and Professional Writing for Speech-Language Pathology, Sixth Edition is a unique interactive resource to help students develop the strong writing skills necessary for a successful clinical or academic career in speech-language pathology. The book not only describes the principles of good writing, but also contains numerous opportunities to practice writing skills replete with exemplars. The Coursebook is ideal for dedicated courses on scientific and/or professional writing, and can also be used in courses on assessment, research methods, and clinical methods and practicum. The first section of the book is a refresher on the basic rules of grammar, punctuation, and composition. The second section is focused on scientific writing and explains the different types of academic publications, offers tips on how to write without bias, and describes the typical manuscript formatting required by scientific publications. It also includes examples of the "elements of scientific style," such as capitalization and abbreviations, how to reference sources cited within the text, and how to prepare the reference list. Also covered are how to submit a manuscript to scholarly journals and best practices for proofreading and making revisions. The last section is focused on professional/clinical writing and the various written communications speech-language pathologists (SLPs) prepare as part of their jobs. These include diagnostic reports, brief and comprehensive treatment plans, and progress reports. The book ends with a section on report writing for SLPs working in public schools, including assessment reports, IEPs, and SOAP notes. A unique and student-friendly feature of the book is its practical design. The first two sections provide incorrect exemplars the user can rewrite or write correctly. In the last section, left-hand pages show specific examples of general, scientific, or professional writing, and the corresponding right-hand pages allow students to practice writing. Updates to the Scientific Writing section include: Incorporation of APA 7th edition changes to reference citations and preparation of the reference list, along with updates on how to cite electronic sources. Information on how to submit content to academic journals and conferences, preparing electronic manuscripts, and making revisions in light of the copyeditor's comments have been updated to current publishing industry standards. Updates to the Professional Writing section include: Updates to reflect current clinical terminology and practice in speech-language pathology. A new trial-by-trial treatment progress recording sheet has been added to the progress report section. An Objective, Subjective, Assessment, Plan (SOAP) progress report written for medical settings has been added, along with a new section on report writing in public schools, which includes an assessment plan that helps determine whether a student meets the school district's criteria for enrollment in clinical speech-language services.Table of ContentsPreface to the Sixth Edition Acknowledgements About the Author PART A FOUNDATIONS OF SCIENTIFIC AND PROFESSIONAL WRITING A.1. BASIC RULES OF USAGE Ampersand A.1.1. Use the Ampersand Correctly Apostrophe A.1.2. Do Not Turn a Possessive Into a Plural A.1.3. Do Not Turn a Plural Into a Possessive A.1.4. Use the Correct Forms of Possessive Nouns A.1.5. Use the Possessive Forms of Pronouns Correctly A.1.6. Distinguish Contractions From Possessives Unusual Singulars and Plurals A.1.7. Use Unusual Singulars and Plurals Correctly Comma A.1.8. Use a Serial Comma A.1.9. Do Not Use a Serial Comma When You Write Only Two Parallel Terms and Connect Them With a Conjunction A.1.10. Use a Comma to Separate Parenthetic Expressions That Are Not in Parentheses A.1.11. Place a Comma Before a Conjunction Introducing an Independent Clause A.1.12. Do Not Use a Comma Before a Conjunction That Is Followed by a Dependent Clause Dash A.1.13. Prefer an Em Dash to a Comma to Set Off an Abrupt Break Semicolon A.1.14. Join Independent Clauses With a Semicolon When the Clauses Are Not Joined by a Conjunction Agreement A.1.15. Follow the Rules of Agreement Modifiers A.1.16. Use Modifiers Correctly Pronouns A.1.17. Clarify the Referents of Pronouns A.1.18. Let the Pronoun Agree in Number With Its Antecedent A.1.19. Use the Proper Case of Pronoun Sentence Fragments A.1.20. Do Not Break a Single Sentence Into Two Parts A.1.21. Do Not Write Sentence Fragments as a Series of Declarative Statements A.1.22. Do Not Punctuate Appositives Nouns and Adjectives A.1.23. Use Certain Terms Only in Their Adjectival Forms A.1.24. Do Not Turn a Noun Into a Verb Participial Phrase A.1.25. Let a Participial Phrase at the Beginning of a Sentence Refer to the Grammatical Subject A.2 BASIC RULES OF COMPOSITION Structure of Research Papers A.2.1. Design a Broad Outline of Your Paper A.2.2. Design Headings and Subheadings of Your Paper Composing Paragraphs A.2.3. Write Paragraphs That Express Related Ideas A.2.4. Do Not Write Paragraphs That Are Too Long A.2.5. Do Not Write One-Sentence Paragraphs A.2.6. Begin and End Most Paragraphs With Transitionary Sentences Concise and Direct Writing A.2.7. Prefer the Shorter to the Longer Sentences A.2.8. Prefer the Active Voice A.2.9. Say What It Is, Instead of What It Is Not A.2.10. Avoid Too Many Qualifications A.2.11. Use Definite, Specific, and Concrete Language A.2.12. Eliminate or Replace Unnecessary Phrases A.2.13. Avoid Redundant Phrases A.2.14. Avoid Wordiness A.2.15. Avoid Jargon A.2.16. Avoid Euphemism A.2.17. Keep Related Words Together Parallelism A.2.18. Write in Parallel Terms A.2.19. Maintain Parallelism in Numbered or Bulleted Lists Misplaced or Dangling Modifiers A.2.20. Avoid Dangling Modifiers A.2.21. Avoid Misplaced Modifiers Shifts Within and Between Sentences A.2.22. Avoid Shifts Within and Between Sentences Quotations A.2.23. Make Quotations Count A.2.24. Do Not Overuse Quotations A.2.25. Do Not Include Islands of Quotations A.2.26. Do Not Begin a Sentence With a Quotation A.2.27. Use Quotation and Punctuation Marks Correctly A.2.28. Do Not Misuse Quotation Marks A.2.29. Give References for All Direct Quotations A.2.30. Reproduce Quotations Exactly A.2.31. Integrate Quotations of Fewer Than 40 Words With the Text A.2.32. Arrange Quotations as a Block When They Have 40 Words or More A.2.33. Show Correctly the Changes in Quotations A.2.34. Quote Correctly the Sources on the Internet Precision in the Use of Scientific Terms A.2.35. Use the Terms Ending in -ology Correctly A.2.36. Use Certain Terms Ending in -ics Correctly Use of Fresh Language A.2.37. Avoid Cliches A.2.38. Avoid Colloquial or Informal Expressions A.3. COMMONLY MISUSED WORDS AND PHRASES A.3.1. Accept and Except A.3.2. Affect and Effect A.3.3. Alternate and Alternative A.3.4. Allusion and Illusion A.3.5. And/Or A.3.6. Baseline and Baserate A.3.7. Effect and Impact A.3.8. Elicit and Evoke A.3.9. Elicit and Illicit A.3.10. Farther and Further A.3.11. Focus and Analysis A.3.12. Incidence and Prevalence A.3.13. Inter- and Intra- A.3.14. Latter and Later A.3.15. Proof and Support A.3.16. Secondly and Thirdly A.3.17. Since and Because A.3.18. There and Their PART B SCIENTIFIC WRITING B.1. INTRODUCTION TO SCIENTIFIC WRITING B.2. TERMS FOR WRITING WITHOUT BIAS B.2.1. Do Not Overuse the Pronouns He and He or She B.2.2. Use the Appropriate Terms of Gender Identities B.2.3. Use the Appropriate Terms of Sexual Orientations B.2.4. Avoid Prejudicial Reference to Disabilities B.2.5. Avoid Prejudicial Reference to Ethnic or Racial Identity B.2.6. Avoid Prejudicial Reference to Age B.2.7. Avoid Prejudicial Comparisons of Study Groups B.3. FORMAT OF SCIENTIFIC WRITING Margins B.3.1. Leave Correct Margins Title Page B.3.2. Type Correctly the Title Page of a Paper for Publication B.3.3. Type Correctly the Title Page of a Class (Term) Paper Running Head B.3.4. Type the Manuscript Running Head Correctly Abstract B.3.5. Write an Abstract on the Second Page Beginning of Text B.3.6. Begin the Text With an Untitled Introductory Section on Page Three Heading Levels B.3.7. Use the Headings Within the Text Consistently Font and Font Size B.3.8. Use Acceptable Font and Size B.3.9. Use Bold Font Correctly Page Numbers B.3.10. Number the Pages Correctly B.3.11. Reprint the Corrected Pages Line Spacing and Line Length B.3.12. Use Appropriate Line Spacing B.3.13. Align the Text to the Left Margin B.3.14. Correct the Spelling Errors B.4. ELEMENTS OF SCIENTIFIC STYLE Capitalization B.4.1. Capitalize the First Words B.4.2. Capitalize the First and the Major Words B.4.3. Capitalize the Words Correctly in Headings B.4.4. Capitalize Proper Nouns and Trade Names B.4.5. Capitalize the Chapters and Sections the Reader Is Referred To B.4.6. Capitalize Nouns That Are Followed by a Number or Letter B.4.7. Capitalize Both Words in Otherwise Capitalized Hyphenated Compound B.4.8. Do Not Capitalize the Second Word of a Hyphenated Compound in Reference Lists Italicization B.4.9. Use Italics Correctly Within the Body of Text B.4.10. Use Reverse Italics Correctly B.4.11. Use Italics Correctly in the Reference List Hyphenation B.4.12. Use the Hyphen Correctly B.4.13. Do Not Overuse or Misuse the Hyphen Indentation B.4.14. Use Correct Indentation Space After Punctuation B.4.15. Give Correct Space or No Space After Punctuation Abbreviations B.4.16. Write Out Abbreviations the First Time You Use the Term, and Enclose the Abbreviations in Parentheses B.4.17. Do Not Start a Sentence With a Lowercase Abbreviation B.4.18. Use Latin Abbreviations Only in Parenthetical Constructions B.4.19. Add the Lowercase Plural Morpheme s to Plural Abbreviations Without an Apostrophe B.4.20. With Abbreviations, Use the Period Correctly B.4.21. Abbreviate Units of Measurement When a Number Is Specified Numbers in Words or Numerals B.4.22. Write Out Units of Measurement When a Number Is Not Specified B.4.23. Use Roman Numerals Only When It Is an Established Practice B.4.24. Use Arabic Numerals for Numbers 10 and Above B.4.25. Use Numerals for Numbers Below 10 in Specified Contexts B.4.26. Write Out in Words Numbers Below 10 in Specified Contexts B.4.27. Write Out in Words Any Number That Begins a Sentence B.4.28. Combine Words and Numerals in Specified Contexts Reference Citations Within the Text B.4.29. Cite the Author's Last Name and Year or Years of Publication in the Text B.4.30. Cite Both Names in the Text When a Work Has Two Authors B.4.31. Cite Works With Three or More Authors With Only the First Author B.4.32. Distinguish Works of Multiple Authors Published in the Same Year B.4.33. Join Multiple Author Names With the Conjunction and or the Ampersand B.4.34. Distinguish the Different First Authors With the Same Surname B.4.35. Cite Multiple Works of the Same Author in a Temporally Ascending Order B.4.36. Attach Alphabetical Suffixes to the Same Author's Multiple Publications in the Same Year B.4.37. Within Parentheses, Arrange the Last Names of Multiple Authors in Alphabetical Order B.4.38. Cite Secondary Sources Sparingly and Correctly B.4.39. Cite Correctly the Works With No Author or an Anonymous Author B.4.40. Cite Correctly the Year of Publication in Parenthetical Text B.4.41. Cite Correctly the Specific Parts of a Source Reference List B.4.42. General Guidelines on Creating a Reference List B.4.43. Begin the Reference List on a New Page With a Centered Heading B.4.44. In the Reference List, Arrange Authors in Alphabetical Order B.4.45. Arrange Multiple Works of the Same Single Author From the Earliest to the Latest Year B.4.46. Alphabetize the Titles of Several Works of the Same Author Published in the Same Year B.4.47. Arrange the Multiple Works of the Same Author Published in a Different Years in Temporally Ascending Order B.4.48. Alphabetize the Different Authors With the Same Last Name According to Their Initials B.4.49. Format Each Entry in the Reference List With a Hanging Indent of Five Spaces B.4.50. Use the Specified Abbreviations in Reference Lists Selected Examples of References Printed Journal Articles B.4.51. Overview of Referencing Printed Journal Articles B.4.52. Use the Correct Format to Reference Printed Journal Articles B.4.53. Arrange Correctly the Articles With Multiple Authors B.4.54. Reference Correctly the Different Forms of Journal Publications Magazines and Newspaper Articles B.4.55. Reference Correctly the Publications From Magazines and Newspapers Abstracts B.4.56. Reference Correctly the Article Abstracts Used as the Primary Source Books and Book Chapters B.4.57. Authored Books in Reference Lists B.4.58. Edited Books and Chapters in Edited Books Conference and Convention Presentations B.4.59. Paper and Poster Presentations Unpublished Articles, Dissertations, and Theses B.4.60. Unpublished Articles, Theses, or Dissertations B.4.61. Theses and Dissertations Published in a Database or Available Online B.4.62. Guidelines on Using Electronic Sources in Scientific Writing B.4.63. Examples of Electronic Sources in the Reference List B.5. WRITING SECTIONS OF RESEARCH PAPERS AND PROPOSALS B.5.1. General Guidelines on Completed and Proposed Empirical Studies B.5.2. Sections of a Research Paper B.6. MANUSCRIPT SUBMISSION, REVISION, AND PROOFREADING B.6.1. Manuscript Submission for Journal Publication B.6.2. Submission for Convention or Conference Presentations B.6.3. Book and Book Chapter Publications B.6.4. Copyediting and Author Revisions B.6.5. Proofreading PART C PROFESSIONAL WRITING C.1. INTRODUCTION TO PROFESSIONAL WRITING C.2. ELEMENTS OF DIAGNOSTIC REPORTS Common Elements of a Diagnostic Report Unique Elements Depending on the Age of the Client C.3. DIAGNOSTIC REPORTS C.3.1. Diagnostic Report: Speech Sound Disorder C.3.2. Diagnostic Report: Voice Disorder C.3.3. Diagnostic Report: Aphasia and Apraxia of Speech C.3.4. Diagnostic Report: Stuttering C.4. PRACTICE IN DIAGNOSTIC REPORT WRITING C.4.1. Practice Writing Diagnostic Report: Speech Sound Disorder C.4.2. Practice Writing Diagnostic Report: Child Language Disorder C.4.3. Practice Writing Diagnostic Report: Stuttering C.4.4. Practice Writing Diagnostic Report: Voice Disorder C.5. COMPREHENSIVE TREATMENT PLANS C.5.1. Comprehensive Treatment Plan: Speech Sound Disorder C.6. BRIEF TREATMENT PLANS C.6.1. Brief Treatment Plan: Stuttering C.6.2. Brief Treatment Plan: Speech Sound Disorder C.6.3. Brief Treatment Plan: Child Language Disorder C.6.4. Brief Treatment Plan: Voice Disorder C.7. PRACTICE IN WRITING TREATMENT PLANS C.7.1. Practice Writing Comprehensive Treatment Plan: Child Language Disorder C.7.2. Practice Writing Brief Treatment Plan: Stuttering C.7.3. Practice Writing Brief Treatment Plan: Speech Sound Disorder C.7.4. Practice Writing Brief Treatment Plan: Child Language Disorder C.7.5. Practice Writing Brief Treatment Plan: Voice Disorder C.8. PROGRESS REPORTS C.8.1. Trial-by-Trial Data Recording Sheet for Treatment Sessions C.8.2. Progress Report: Treatment of Stuttering C.8.3. Progress Report: Treatment of Speech Sound Disorder C.8.4. Sample Progress Report: Treatment of Child Language Disorder C.8.5. Progress Report: Treatment of Voice Disorder C8.6. SOAP Progress Report C.9. PRACTICE IN WRITING PROGRESS REPORTS C.9.1. Practice Writing Progress Report: Treatment of Stuttering C.9.2. Practice Writing Progress Report: Treatment of Speech Sound Disorder C.9.3. Practice Writing Progress Report: Treatment of Child Language Disorder C.9.4. Practice Writing Progress Report: Treatment of Voice Disorder C.10. REPORT WRITING IN PUBLIC SCHOOLS C.10.1. Assessment Report Format C.10.2. IEP: Treatment of Child Language Disorder C.10.3. IEP: Treatment of Speech Sound Disorder C.10.4. IEP: Treatment of Voice Disorder C.10.5. IEP: Treatment of Stuttering C.10.6. SOAP Note Format Selected References Glossary Index

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Book SynopsisSinging and Teaching Singing: A Holistic Approach to Classical Voice, Fourth Edition continues to be a beloved resource for singers and their teachers, speech-language pathologists, and laryngologists and an adopted text for instructors and students in voice, singing, and performing arts courses. Janice L. Chapman is able to draw on her experiences as a singer with some of the world's leading opera companies to present a teaching technique specifically focusing on voice in the areas of classical and opera singing. Interspersed with the concepts and components of Chapman's methods are vignettes from her life and career, animated by her conversational and vibrant style to guide (and entertain) the reader through the book in a step-by-step fashion. The philosophy of teaching presented combines three main facets: Holistic, Physiological, and Incremental. The Holistic segment emphasizes that the act of singing involves the whole person (i.e., body, mind, spirit, emotion, and voice); the Physiological segment stresses anatomy, muscular function, and effects of muscular interactions so that students and teachers alike can understand and visualize the functional workings of the torso, larynx, and the vocal tract and their impact on good singing practices; and the Incremental section shows that the act of singing and the teaching of singing can be broken down into manageable components that have a natural hierarchy that eventually interact and interlock. This teaching model provides a framework to master one element at a time, with the resulting effect of a complete and integrated mastery of technique. Chapman recommends this framework for rehabilitative work with the dysfunctional singer, for working with the developing singer, and for the ongoing development and maintenance of the technically able professional singer. New to the Fourth Edition: * New editor and co-author, Ron Morris, BSpThy (Hons); MMusStud (Voice), MSPAA, MASA (CC), PhD * The addition of completely new chapters on Laryngeal Registration, Vocal Acoustics and Acoustic Registration * Clarifications and exercises by Dr. Ron Morris on the use of the Accent Method breathing as a highly effective remedial and training technique * Expanded and updated information on Breathing and Support, Vocal Acoustics, Registers (Laryngeal and Acoustic), Teaching and Learning, Hearing and Singing, and Manual Therapy * Exercises have been significantly expanded and now are contained in a chapter of their own, which includes some information on lesson structure and practice * Significant updates reflect the current state of research and the latest advances in voice science and pedagogy have been referenced throughout * A new glossary has been added for ease of reading and clarification of pedagogical terms used in the text Key Features: * Case studies * Evidence- based and practical examples * Exercises * Contributions from some of the world's best-known voice professionals * Highly readable writing style suitable for teachers of singing and singers at all levels * A PluralPlus companion website with supplemental videos that demonstrate some of the exercises from the teaching modelTable of ContentsForeword to the First Edition Robert T. Sataloff, MD, DMA Preface to the Fourth Edition Janice L. Chapman & Ron Morris Acknowledgments Contributing Authors Introduction Janice L. Chapman 1 Pedagogical Philosophy Janice L. Chapman 2 Primal Sound Janice L. Chapman 3 Postural Alignment Janice L. Chapman 4 Breathing and Support Janice L. Chapman, Ron Morris, and James Platt 5 Phonation and the Speaking Voice Janice L. Chapman, Ron Morris, and James Platt 6 Laryngeal Registration Janice L. Chapman, Ron Morris, and James Platt 7 Resonance Janice L. Chapman, Ron Morris, and James Platt 8 Articulation Ron Morris and Janice L. Chapman 9 Applied Vocal Acoustics and Acoustic Registration James Platt and David M. Howard 10 The Exercises Janice L. Chapman, Ron Morris, and James Platt 11 Artistry and Performance Janice L. Chapman 12 Working with the Professional Singer Janice L. Chapman 13 Voice and the Brain Pamela Davis 14 Teaching and Learning with the Brain in Mind Marilyn McCarthy 15 Reflective Practice and the Capabilities Profile for Singing Teachers Marilyn McCarthy 16 Vocal and Respiratory Anatomy and Physiology John S. Rubin 17 Hearing and Singing Adrian Fourcin and David M. Howard 18 Manual Therapy in the Management of Voice Disorders and a Conversation with Janice Chapman Jacob Lieberman 19 From Performer to Pedagogue: A Multidisciplinary Route Janice L. Chapman Appendix: Priorities in Developing the Young Adult Classical Singer at Music College Janice L. Chapman Vocal Exercises Index Glossary of Terms Index

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Book SynopsisSelective mutism (SM) is an anxiety disorder in which individuals are unable to communicate in certain environments or contexts (such as at school or in the community) despite having appropriate speech and language skills in other settings. By drawing on their extensive knowledge of language development, language complexity, and therapeutic approaches, speech-language pathologists (SLPs) can provide life-changing results for children with SM. Treating Selective Mutism as a Speech-Language Pathologist is a comprehensive yet accessible resource designed to bridge the gap in the current SM literature and empower SLPs to treat this disorder effectively. This valuable professional resource has tools for SLPs at every stage of their careers, from new clinicians preparing for potential cases of SM to experienced SLPs looking to expand their knowledge base. The first three chapters of Treating Selective Mutism as a Speech-Language Pathologist offer a base of understanding by exploring the roots and characteristics of SM. The text then walks clinicians through effective assessment and diagnosis strategies. The final chapters provide evidence-based treatment strategies, as well as practical guides and activities, for supporting children with SM. Key Features: * Ready-to-use activities, handouts, and forms that can be reproduced and implemented the next day during a therapy session * Up-to-date empirical evidence regarding the etiological factors of SM * Overview of the collaborative team approach necessary for treating SM * Suggestions regarding specific assessment materials and a specific protocol to guide data collection during assessment ( Specific, evidence-based treatment strategies provided in a clear, easy-to-understand manner * A PluralPlus companion website with printable versions of the resources in the bookTable of ContentsPreface Acknowledgements Reviewers Introduction Chapter 1. Overview of Anxiety Chapter 2. History of SM and Etiological Factors Chapter 3. Characteristics of SM Chapter 4. Assessment and Diagnosis of SM Chapter 5. Treatment Techniques for SM Chapter 6. Meaningful Goals and Therapy Activities Resources References Index

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Book SynopsisECHO: A Vocal Language Program for Easing Anxiety in Conversation is for clinicians supporting individuals who may experience social anxiety related to speaking in specific situations, or with certain individuals. Anxiety has a negative impact on working memory, which can make it difficult for individuals to communicate with ease. With reduced experiences talking to a variety of people in various situations, speaking often becomes more challenging. The ECHO program was developed to build ease and comfort with social pragmatic communication, focusing on improving conversational skills for children from later elementary through teenage years. The program can be implemented by speech-language pathologists, psychologists, educators, and other facilitators (including parents), who support the needs of children and teens with selective mutism, stuttering, and those in need of social communication support. This unique intervention program combines methods of vocalization and verbalization to enhance conversational skills with role-play simulations for real-life application. There are three modules in the ECHO program that build upon each other: Module 1 uses interactive games to focus on vocal control, helping the child or teen learn how to initiate voice, modulate intonation and volume with greater ease, and produce classes of speech sounds in words and sentences. Module 2 provides targeted skills for the child or teen to use language for different purposes, change language for the listeners or situation, and follow rules for conversation and storytelling; all with online interactive games to become a more spontaneous communicator. Module 3 builds on the previous two modules by providing conversational role-plays which simulate real-life situations in school, at home, and in social and public settings. A cognitive behavioral therapy (CBT) framework is applied to help reduce cognitive distortions. Key Features Three modules bridging the gap from vocalization to conversation The ECHO Checklist to identify communication needs Social Communication Skills Pragmatics Checklist The ARC model for understanding anxiety tolerance, rescue reduction, and communication confidence Thirty-five interactive games and activities with over 150 photos (online and printed) to help children and teens gain skills necessary to vocalize and engage in conversation A PluralPlus companion website with interactive activities for in-person and telepractice useTable of ContentsAcknowledgements Reviewers Introduction The ECHO Program Whom the ECHO Program Serves The Modules How to Initiate the ECHO Program Setup for Face-to-Face and Virtual Online Sessions Gathering Information Connections Between Social Anxiety and Communication The ARC Model - Generalizing Skills Anxiety Tolerance Rescue Reduction Communication Confidence Documentation and Progress References Module 1. Vocal Control: Gaining Control of Your Voice for Speech Initiation Background Introduction and Theoretical Framework Proposed Hierarchy for Face-to-Face and Online Sessions: How to Begin Process of Vocal Control Activity Game 1: Sound Off Activity Game 2: Pitch Pipe Activity Game 3: Ramp it Up! Activity Game 4: Vocal Marathon Activity Game 5: Tag Along Words Activity Game 6: What's Up? Activity Game 7: Let's Face It References Module 2. Building Social Pragmatic Communication for Children and Teens Who Experience Anxiety in Speaking Situations Background Introduction and Theoretical Framework Overarching Goals for Module 2 Activity Game 1: Word Think -The First Word That Comes to Mind Activity Game 2: Pinpoint - Words to Sentences Activity Game 3: Actors' Corner - Interactive Scripts Activity Game 4: Barriers - Following Directions Activity Game 5: Question Match - Answering Questions Activity Game 6: More Information Please - Changing Questions Activity Game 7: See-Saw - Keep the Conversation Going Activity Game 8: Road Runner - Stay on Topic Track Activity Game 9: Conversation Wheelhouse Activity Game 10: Conversational Role-Plays: Pragmatic Language Activity Game 11: Chat Spin - Informal Conversations Module 2: Outreach Activities References Appendix 2-A. Suggestions for Facilitating Activities for Children and Teen with Selective Mutism Appendix 2-B. Suggestions for Facilitating Activities for Children and Teen who Stutter Module 3. Role-Play Simulations for Conversation Background Information Theoretical Framework Using the SMQ as a Guide for Activity Selection and Tracking Progress Role-Play Structure Facilitator Player Scenario Personal Stories In Preparation for the Role-Play Role-Play / Activity Roles Situations Reflections Cognitive Distortions Scenario 1: Talking to General Peers at School Scenario 2: Talking to Selected Peers at School Scenario 3: Being Asked a Question by the Teacher Scenario 4: Asking the Teacher a Question Scenario 5: Speaking to Teachers or Staff at School Scenario 6: Speaking in Groups or in Front of the Class Scenario 7: Talking to Family Members at Home When Others are Present Scenario 8: Talking to Family Members While in Unfamiliar Places Scenario 9. Talking to Family Members Who Don't Live With Me (e.g., grandparent, cousin) Scenario 10: Talking on the Phone to Parents and/or Siblings Scenario 11: Speaking with Familiar Family Friends Scenario 12: Speaking to at Least One Babysitter or Caregiver (not family member) Scenario 13: Speaking with Other Kids Who I Don't Know Scenario 14: Speaking with Family Friends Whom I Do Not Know Scenario 15: Speaking with my Doctor or Dentist Scenario 16: Speaking to Store Clerks or Waiters Scenario 17: Talking When in Clubs, Teams, or Organized Activities Outside of School Photo Cards References Appendix A. DSM-5 Diagnostic Criteria for Selective Mutism, Childhood-Onset Fluency Disorder (Stuttering), and Social (Pragmatic) Communication Disorder Appendix B. The ECHO Checklist Appendix C. ECHO Program - Information About Me Appendix D. Social Communication Skills - The Pragmatics Checklist Appendix E. EXPRESS Selective Mutism (SM) Communication Questionnaire Index

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Book SynopsisAdult Audiologic Rehabilitation, Third Edition is an advanced textbook for doctoral level audiology students that focuses solely on adults with a completely international perspective. It is the only advanced text to meet the need for the high level of preparation required for doctoral level training. It is also an essential resource for practicing clinicians looking for a complete reference on the latest techniques and technologies. With ever changing technology and new methodologies in client care, the third edition of Adult Audiologic Rehabilitation is a critical resource to audiology education. The book covers definitions of audiologic rehabilitation, an overview of the area, psychosocial impact of hearing loss, assessment strategies, current technologies, treatment methodologies, e-technologies, research needs, and special issues in audiologic rehabilitation. It has been deliberately structured to move the reader from introduction, to specific details of the specialty of audiologic rehabilitation, to providing insights into characteristics of this patient population, and thence to a framework for assessment and treatment of the impact of hearing loss. Thoroughly updated, this edition includes eight new chapters and revisions to nineteen chapters that include updated content, references, figures and tables. New topics include: Hearing Health Seeking Behavior; Social Factors in Hearing Aids; Improving Patient Adherence; Multimedia Educational Resources; Family-Centered Care; Patient Narratives in Audiology; E-Health and M-Health for Audiologic Rehabilitation; Community Outreach.Table of ContentsForeword to the Third Edition by Arthur Boothroyd Foreword to the Second Edition by Harry Levitt Foreword to the First Edition by Mark Ross Introduction: Goals and Topics by Joseph J. Montano and Jaclyn B. Spitzer Acknowledgments Contributors Part I. Developing a Knowledge Base: Introduction and Background Chapter 1. History of Adult Audiologic Rehabilitation: Understanding the Past to Shape the Future Patricia A. McCarthy and Jerome G. Alpiner Chapter 2. Defining Audiologic Rehabilitation Joseph J. Montano Chapter 3. The International Classification of Functioning: Implications and Applications to Audiologic Rehabilitation Jean-Pierre Gagné, Mary Beth Jennings, and Kenneth Southall Chapter 4. The Sociological Effects of Stigma: Applications to People with an Acquired Hearing Loss Kenneth Southall, Jean-Pierre Gagné, and Mary Beth Jennings Chapter 5. Peer Support/Consumer Perspective Samuel Trychin Part II. Building the AR Plan Chapter 6. Clinical Utility of Self Assessment Kathleen M. Cienkowski Chapter 7. Measuring Health-Related Quality of Life in Audiologic Rehabilitation Harvey B. Abrams, Anna Marie Jilla, and Theresa Hnath Chisolm Chapter 8. Hearing Help-Seeking Behavior Gabrielle Saunders Chapter 9. Audiological Assessment for Implantable Technologies Jaclyn B. Spitzer, Dean Mancuso, and Rachel A. Scheperle Chapter 10. Hearing Rehabilitation Reconsidered Through the Lens of Social Relationships Gurjit Singh and Stefan Launer Part III. The Rehabilitative Toolbox: Therapeutic Management Chapter 11. Biopsychosocial Approaches to Audiologic Counseling: Patient/Person/Family/Relationship Centered Care Sue Ann Erdman Chapter 12. Improving Patient Adherence: Perceived Importance, Comfort Rankings and Decisional Scales John Greer Clark Chapter 13. The Role of Self-Efficacy in the Audiologic Rehabilitation Process Sherri L. Smith Chapter 14. Audiovisual Speech Perception and Speech Perception Training Nancy Tye-Murray Chapter 15. Knowledge is Power: Interactive Multimedia to Improve Outcomes in the Digital Age Melanie Ferguson Chapter 16. Family Centered Care in Adult Audiologic Rehabilitation Nerina Scarinci Chapter 17. Narratives and Text Media in Adult Audiologic Rehabilitation Abbey L. Berg and Emilie Zaslow Chapter 18. Group Audiologic Rehabilitation for Adults: Current Practice and Future Directions Jill Preminger and Laura N. Galloway Chapter 19. Incorporating Communication Partners into the AR Process Jill Preminger and Joseph J. Montano Chapter 20. Communication Partnership Therapy in Audiologic Rehabilitation Christopher Lind Chapter 21. Advanced Practices: Assistive Technology in the Age of Smart Phones and Tablets Linda M. Thibodeau Chapter 22. Tinnitus Management Craig W. Newman and Sharon A. Sandridge Part IV. Expanding the Scope of AR: Special Issues Chapter 23. eHealth in Adult Audiologic Rehabilitation Alessia Paglialonga Chapter 24. One-to-One Speech Communication Training for Adults with Cochlear Implants Geoff Plant Chapter 25. Vocational Issues for Persons with Hearing Loss Sophia E. Kramer and S. Theo Goverts Chapter 26. Auditory and Cognitive Processing in Audiologic Rehabilitation M. Kathleen Pichora-Fuller Chapter 27. Evidence-Based Practice and Research Opportunities Louise Hickson and Barbra Timmer Index

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Book SynopsisThe revised edition of A Handbook on Stuttering continues its remarkable role as the authoritative, first-line resource for researchers and clinicians who work in the field of fluency and stuttering. Now in its seventh edition, this unique book goes beyond merely updating the text to include coverage of roughly 1,000 articles related to stuttering research and practice that have been published since 2008. This extended coverage integrates the more traditional body of research with evolving views of stuttering as a multi-factorial, dynamic disorder. Comprehensive, clear, and accurate, this text provides evidence-based, practical information critical to understanding stuttering. By thoroughly examining the intricacies of the disorder, A Handbook on Stuttering lays the foundation needed before considering assessment and treatment. New to the Seventh Edition: * A completely reorganized table of contents, including two new chapters. * The deletion of approximately 1,000 non-peer-reviewed references from the previous edition to assure discussion of the highest quality evidence on stuttering. * New content on the development of stuttering across the lifespan and assessment. * Given the Handbook's historic role as a primary reference for allied professionals, a new chapter that addresses myths and misconceptions about stuttering * Expanded coverage on role of temperament in childhood stuttering * Expanded coverage of brain-based research, genetics, and treatment findings. * A thoroughly updated chapter on conditions under which stuttering fluctuates * Brief tutorial overviews of critical concepts in genetics, neuroimaging, language analysis and other relevant constructs, to better enable reader appreciation of research findings. * A greater selection of conceptual illustrations of basic concepts and findings than in prior editions * Integrated cross-referencing to content across chapters * A PluralPlus companion website showing the deleted content from the previous editionTable of ContentsPreface Reviewers Acknowledgements Section I. Understanding the Nature of Stuttering Chapter 1. Defining and Describing Stuttering Chapter 2. The Demography of Stuttering: Across the Lifespan, Families, and Communities Chapter 3. Early Childhood Disfluency and Stuttering Onset Chapter 4. Developmental, Medical, Familial, and Educational History of PWS, and the Social and Vocational Impacts of Stuttering Chapter 5. Theories and Models of Stuttering Section II. The Quest for Underlying Mechanisms Chapter 7. Motor and Sensory Abilities Chapter 8. Anticipation, Anxiety, and Stuttering Chapter 9. Personality and Temperament Chapter 10. Cognitive and Linguistic Abilities Section III. Assessment and Treatment of Stuttering Chapter 11. Conditions Under Which Stuttering Fluctuates Chapter 12. Myths and Mysteries about Stuttering Chapter 13. Assessment of Stuttering Chapter 14. Treatment References Index

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Book SynopsisCHARGE syndrome occurs in approximately 1:10,000-15,000 births worldwide, is extremely complex, and has varied medical and physical manifestations. It was first described in 1979, named in 1981, and in 2004 a gene for CHARGE was identified. In addition to a host of other conditions, most individuals have communication-related problems, including hearing, vision, balance, breathing, swallowing, and speech. Each of the editors is an established expert on CHARGE syndrome and has received the highest award bestowed by the CHARGE Syndrome Foundation, the Star in CHARGE. They represent three different disciplines: clinical pediatrics, genetic counseling, and psychology. Additional information and studies on CHARGE have advanced to the degree that warrant a second edition of this book. As in the first edition, this book describes the sensory, physical, communicative, and behavioral findings in CHARGE. Authors include experts in the field, including a number from the CHARGE Center at Cincinnati Children's Hospital Medical Center. New to the Second Edition Co-Editor, Kim Blake, MD A chapter on Educational issues has been added. Reorganized for a greater flow of information. All chapters have been revised and updated. References have been completly updated. More images and illustrations. A PluralPlus companion website with videos and downloadable versions of the checklists described in the bookTable of ContentsForeword by Daniel I. Choo Introduction and Genetics by Margaret A. Hefner Acknowledgements Contributors Part I. Sensory Issues in CHARGE Chapter 1. Overview and Sensory Issues Margaret A. Hefner and Sandra L.H. Davenport Chapter 2. The Eye and Vision Eniolami O. Dosunmu Chapter 3. Hearing Sarah E. Curtis and Michael P. Scott Chapter 4. Smell: The Olfactory System Veronique Abadie Chapter 5. Overview of Balance and the Vestibular System Claes Moeller Chapter 6. Understanding the Tactile System Jude Nicholas Chapter 7. Consequences of Vestibular and Proprioceptive Dysfunction David M. Brown Part II. Medical Issues in CHARGE Chapter 8. Otologic Issues Daniel I. Choo Chapter 9. Airway Obstruction Catherine K. Hart and Christine H. Heubi Chapter 10. Gastrointestinal Dysfunction Alexandra S. Hudson and Kim Blake Chapter 11. Neurodevelopment Kim Blake and Elizabeth E. Gilles Chapter 12. Cardiovascular System Karthik Thangappan, Alexander Hatton, and David Luis Simone Morales Chapter 13. Renal and Urinary Systems Michael Daugherty and Pramod P. Reddy Chapter 14. Endocrine System Jeremy Kirk and Meilan Marianne Rutter Chapter 15. Immune System Peter Hsu, Sam Mehr, and Dianne E. Campbell Chapter 16. Musculoskeletal System Marc S. Williams Chapter 17. Adult Medical Issues Susan Wiley Part III. Developmental Issues in CHARGE Chapter 18. Cognitive Development Nancy Salem-Hartshorne Chapter 19. Social/Emotional Aspects Megan C. Schmittel Chapter 20. Promoting Motor Development Pamela Haibach-Beach, Melanie E. Perreault, and Lauren J. Lieberman Chapter 21. Toileting Laurie S. Denno Chapter 22. Sleep Benjamin Kennert and Dominique Pancotto Chapter 23. Changes over the Life Cycle Nancy Salem-Hartshorne, Megan C. Schmittel, Kasee K. Stratton, and Sandra L.H. Davenport Part IV. Language Development and Communication Systems in CHARGE Chapter 24. Communication: The Speech and Language Perspective Lori A. Swanson Chapter 25. Prelinguistic Assessment Susan M. Bashinski Chapter 26. Forms and Functions in Communication Emily King Miller, Lori A. Swanson, Nancy K. Steele, Sara J. Thelin, and James W. Thelin Part V. Psychological Issues in CHARGE Chapter 27. Behavior Timothy S. Hartshorne Chapter 28. Psychiatric Issues Susan Wiley Chapter 29. Pain Kasee K. Stratton Chapter 30. Stress Kasee K. Stratton Chapter 31. Parenting Timothy S. Hartshorne Chapter 32. Educational Issues Lillian J. Slavin Appendix. Checklists Index

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Book SynopsisFor clinicians treating swallowing disorders in the stroke population, this book provides practical information, bridging the gap between academic and clinical practice with up-to-date research and clinical case examples throughout. In addition to a thorough overview of dysphagia diagnosis and management, this text focuses heavily on evaluation and management of stroke. Key topics include neural underpinnings of normal and disordered swallowing, swallowing screening, the clinical swallowing examination including cough reflex testing, the expanding array of instrumental swallowing modalities, and the rehabilitation of swallowing including strength training, non-invasive brain stimulation, and skill training. While geared toward practicing clinicians, ''Dysphagia Following Stroke'' is also useful for students in professional training programs. New to the Third Edition: *A third author, Kristin Gozdzikowska, bring a fresh perspective as a young clinician and researcher with particular expertise in high resolution manometry and various cutting-edge treatment techniques *Updated chapters on assessment to include new and emerging instrumental technologies, including high resolution manometry, impedance, and ultrasound *Updated chapters on management to include the newly described International Dysphagia Diet Standardization Initiative *New and expanded framework for rehabilitation, with a shift from peripherally focused rehabilitation to neuromodulation of cortical swallowing control *New and updated research and trends in clinical practice throughout *Access to a PluralPlus companion site with videos and clinical forms This thoroughly updated and enhanced edition of ''Dysphagia Following Stroke'' is sure to remain a valued resource for clinicians working with stroke patients in all settings.Table of ContentsPreface. Foreword by Karen French Montoya. Acknowledgments. Abbreviations. Online Resources. Chapter 1. Introduction to Dysphagia and Stroke. Chapter 2. The Neural Control of Swallowing: From Central to Peripheral. Chapter 3. Normal Swallowing Anatomy and Physiology. Chapter 4. Swallowing Screening in Patients with Acute Stroke. Background of Screening Swallowing in Stroke. Chapter 5. The Clinical Swallowing Examination: History, Patient Interview, Informal Cognitive and Communication Assessment. Chapter 6. The Clinical Swallowing Examination: The Evaluation of the Oral Mechanism. Chapter 7. The Clinical Swallowing Examination: Assessment of Oral Intake. Chapter 8. The Clinical Swallowing Examination: Predicting Dysphagia and Aspiration. Chapter 9. Adjuncts to the Clinical Swallowing Examination. Chapter 10. The Instrumental Swallowing Examination: The Videofluoroscopic Swallowing Study. Chapter 11. The Instrumental Swallowing Examination: Evaluation of Swallowing Respiratory Coordination-An Auxiliary to the Videofluoroscopic Swallow Study. Chapter 12. The Instrumental Swallowing Examination: Videoendoscopic Evaluation of Swallowing. Chapter 13. The Instrumental Swallowing Examination: Manometric Evaluation of Swallowing. Chapter 14. The Instrumental Swallowing Examination: Ultrasound Evaluation of Swallowing. Chapter 15. Professional Responsibilities: Dysphagia Diagnosis in Stroke. Chapter 16. Diagnosis of Dysphagia in Stroke. Chapter 17. Diet Considerations: To Feed or Not to Feed. Chapter 18. Compensatory Management of Oropharyngeal Dysphagia. Chapter 19. Principles of Rehabilitation for Oropharyngeal Dysphagia. Chapter 20. Rehabilitation of the Peripheral Sensorimotor Swallowing System. Chapter 21. Central Rehabilitation for Oropharyngeal Dysphagia: Extrinsic Modulation. Chapter 22. Central Rehabilitation for Oropharyngeal Dysphagia: Behavioral Adaptation. Chapter 23. Medical and Surgical Management. Chapter 24. Lagniappe. References. Index.

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Book SynopsisThis book is for undergraduate students to learn about communication sciences and disorders through the lense of a lifetime, and how these disorders change.

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Book SynopsisTable of ContentsA Functional Language Approach Language Impairments Early Communication Intervention Assessment of Preschool and School-Age Children with Language Impairment Assessment of Preschool and School-Age Children with Language Difference Language Sampling Language Analysis Narrative Analysis A Functional Intervention Model Manipulating Context Specific Intervention Techniques Classroom Functional Intervention Literacy Impairments: Language in a Visual Mode Appendices A. CONSIDERATIONS FOR CLD CHILDREN B. LANGUAGE ANALYSIS METHODS C. SELECTED ENGLISH MORPHOLOGICAL PREFIXES AND SUFFIXES D. INDIRECT ELICITATION TECHNIQUES E. INTERVENTION ACTIVITIES AND LANGUAGE TARGETS F. USE OF CHILDREN'S LITERATURE IN PRESCHOOL CLASSROOMS

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Book Synopsis

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