Speech and language disorders Books

Book SynopsisLanguage and Literacy Connections: Intervention for School-Age Children and Adolescents, Second Edition covers the challenges facing school-age students from early elementary levels through high school.

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Book SynopsisThe authoritative text on augmentative and alternative communication, this classic bestseller is now in its fifth edition—revised and updated for a new generation of SLPs, teachers, occupational therapists, and other professionals in clinical and educational settings. Partnering with a team of distinguished contributors, renowned experts David Beukelman and Janice Light deliver today's most comprehensive, up-to-date introduction to AAC interventions and technologies for children and adults with complex communication needs. Future service providers will get in-depth coverage of essential AAC topics, enhanced by helpful study questions, valuable perspectives from people who use AAC, and case examples that illustrate key principles.Significantly expanded with new chapters on critical topics, more practical information on how AAC systems work, and new online companion materials, this definitive text will expertly prepare readers to support communicative competence–and quality of life–for children and adults with complex communication needs.WHAT’S NEWProfessionals will prepare for their work in the field with critical new information on:Collaborating with family members and other communication partnersMaking the most of mobile technologies and AAC appsSelecting an AAC system and tailoring it to individual needsWorking effectively with families from diverse cultural backgroundsSupporting inclusion across the lifespan (including education, employment, and community life)Ensuring efficient patient-provider communication in medical settingsProviding communication supports to people with autism spectrum disorderPLUS: Enhance your teaching with a package of online companion materials, including a resource guide to help practitioners and students learn more about AAC; sample responses to chapter study questions; and a sample syllabus.Table of Contents Proposed Annotated Table of Contents DRAFT 7-17-17 Augmentative and Alternative Communication 5th Edition PART I People who require Augmentative and Alternative Communication Overview of people with complex communication needs who benefit from AAC and their experiences, introduction to AAC systems, overview of AAC assessment and intervention People who use Augmentative and Alternative Communication Formerly Chapter 1 - updated and revised Provides an overview of individuals with complex communication needs and their experiences, including their needs, skills, disabilities, cultural and linguistic diversity, etc.; the purposes of communication; the breadth of communication modalities (including Internet, social media, as well as face to face and written communication); an overview of AAC systems including key terms; and the knowledge, judgment and skills required for communicative competence; importance of advocacy AAC Assessment Formerly Chapters 5 & 6 -combination of former chapters 5 & 6 updated and revised Provides an overview of the principles of assessment including assessment teams, approaches to assessment, assessment domains and tools, including the assessment of communication needs /participation patterns of the individual with CCN, his/her skills (seating and positioning, motor skills, vision and hearing, expressive communication, receptive language, symbol representation, literacy, cognitive /linguistic organization), partner and environmental supports, and opportunity barriers that limit communication of individuals with CCN; also discusses issues of diversity and culturally competent assessment. Case examples of AAC assessment with a child and an adult Overview of intervention to build communicative competence Formerly chapter 7 -updated and revised Provides an overview of AAC intervention with emphasis on a two-pronged approach to address the needs and skills of the individual with CCN (selection and customization of AAC systems, instruction in linguistic, operational, social, and strategic skills to build communicative competence) and the family / other communication partners (instruction in interaction strategies to support communication and in AAC systems). Includes discussion of goal setting and intervention approaches with case examples of a child and an adult with CCN to illustrate. Also discusses evaluation of intervention effectiveness and the importance of advocacy. Working with families and other communication partners New chapter Includes discussion of the importance of consumer / family centered services; professional skills required to deliver consumer / family centered services; approaches to fostering consumer and family involvement; and approaches to teaching families /partners to support the communication of individuals with CCN Case examples of a consumer /family centered services for a child and an adult with CCN to illustrate key principles PART II Augmentative and Alternative Communication Systems Importance of multimodal communication including unaided and aided systems; introduction to the components of AAC systems (i.e., vocabulary / messages, representation, organization and layout, selection /production techniques, output); selection, customization, and integration of AAC systems Vocabulary selection Message management Formerly Chapter 2 - updated and revised Discusses the importance of vocabulary selection as a key component of AAC intervention; factors that impact vocabulary needs; types of vocabulary; core vocabulary approaches (strengths and limitations); vocabulary selection tools; validation of vocabulary; and ongoing maintenance /update of vocabulary. Highlights the importance of cultural and linguistic considerations /diversity Case examples of vocabulary selection for a child and adult with CCN to illustrate key principles Representation of vocabulary /Organization and layout Formerly Chapter 3 & part of Chapter 4 -updated and revised Discusses components of AAC systems; includes an overview of unaided and aided symbols/ representations, organization of aided AAC systems, and layout of AAC displays (e.g., grid displays, visual scene displays, video VSDs) as well as word / message codes & prediction Selection /Production Techniques, Alternative Access, and Output Formerly Chapter 4 - updated and revised Provides an overview of selection /production techniques, alternative access, and the customization of these techniques to meet the needs of individuals with CCN (e.g., direct selection, scanning, multimodal); also provides an overview of output including synthesized and digitized speech, print output, multimedia output (photos, symbols, video), etc. Selection, customization, and integration of AAC systems New chapter Includes discussion of the importance of multimodal communication, framework for selecting and customizing AAC systems driven by the needs and skills of the individual and his /her partners, customization of AAC systems, AAC systems as tools and the need for skill instruction to support their use; highlights the importance of considering cultural /linguistic needs /diversity Case examples of the selection, customization, and integration of AAC systems for a child and adult with CCN to illustrate key principles PART III Augmentative and Alternative Communication Interventions for Individuals with Developmental Disabilities Intervention for children and adults with developmental disabilities who require AAC including intervention to build language and communication skills with those who are preintentional, intentional but not symbolic, developing early symbolic skills, and developing more advanced language skills; intervention to build literacy skills; intervention to maximize participation in education, family life, community living, employment, and medical care. AAC Intervention for People with Developmental Disabilities Formerly Chapter 8 - updated and revised Provides an overview of a range of developmental disabilities, including autism spectrum disorder, cerebral palsy, Down syndrome, intellectual /developmental disabilities; discusses special considerations for AAC intervention; discusses considerations across the life span as well as issues of cultural and linguistic diversity Case examples to illustrate key principles Intervention to supporting participation and communication for beginning communicators Formerly Chapter 9- updated and revised Defines beginning communicators and provides an overview of AAC intervention to support the participation of beginning communicators including developmentally appropriate AAC systems, targeted skills, and partner strategies. Case examples of beginning communicators (e.g., a young child and an adult with severe disabilities) to illustrate key principles Intervention to build more advanced language and communication skills Formerly Chapters 10 & 11 - updated and combined into one chapter Discusses the process of language development for individuals with developmental disabilities with CCN, including pragmatic, semantic, syntactic and morphological development; provides an overview of AAC interventions to build more advanced language and communication skills including appropriate AAC systems, skill development, and partner strategies /supports Case example to illustrate key principles Literacy Intervention for Individuals who require AAC Formerly Chapter 12 - updated and revised Provides an overview of the importance of literacy development; factors that impact literacy development; interventions to support the development of emergent literacy skills; interventions to support the development of conventional literacy skills (basic and advanced skills); assistive technologies to support literacy Case examples of a child at the early stages of literacy learning and of an adolescent /adult developing advanced literacy skills Participation in Education, Employment, and Community for Individuals who require AAC New chapter to replace former Chapter 13 Discusses the WHO ICF /participation model; intervention to support the participation of individuals who have developmental disabilities and CCN in society including education, family, community, leisure, medical care, employment, and volunteer activities. PART IV Augmentative and Alternative Communication Interventions for Individuals with Acquired Disabilities Intervention for individuals with acquired disabilities who benefit from AAC, including those with acquired motor impairments, severe aphasia and apraxia of speech, degenerative cognitive and linguistic disorders, and traumatic brain injury as well as issues of patient-provider care in medical settings. Includes consideration of issues of cultural and linguistic diversity. Adults with Acquired Physical Conditions (with Laura Ball) Formerly Chapter 14 - updated and revised Provides an overview of a range of acquired physical disabilities, including ALS, multiple sclerosis, and Parkinson's; discusses special considerations for AAC intervention Case examples to illustrate key principles Adults with Severe Aphasia and Apraxia of Speech (Kathryn Garrett and Joanne Lasker) Formerly Chapter 15- updated and revised Provides an overview of AAC intervention for adults with severe aphasia including partner-dependent communicators, transitional communicators, and independent communicators as well as specific need communicators; discusses special considerations for AAC intervention Case examples to illustrate key principles Adults with Degenerative Cognitive and Linguistic Disorders (with Elizabeth Hanson) Formerly Chapter 16-updated and revised Provides an overview of a range of degenerative cognitive and linguistic disabilities, including primary progressive aphasia, dementia, Huntington disease; discusses special considerations for AAC intervention Case examples to illustrate key principles Individuals with Traumatic Brain Injury (with Susan Fager) Formerly Chapter 17-updated and revised Provides an overview of traumatic brain injury; discusses special considerations for AAC intervention Case example to illustrate key principles Patient -Provider /Augmentative and Alternative Communication in Intensive, Acute, and Long term Acute Medical Settings New chapter /Revised from former Chapter 18 PART V Final Thoughts /Closing This brief final chapter provides a summary of the key principles with a focus on consumer and family responsive services for individuals with CCN and their families. Vision for the 5th edition We envision that the 5th edition, like prior editions, will primarily serve as a required textbook for graduate courses in AAC in communication sciences and disorders/ speech language pathologists. As is apparent from the customer feedback on the 4th edition, the 5th edition may also be used in graduate courses in related disciplines (e.g., special education). Overall the customer reviews on the 4th edition are very positive and we intend to preserve the strengths highlighted by these customers, including: Reading level and writing style, Range of topics covered, Depth of topics covered Translation of research to evidence-based practice, and Use of figures and textbooks to illustrate key content. Based on feedback from customers, networking in the field, and our own experience, we propose the following revisions for the 5th edition as outlined in the annotated table of contents (see above). Reorganization of the first part of the former 4th edition to put the emphasis on people with complex communication needs who require AAC first in Part I with information on AAC systems following in Part II Customer feedback on this proposed change was overwhelmingly positive Integration of the two assessment chapters from the 4th edition (former Chapters 5 & 6) into a single chapter (Chapter 2 in the 5th edition) Several customers suggested integrating these chapters and we agree that it will provide better coherence and cohesion to have all of the assessment content in one chapter. It should be noted that the chapter will be a long one, but the advantages outweigh this concern. Addition of a new chapter (Chapter 4) on consumer /family-centered services as well as greater emphasis on these issues in the chapters on individuals with developmental and acquired disabilities (Parts III & IV) The majority of customers supported the addition of a new, separate chapter on this topic; many suggested also infusing the content into Parts III and IV to illustrate specific instances. Addition of a new chapter on the selection, customization, and integration of AAC systems (proposed Chapter 8) In our experience, students and new clinicians often struggle to select, customize, and integrate AAC systems to meet the needs and skills of individuals with CCN. Several customers also noted this problem and suggested adding more discussion of these issues, including feature matching etc. This new chapter will address the gap. Organization of Part III according to the stages of communication development rather than specific diagnoses (see Chapters 10, 11, and 12 in the proposed TOC for the 5th edition) Although some customers liked the idea of organizing Part III by diagnosis /disability, the majority felt that there would be too much redundancy across chapters with this change and we agree; intervention decisions are based on function, not diagnosis and the proposed organization by stage of development better reflects this principle. Several customers suggested that there should be greater attention to ASD within the text. We will provide an overview on ASD in Chapter 9 in the 5th edition along with special considerations for this population. We also intend to incorporate some case examples that illustrate intervention with individuals with ASD throughout the text. We will also refer readers to the new book (Ganz & Simpson) in the AAC series on individuals with ASD who require AAC for further details. Ultimately the textbook is intended. Revision of former Chapter 13 from the 4th edition on educational inclusion to cover a broader range of issues across the life span, including not only education, but also employment/ volunteer work, family, leisure, community living, and medical care (Chapter 13 in the 5th edition). Customers rated Chapter 13 in the 4th edition as the least useful compared to the other chapters in the textbook; we propose revising this chapter significantly to cover a broader range of issues across the life span to increase the scope and application of this chapter. Update of Part IV (formerly Part III) on Individuals with Acquired Disabilities; addition of a chapter on patient-provider care In general customers confirmed that the conditions included were appropriate and comprehensive. Several customers noted that they were pleased to see the addition of a chapter specifically on patient-provider care. Inclusion of case examples A number of customers requested case studies. We intend to include 1-2 page case examples in many of the chapters to illustrate key principles; across the textbook, these case examples will cover a range of ages, disabilities, and cultural backgrounds. Greater attention to diversity /multicultural issues A number of customers indicated that the textbook should include greater consideration of diversity. We agree with this point and will revise accordingly to include discussion of the diversity of individuals with CCN and the importance of culturally competent assessment and intervention as well as case examples to illustrate. Greater attention to mobile technologies and AAC apps Many customers requested more indepth discussion of AAC apps. We will discuss mobile technology and AAC apps throughout the text (especially in Chapters 1 and 8); however we do not plan to provide a discussion or review of specific AAC apps as these apps will be outdated quickly. Rather we will focus on general principles for selection, customization, and use. Discussion of core vocabulary Several customers requested more discussion of core vocabulary. There has been considerable interest /debate about core vocabulary in recent years and we plan to incorporate more discussion of the strengths and limitations of core vocabulary approaches in Chapters 5, 10, and 11.

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Book SynopsisAn essential building block of every speech-language pathologist’s professional preparation, the second edition of this bestselling textbook is a comprehensive critical analysis of 21 interventions for highly prevalent speech sound disorders (SSD) in children. Bringing together a powerhouse team of international experts, this new edition has been revised and enhanced with current research, new interventions, more guidance on selecting interventions, and updated video clips that show the approaches in action. For each intervention, readers will get a clear explanation of its robust evidence base, plus thorough guidance on implementing the approach, monitoring progress, and using the intervention with children from culturally and linguistically diverse backgrounds.A key graduate-level text and an important professional resource for practicing SLPs, early interventionists, and special educators, this book will help readers choose and use the best interventions for children with functional or motor-based speech disorders.What's new: 18 high-quality video clips that offer a vivid inside look at intervention techniques in action Expanded information on choosing interventions and implementing them with fidelity New featured interventions, including Dynamic Temporal and Tactile Cueing and biofeedback approaches Up-to-date research on SSD and interventions, including Levels of Evidence tables that help readers evaluate the evidence base for each intervention In-depth discussion of how the interventions relate to the World Health Organization’s model of participation New learning activities that help readers apply their understanding of each intervention Trade ReviewRepresents research-to-practice at its best....Clinicians will be able to utilize this all-inclusive and wide-ranging text to effectively and efficiently implement evidenced-informed intervention approaches for children with speech sound disorders." - Brian Goldstein, Ph.D., CCC-SLP, Chief Academic Officer (CAO), Executive Dean, College of Rehabilitative Sciences, University of St. Augustine for Health Sciences"An invaluable addition to courses in speech sound disorders. To find thoughtful, evidence-based reviews of a wide range of approaches to articulation and phonological therapy all in one place greatly enhances the teaching of this important area of clinical practice." - Rhea Paul, Ph.D., CCC-SLP, HASHA, Professor and Chair, Department of Communication Disorders, Sacred Heart University"Once again, Williams, McLeod, and McCauley have provided a one-stop shop on current, cutting-edge interventions for children with sound system disorders. It is a gift to our field for students and busy clinicians, who must have a feasible way to ensure competence with strong interventions that are firmly rooted in theory and empirical evidence." - Julie Masterson, Ph.D., Associate Provost and Dean of the Graduate College, Missouri State University"The importance of this text cannot be overstated...it will be a clinician’s best friend. Each chapter is logically organized and includes everything a clinician would need to (re)learn the fundamental tenets of these dynamic and robust intervention approaches." - Kelly Farquharson, Ph.D., CCC-SLP, Associate Professor, Florida State University"A one-stop-shop for speech sound disorders interventions . . . provides a good balance of theory with practical, step-by-step guidelines to help SLPs feel confident when selecting and implementing evidence-based approaches." - Amy Graham, M.A., CCC-SLP, Owner, Graham Speech Therapy LLC"This is the book that everyday practicing SLPs will be reaching for daily to help build confidence in effectively treating speech sound disorders." - Rebecca Reinking, MSLP, CPSP, CCC-SLP, Adventures in Speech PathologyTable of Contents Series Preface Editorial Advisory Board About the Video Clips and Downloads About the Editors About the Contributors Foreword Caroline Bowen, Ph.D. Preface Acknowledgments Chapter 1 Introduction, A. Lynn Williams, Sharynne McLeod, and Rebecca J. McCauley Chapter 2 Learning How to Implement Interventions with Acceptable Fidelity, Elise Baker and A. Lynn Williams Chapter 3 Minimal Pairs Intervention, Elise Baker Chapter 4 Multiple Oppositions Intervention, A. Lynn Williams and Eleanor Sugden Chapter 5 Complexity Approach, Michele Morrisette Chapter 6 Phonological Awareness Intervention, Brigid C. McNeill and Gail T. Gillon Chapter 7 Psycholinguistic Intervention, Michelle Pascoe and Joy Stackhouse Chapter 8 Digital Tools for Interventions, Yvonne Wren, Sarah Masso, and A. Lynn Williams Chapter 9 Speech Perception Intervention, Susan Rvachew and FranÇoise Brosseau-LaprÉ Chapter 10 Core Vocabulary Intervention, Sharon Crosbie, Alison Holm, and Barbara Dodd Chapter 11 Cycles Approach, RaÚl Prezas, Lesley Magnus, and Barbara Hodson Chapter 12 Stimulability Approach, Adele W. Miccio and A. Lynn Williams Chapter 13 Enhanced Milieu Teaching with Phonological Emphasis, Nancy J. Scherer, Ann Kaiser, and Jennifer Frey Chapter 14 Naturalistic Recast Intervention, Stephen Camarata Chapter 15 Morphosyntax and Speech Sound Interventions, Ann A. Tyler, Allison M. Haskill, and Jennifer Thompson Mackovjak Chapter 16 Nonlinear Phonological Intervention, Barbara May Bernhardt Chapter 17 Articulation Interventions, Jonathan L. Preston and Megan C. Leece Chapter 18 The Nuffield Centre Dyspraxia Programme, Pam Williams Chapter 19 The PROMPT Approach, Deborah A. Hayden, Aravind K. Namasivayam, Roslyn Ward, Amy Clark, and Jennifer Eigen Chapter 20 Speech Motor Programming Intervention, Kirrie J. Ballard and Donald A. Robin Chapter 21 Dynamic Temporal and Tactile Cueing, Edythe A. Strand Chapter 22 Biofeedback Interventions, Joanne Cleland and Jonathan L. Preston Chapter 23 Intervention Strategies for Developmental Dysarthria, Lindsay Pennington and Megan M. Hodge Chapter 24 Choosing the Best Intervention: The Nexus among Interventions, Clients, and Clinicians, A. Lynn Williams, Rebecca J. McCauley, and Sharynne McLeod Glossary Index

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Book SynopsisNEW in the fourth edition!Fully updated and revised based on the 2020 ASHA standards and recent AAA standards, the new edition of this bestseller is the core textbook for all students in clinical methods courses—and a reliable reference for practicing SLPs and audiologists. Leading authority Rhea Paul and newly minted research scholar Elizabeth Schoen Simmons bring together more than 20 academics and clinicians for a state-of-the-art guide to contemporary evidence-based practice. Covering a broad range of disorders and developmental levels, this text sets emerging professionals on the path toward mastering all the fundamentals of practice, from conducting effective assessment and intervention to ensuring that practices are family-centered and culturally inclusive. Tomorrow’s clinicians will use this foundational textbook to guide their professional decision-making and provide the best possible services for people with communication disorders. What's new: New chapter on using principles of observation to gather accurate, valid data in clinical settings and more deeply understand clinical processes and procedures Expanded information on intervention principles, with case studies highlighting practical applications and an emphasis on evidence-based practice More on counseling in communication disorders, clinical documentation, relationships with supervisors, and single-case experimental design Updated information on technology in clinical practice New emphasis on automated analysis of communication samples Chapters on clinical competence and family-centered practice by renowned experts New student-friendly text features, such as learning objectives, study questions, and problem-solving questions Case studies and clinical examples throughout Reflects most recent ASHA and AAA standards With new faculty materials, including a test bank for each chapter and suggested projects that professors can assign students to practice the principles outlined in each chapter.Table of Contents About the Online Materials for Faculty About the Editors About the Contributors Acknowledgements Chapter 1 Introduction to Clinical Practice in Communication Disorders   Rhea Paul Appendix 1A 2020 Standards & Implementation Procedures for the Certificate of Clinical Competence in Audiology Appendix 1B An Outline of Standards for the Certificate of Clinical Competence in Speech-Language Pathology Chapter 2 Ethical Practice in Communication Disorders   Barbara H. Jacobson and Arlene E. Carney Appendix 2A ASHA Code of Ethics (ASHA, 2016) Appendix 2B American Academy of Audiology Code of Ethics Chapter 3 Evidence-Based Decision Making in Communication Intervention   Mary Beth Schmitt, Laura M. Justice, and Marc E. Fey Chapter 4 Principles of Communication Assessment   Elizabeth Schoen Simmons Chapter 5 Communication Sampling Procedures   Rhea Paul, Nan Bernstein-Ratner, Marta Korytowska, and Ciara Leydon Chapter 6 Communication Intervention: Principles and Procedures   Lizbeth H. Finestack and Jessica A. Brown Chapter 7 Interviewing, Counseling, and Clinical Communication   David Andrews Appendix 7A Oregon Standard Individualized Education Program (IEP) Chapter 8 Public Policies Affecting Clinical Practice   Charles H. Carlin and Marie C. Ireland Chapter 9 Clinical Service Delivery and Work Settings   Jamie Marotto, Ellen Massucci, Cristina Pino, and Taryn Rogers Chapter 10 Issues of Cultural and Linguistic Diversity   Aquiles Iglesias, RaÚl Rojas, and Brian A. Goldstein Chapter 11 Technology and Communication Disorders   Elizabeth Schoen Simmons and Brandon Eddy Chapter 12 Family-Centered Practice   Patricia Prelock and Ashley R. Brien Chapter 13 Principles of Observation   Nancy E. Hall Appendix Suggested Projects Glossary

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Book SynopsisIdeal for preparing SLPs and other clinicians to make sound decisions, this casebook gives readers in-depth, real world demonstrations of today's evidence-based interventions for children with autism spectrum disorder (ASD). Developed as a companion to the Treatment of Autism Spectrum Disorder textbook—but equally useful as a standalone casebook—this resource offers 14 realistic case studies that walk readers through common clinical challenges and help them hone their planning and problem-solving skills.Aligned with the 14 intervention chapters in the companion text, the case studies each include: A complete profile of the child’s strengths and needs, with a special focus on communication and social skills An overview of assessment practices that inform communication treatment planning A discussion of the clinical problem-solving processes used to identify treatment goals and strategies An intervention plan used to achieve the child’s goals, with details on implementation and modifications A report on the child’s outcomes A set of learning activities to help readers apply their knowledge A one-of-a-kind practical resource developed by clinical experts, this casebook will help both current and future professionals understand today’s widely used autism interventions—and prepare to implement them effectively in their own practice. GET THE BUNDLE: Buy this casebook as a bundle with its companion textbook, Treatment of Autism Spectrum Disorder, Second Edition. The new edition of this essential text gives SLPs the foundation they need to evaluate, select, and implement 14 of today’s widely used interventions.Table of Contents Series Preface Editorial Advisory Board About the Editors About the Contributors Acknowledgements Introduction Case 1  Finding a Voice: An Elementary Schooler with Autism Spectrum Disorder (ASD) and Down Syndrome Stephanie Meehan and Jane R. Wegner Case 2  Promoting Early Social Communication Skills: A Preschooler with ASD Jill Howard and Geraldine Dawson Case 3  Teaching Social Skills and Self-Regulation to Decrease Problem Behavior and Improve Quality of Life: A Preschooler with ASD Susan M. Wilczynski and Shawnna Sundberg Case 4  Understanding Foundational Developmental Capacities Related to Language: A Toddler with ASD Sima Gerber Case 5  Replacing Challenging Behavior with a Better Way to Communicate: A Fourth Grader with ASD Lauren J. Moskowitz Case 6  Implementing the Joint Attention, Symbolic Play, Engagement and Regulation (JASPER) Intervention: A Toddler with ASD Kyle Sterrett and Connie Kasari Case 7  Using Enhanced Milieu Teaching with an Emerging Verbal Communicator: A Young Child with ASD Ann Kaiser and Jodi K. Heidlage Case 8  Coaching in Early Childhood Intervention: A Toddler with ASD Kathleen D. Ross Case 9  Supporting Relationships and Learning in Secondary School: A Teenager with ASD and Intellectual Disability Erik W. Carter Case 10  Using Pivotal Response Treatment to Improve Social Communication and Behavior Skills: A Young Child with ASDLynn Kern Koegel, Brittany Lynn Koegel, Elizabeth Ponder, Kristen Strong Case 11  Facilitating Social Communicative and Social Emotional Competence: A Third Grader with ASD Amy C. Laurent, Emily Rubin, and Barry M. Prizant Case 12  Making Friends and Maintaining Relationships: A Preteen with ASD Ashley Brien Case 13  Understanding the Causes and Consequences of One’s Own Challenging Behaviors: An Elementary Schooler with ASD and Attention deficit hyperactivity disorder (ADHD) Tiffany Hutchins and Patricia A. Prelock Case 14  Learning to Approach and Vocalize with Peers During Playground Time Using Self-Modeling: A Preschooler with Moderate to Severe Autism Tom Buggey Index

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Book SynopsisTo work effectively with individuals who have autism spectrum disorder (ASD), SLPs and other practitioners need in-depth knowledge on choosing and implementing interventions for communication and social challenges. This textbook and casebook bundle gives professionals the foundation they need to evaluate and compare today’s widely used interventions—and determine which ones will promote the best outcomes for the people they serve.Treatment of Autism Spectrum Disorder: Evidence-Based Intervention Strategies for Communication & Social Interactions, Second Edition. Readers will get a thorough introduction to 14 evidence-based interventions, complete with key details on each intervention’s theoretical and empirical basis, components, practical requirements, applications for both children and adults, and considerations for children from diverse cultural and linguistic backgrounds. Twelve video clips (available for streaming) illustrate the interventions in action, and highly relevant learning activities prepare SLPs and other practitioners to make sound decisions in scenarios they’re likely to encounter in the field.Case Studies for the Treatment of Autism Spectrum Disorder. Through 14 realistic cases, readers will explore the types of clinical challenges they may face, see what the experts would recommend, and get exercises to help them practice their decision-making skills.COVERS 14 INTERVENTIONS: Augmentative and Alternative Communication Strategies • The Early Start Denver Model (ESDM) • Discrete Trial Instruction • The Developmental, Individual-Difference, Relationship-Based (DIR) Model • Functional Communication Training • The JASPER Model • Enhanced Milieu Teaching • Early Social Interaction • Peer-Mediated Support Interventions • Pivotal Response Treatment • The SCERTS® Model • Social Skills Interventions • Social Stories™ • Video ModelingTable of Contents TEXTBOOK TABLE OF CONTENTS About the Videos Series Preface Editorial Advisory Board About the Editors About the Contributors Foreward - Tony Charman Acknowledgements Chapter 1 - Introduction to the Treatment of Autism Spectrum Disorder (ASD)Patricia A. Prelock and Rebecca J. McCauley Chapter 2 - Assessment for Treatment Planning and Progress Monitoring Rebecca J. McCauley, Allison Bean, and Patricia A. Prelock Chapter 3 - Language and Communication in ASD: Implications for Intervention Ashley R. Brien and Patricia A. Prelock Chapter 4 - Augmentative Alternative Communication Strategies: Manual Signs, Picture Communication, And Speech-Generating DevicesJane R. Wegner Chapter 5 - The Early Start Denver Model (ESDM): Promoting Social Communication in Young Children With ASD Jill Howard and Geraldine Dawson Chapter 6 - Discrete Trial Instruction Amanda Kazee, Susan M. Wilczynski, Maria Martino, Shawnna Sundberg, Molly Quinn, and Nicholas L. Mundell Chapter 7 - The Developmental, Individual-Difference, Relationship-Based (DIR) Model and Its Application to Children with ASD Sima Gerber Chapter 8 - Functional Communication Training: Treating Challenging Behavior V. Mark Durand and Lauren J. Moskowitz Chapter 9 - The JASPER Model for Children with Autism: Improving Play, Social Communication, and Engagement Connie Kasari and Kyle Thomas Sterrett Chapter 10 - Enhanced Milieu Teaching Ann P. Kaiser and Jodi K. Heidlage Chapter 11 - Early Social Interaction Juliann J. Woods, Amy Wetherby, Abigail Delehanty, Shubha Kashinath, and Renee Daly Holland Chapter 12 - Peer-Mediated Support Interventions for Students with ASD Erik W. Carter Chapter 13 - Pivotal Response Treatment Lynn Kern Koegel, Kristen Strong, and Elizabeth Ponder Chapter 14 - The SCERTS® Model: Social Communication, Emotional Regulation, and Transactional Supports Amy C. Laurent, Emily Rubin, and Barry M. Prizant Chapter 15 - Social Skills Interventions Patricia A. Prelock and Ashley Brien Chapter 16 - Social Stories Tiffany L. Hutchins Chapter 17 - Video Modeling for Persons with ASD Tom Buggey Chapter 18 - Future Directions Rebecca J. McCauley and Patricia A. Prelock Glossary Index CASEBOOK TABLE OF CONTENTS Series Preface Editorial Advisory Board About the Editors About the Contributors Acknowledgements Introduction Case 1—–Finding a Voice: An Elementary Schooler with Autism Spectrum Disorder (ASD) and Down Syndrome Stephanie Meehan and Jane R. Wegner Case 2—&ndashPromoting Early Social Communication Skills: A Preschooler with ASD Jill Howard and Geraldine Dawson Case 3—&ndashTeaching Social Skills and Self-Regulation to Decrease Problem Behavior and Improve Quality of Life: A Preschooler with ASD Susan M. Wilczynski and Shawnna Sundberg Case 4—&ndashUnderstanding Foundational Developmental Capacities Related to Language: A Toddler with ASD Sima Gerber Case 5—&ndashReplacing Challenging Behavior with a Better Way to Communicate: A Fourth Grader with ASD Lauren J. Moskowitz Case 6—&ndashImplementing the Joint Attention, Symbolic Play, Engagement and Regulation (JASPER) Intervention: A Toddler with ASD Kyle Sterrett and Connie Kasari Case 7—&ndashUsing Enhanced Milieu Teaching with an Emerging Verbal Communicator: A Young Child with ASD Ann Kaiser and Jodi K. Heidlage Case 8—&ndashCoaching in Early Childhood Intervention: A Toddler with ASD Kathleen D. Ross Case 9—&ndashSupporting Relationships and Learning in Secondary School: A Teenager with ASD and Intellectual Disability Erik W. Carter Case 10—&ndashUsing Pivotal Response Treatment to Improve Social Communication and Behavior Skills: A Young Child with ASDLynn Kern Koegel, Brittany Lynn Koegel, Elizabeth Ponder, Kristen Strong Case 11—&ndashFacilitating Social Communicative and Social Emotional Competence: A Third Grader with ASD Amy C. Laurent, Emily Rubin, and Barry M. Prizant Case 12—&ndashMaking Friends and Maintaining Relationships: A Preteen with ASD Ashley Brien Case 13—&ndashUnderstanding the Causes and Consequences of One’s Own Challenging Behaviors: An Elementary Schooler with ASD and Attention deficit hyperactivity disorder (ADHD) Tiffany Hutchins and Patricia A. Prelock Case 14—&ndashLearning to Approach and Vocalize with Peers During Playground Time Using Self-Modeling: A Preschooler with Moderate to Severe Autism Tom Buggey Index

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Book SynopsisTo work effectively with individuals who have autism spectrum disorder (ASD), SLPs and other practitioners need in-depth knowledge on choosing and implementing interventions for communication and social challenges. The second edition of this bestselling textbook gives professionals the foundation they need to evaluate and compare today’s widely used interventions—and determine which ones will promote the best outcomes for the people they serve.The newest volume in the respected Communication and Language Intervention Series, this accessible text combines the expertise of more than 30 top autism authorities across multiple disciplines and specialties, including psychology, speech-language pathology, early intervention, special education, and AAC. Readers will get a thorough introduction to 14 evidence-based interventions, complete with key details on each intervention’s theoretical and empirical basis, components, practical requirements, applications for both children and adults, and considerations for children from diverse cultural and linguistic backgrounds. Twelve video clips (available for streaming) illustrate the interventions in action, and highly relevant learning activities prepare SLPs and other practitioners to make sound decisions in scenarios they’re likely to encounter in the field. WHAT’S NEW: New chapter on assessment for treatment planning and progress monitoring New chapter on language and communication strengths and challenges often seen in children with ASD New in-depth profiles of three interventions not covered in the last edition: the Early Start Denver Model, The SCERTS® Model, and Social Skills Interventions Videos to demonstrate the newly added interventions Updates to reflect the DSM-5, which includes significant changes to the definition of ASD and new diagnostic criteria More information on inclusive practices Expanded discussion on working with children from culturally and linguistically diverse backgrounds A sample syllabus that demonstrates how faculty can integrate this book into a course Helpful new supplementary resource, Case Studies of Autism Spectrum Disorder, available for purchase as a bundle with the textbook COVERS 14 INTERVENTIONS: Augmentative and Alternative Communication Strategies • The Early Start Denver Model (ESDM) • Discrete Trial Instruction • The Developmental, Individual-Difference, Relationship-Based (DIR) Model • Functional Communication Training • The JASPER Model • Enhanced Milieu Teaching • Early Social Interaction • Peer-Mediated Support Interventions • Pivotal Response Treatment • The SCERTS® Model • Social Skills Interventions • Social Stories™ • Video ModelingGET THE BUNDLE: Buy this textbook as a bundle with its new companion casebook, Case Studies for the Treatment of Autism Spectrum Disorder. Through 14 realistic cases, readers will explore the types of clinical challenges they may face, see what the experts would recommend, and get exercises to help them practice their decision-making skills.Table of Contents About the Videos Series Preface Editorial Advisory Board About the Editors About the Contributors Foreward    Tony Charman Acknowledgements Chapter 1    Introduction to the Treatment of Autism Spectrum Disorder (ASD)Patricia A. Prelock and Rebecca J. McCauley Chapter 2    Assessment for Treatment Planning and Progress Monitoring Rebecca J. McCauley, Allison Bean, and Patricia A. Prelock Chapter 3    Language and Communication in ASD: Implications for Intervention Ashley R. Brien and Patricia A. Prelock Chapter 4    Augmentative Alternative Communication Strategies: Manual Signs, Picture Communication, And Speech-Generating DevicesJane R. Wegner Chapter 5    The Early Start Denver Model (ESDM): Promoting Social Communication in Young Children With ASD Jill Howard and Geraldine Dawson Chapter 6    Discrete Trial Instruction Amanda Kazee, Susan M. Wilczynski, Maria Martino, Shawnna Sundberg, Molly Quinn, and Nicholas L. Mundell Chapter 7    The Developmental, Individual-Difference, Relationship-Based (DIR) Model and Its Application to Children with ASD Sima Gerber Chapter 8    Functional Communication Training: Treating Challenging Behavior V. Mark Durand and Lauren J. Moskowitz Chapter 9    The JASPER Model for Children with Autism: Improving Play, Social Communication, and Engagement Connie Kasari and Kyle Thomas Sterrett Chapter 10    Enhanced Milieu Teaching Ann P. Kaiser and Jodi K. Heidlage Chapter 11    Early Social Interaction Juliann J. Woods, Amy Wetherby, Abigail Delehanty, Shubha Kashinath, and Renee Daly Holland Chapter 12    Peer-Mediated Support Interventions for Students with ASD Erik W. Carter Chapter 13    Pivotal Response Treatment Lynn Kern Koegel, Kristen Strong, and Elizabeth Ponder Chapter 14    The SCERTS® Model: Social Communication, Emotional Regulation, and Transactional Supports Amy C. Laurent, Emily Rubin, and Barry M. Prizant Chapter 15    Social Skills Interventions Patricia A. Prelock and Ashley Brien Chapter 16    Social Stories Tiffany L. Hutchins Chapter 17    Video Modeling for Persons with ASD Tom Buggey Chapter 18    Future Directions Rebecca J. McCauley and Patricia A. Prelock Glossary Index

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Book SynopsisPrepare SLPs and educators to support this growing population with the third edition of this bestselling textbook, developed by three influential experts on bilingual language development and aligned with Head Start guidelines on cultural and linguistic responsiveness.Updated with the latest research and recommended practices, this book gives a broad audience of future professionals the clear and comprehensive information they need to promote positive outcomes for young dual language learners and make informed decisions about assessment and intervention when a disorder is present. Readers will get up-to-date guidance on a wide range of key topics, including recognizing the typical stages of second language learning, supporting development in both languages, distinguishing a language delay from a disorder, planning culturally appropriate interventions, addressing reading disorders in bilingual children, and more. New and enhanced student-friendly features make this edition even more engaging and practical, and a robust new package of online support materials will help faculty members use the book effectively in their courses.With the foundational knowledge in this state-of-the-art textbook—also a valuable resource for in-practice SLPs and educators—professionals will be ready to help young dual language learners thrive, both at home and in the classroom.WHAT’S NEW:- New chapter on supporting heritage language development in children with immigration backgrounds- Important updates throughout the book on best practices and recent research findings from the field- Updated student-friendly features, including learning outcomes at the start of each chapter, tables and figures that illustrate key concepts and research, and Voices from the Field text boxes- Two downloadable parent questionnaires to help SLPs gather critical information when working with culturally and linguistically diverse children- New online companion materials: discussion questions and class activities for each chapter, plus a final integrative course projectTrade ReviewAdds a significant layer of depth to our understanding of dual language development and disorders in children as well as how to provide successful interventions for those at risk of language, communication, and reading disorders. Offering a comprehensive, compelling, and accessible discussion of the issues, this volume is essential reading." - Diane Tedick, University of Minnesota"Amazingly comprehensive and accessible . . .This new edition brings the handbook up-to-date and secures its status as an essential reference for many more years to come." - Li Wei, Chair of Applied Linguistics, UCL Institute of Education, and Editor of International Journal of Bilingual Education and Bilingualism"An accessible and multi-faceted book on language and literacy development and disorders in bilingual children with critically important theoretical and practical information." - Brian Goldstein, Chief Academic Officer (CAO), Executive Dean, College of Rehabilitative Sciences, University of St. Augustine for Health Science"The authors once again provide current, clear, and accessible information in a culturally responsive manner. Through interwoven discussions of research, educational and clinical contexts, and illustrative case examples, they skillfully build both a theoretical and practical understanding of the heterogeneous nature of dual language learning and how to support dual language learners with different experiences and ability levels." - Elizabeth Kay-Raining Bird, School of Communication Sciences and Disorders, Dalhousie University, Halifax, Nova Scotia, Canada"A wonderful book . . . both scholarly and accessible. The best source for science-based, realistic support for raising, teaching, and treating bilingual children." - Erika Hoff, Professor of Psychology, Florida Atlantic University"A welcome and important addition . . . masterfully synthesizes the latest evidence base on dual language learners with typical development as well as language impairment. This text should be considered required reading for clinicians and scholars." - Raúl Rojas, Associate Professor, Director, Bilingual Language Lab, University of Texas at Dallas"An exemplary book that fully captures the state of the field, is well-written for varied audiences, and impactful in its description of findings for practice and policy." - Sandra Barrueco, Professor of Psychology, Director, Doctoral Program in Clinical Psychology, Director, Institute for Latin American and Iberian Studies and Latin American and Latino Studies, The Catholic University of AmericaTable of Contents Series Preface Editorial Advisory Board About the Authors Acknowledgments Section I: Foundations 1. Introduction 2. The Language–Culture Connection 3. The Language Neurocognition Connection Section II: Understanding Bilingual and Second Language Development 4. Language Development in Simultaneous Bilingual Children 5. Code-Mixing in Bilingual Development 6. Second Language Development in Children 7. Heritage Language Development in Children 8. Language Development in Internationally-Adopted Children 9. Schooling in a Second Language Section III: Dual Language and Disorders 10. Language and Communication Disorders in Bilingual Children    Appendix: The Normal Curve and Related Concepts 11. Reading Difficulties in Bilingual Children Glossary Index

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Book SynopsisFor forty years, this textbook has been the gold-standard resource for providing speech-language pathologists with a strong foundation of knowledge on speech sound disorders. Previously published as Articulation and Phonological Disorders, this core text is now in its ninth edition, fully updated and expanded to meet the needs of today’s clinicians as they work with children of all ages.A cornerstone of every SLP’s professional preparation, the new edition of this book offers the most up-to-date, comprehensive coverage of contemporary clinical literature and the best available treatments for speech sound disorders. With a focus on evidence-based practice, the expert authors and contributors present essential information and guidelines on a broad range of topics, from the basics of typical speech production to recommended practices for assessment and intervention. Updates include new and expanded chapters on timely topics, new instructor materials and student-friendly features, and helpful guidance for clinicians serving an increasingly diverse population.With this authoritative synthesis of research and practice, the next generation of SLPs will have the broad and deep knowledge they need to understand speech sound disorders and provide children with the best possible supports and interventions. WHAT’S NEW: All chapters fully updated with the latest research and recommended practices New chapter on treatment of childhood apraxia and speech sound disorders in older children Expanded guidance on evidence-based practices and treatment basics More on motor-based approaches to treatment Extended discussion of language variation and dialect New chapter on accent modification New student-friendly features such as learning objectives and clinical vignettes to demonstrate treatment practices Updated Online Instructor’s Resource Manual and Test Bank SELECTED TOPICS COVERED: fundamentals of typical speech production and acquisition • specific factors associated with speech sound disorders, including motor abilities, cognitive-linguistic factors, and psychosocial factors • classification and comorbidity in speech sound disorders • assessment and data collection procedures • using assessment data to make sound decisions about intervention • using evidence-based practices in treatment • motor-based treatment approaches • linguistically based treatment approaches • treatment of childhood apraxia of speech • phonological awareness development and intervention • assessment and intervention considerations for children from culturally and linguistically diverse populations • accent modification for second language learnersINSTRUCTOR MATERIALS INCLUDED: Faculty can easily incorporate this text into their course with the fully updated online Instructor's Resource Manual and Test Bank. Included are key points, discussion topics, and instructional ideas for each chapter, plus a bank of multiple choice, short answer, and essay questions.Need the book before November? The ebook of Speech Sound Disorders in Children will be available in August, just in time for your fall classes.Table of Contents Contents About the Faculty Materials About the Authors About the Contributors Preface 1. Introduction to Study of Speech Sound Disorders 2. Normal Aspects of Articulation 3. Speech Sound Acquisition 4. Factors Related to Speech Sound Disorders 5. Classification and Comorbidity in Speech Sound Disorders 6. Assessment: Data Collection 7. Assessment: Decision Making 8. Using Evidence-Based Practice in Treatment 9. The Basics of Remediation 10. Motor-Based Treatment Approaches 11. Linguistically-Based Treatment Approaches 12. Treating Specific Populations: Childhood Apraxia and Older Children 13. Phonological Awareness: Description, Assessment, and Intervention 14. Language and Dialectal Variations 15. Accent Modification Appendix A: Procedures for Teaching Sounds Appendix B: Activities for Facilitating Phonemic Awareness in School-Aged Children References Index

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Book SynopsisPhonological development is linked with a child’s later success with language and literacy, but tests of early phonological skills are often not sensitive enough for the youngest children. That’s why clinicians need PEEPS™, a comprehensive assessment of early phonological skills developed specifically for toddlers 18–36 months. Created by leading experts in early phonological development and speech sound disorders, PEEPS helps speech-language pathologists detect speech and language delays early, so children can receive the intervention and support they need to be effective communicators on track for academic achievement.Why PEEPS? Developmentally appropriate. Unlike similar tools, PEEPS is specially developed to screen young children and uses elicitation techniques and vocabulary words that are appropriate for this population. In-depth assessment of an overlooked skill set. Early phonological skills are often not assessed, even though they affect early lexical development. PEEPS is the tool clinicians need to analyze the key components of phonological development, including phonetic inventory, syllable structure, accuracy of consonant production, and error patterns. Accurately identifies delays. Because most phonological measures aren’t designed for the young age range, young children may be overidentified as struggling with phonological skills—or a wait-and-see approach is taken with these children, which can delay starting early intervention. PEEPS helps accurately evaluate children struggling with phonological skills, so they can receive support as early as possible. Quick, convenient, and flexible. PEEPS gives clinicians a comprehensive picture of early phonological skills in less than 20 minutes. The kit includes the full PEEPS assessment (60 words) and a shorter PEEPS screener (20 words) that helps determine if in-depth testing with the full PEEPS is warranted. How PEEPS WorksTo conduct either the full PEEPS or the screener, the clinician will: Present a stimulus to the child to elicit each word on the PEEPS word list. The clinician may point to a small toy, a body part or article of clothing, or an illustration in the included board book, A Book of Things. Transcribe the child’s speech production onto the test form. Complete the scoring and summary page to create a profile of the child’s phonological development. Use this profile to help determine if the child is developing within expected limits or displaying delays or red flags that warrant intervention. PEEPS is easy to administer. The Examiner’s Manual guides clinicians step by step through the process, and the kit includes access to a helpful video in which the authors clearly demonstrate how to deliver PEEPS.

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Book SynopsisPhonological development is linked with a child’s later success with language and literacy, but tests of early phonological skills are often not sensitive enough for the youngest children. That’s why clinicians need PEEPS™, a comprehensive assessment of early phonological skills developed specifically for toddlers 18–36 months. Created by leading experts in early phonological development and speech sound disorders, PEEPS helps speech-language pathologists detect speech and language delays early, so children can receive the intervention and support they need to be effective communicators on track for academic achievement. This product is sold in a package of 10. Why PEEPS? Developmentally appropriate. Unlike similar tools, PEEPS is specially developed to screen young children and uses elicitation techniques and vocabulary words that are appropriate for this population. In-depth assessment of an overlooked skill set. Early phonological skills are often not assessed, even though they affect early lexical development. PEEPS is the tool clinicians need to analyze the key components of phonological development, including phonetic inventory, syllable structure, accuracy of consonant production, and error patterns. Accurately identifies delays. Because most phonological measures aren’t designed for the young age range, young children may be overidentified as struggling with phonological skills—or a wait-and-see approach is taken with these children, which can delay starting early intervention. PEEPS helps accurately evaluate children struggling with phonological skills, so they can receive support as early as possible. Quick, convenient, and flexible. PEEPS gives clinicians a comprehensive picture of early phonological skills in less than 20 minutes. The kit includes the full PEEPS assessment (60 words) and a shorter PEEPS screener (20 words) that helps determine if in-depth testing with the full PEEPS is warranted. How PEEPS Works To conduct either the full PEEPS or the screener, the clinician will: Present a stimulus to the child to elicit each word on the PEEPS word list. The clinician may point to a small toy, a body part or article of clothing, or an illustration in the included board book, A Book of Things. Transcribe the child’s speech production onto the test form. Complete the scoring and summary page to create a profile of the child’s phonological development. Use this profile to help determine if the child is developing within expected limits or displaying delays or red flags that warrant intervention. PEEPS is easy to administer. The Examiner’s Manual guides clinicians step by step through the process, and the kit includes access to a helpful video in which the authors clearly demonstrate how to deliver PEEPS.

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Book SynopsisThe new, third, edition of this indispensable guide for speech pathology and therapy students is completely updated, applying the results of the most recent research into speech disorders. Phonetics for Speech Pathology introduces normative aspects of phonetics and describes how these may go wrong in atypical speech, and the consequences when they do. The book deals with the three main areas of phonetics: articulatory, acoustic, and auditory, this last being often neglected in phonetics textbooks. The chapters are copiously illustrated, with most diagrams and figures newly drawn for this edition. Correct use of phonetic symbolizations and the importance of adequate transcription in the clinic are stressed, as is the use of instrumental analyses to augment impressionistic descriptions of speech. A range of modern instrumental techniques in speech analysis is covered, as are developments in hearing research including auditory processing disorder. The book concludes with an introduction to current models of speech production and perception.Table of ContentsPreface Introduction Part 1 Articulatory Phonetics Chapter 1 The Vocal Organs Chapter 2 Initiation Chapter 3 Phonation Chapter 4 Manner of Articulation Chapter 5 Place of Articulation Chapter 6 Orality and Nasality Chapter 7 Plosives Chapter 8 Vowels Chapter 9 Primary, secondary, and double articulations Chapter 10 Phonetic Transcription Chapter 11 Parametric Phonetics Chapter 12 Suprasegmentals: Length, stress and pitch Chapter 13 Suprasegmentals: Voice Quality Chapter 14 Speech Imaging Part 2 Acoustic Phonetics Chapter 15 Frequency and Pitch Chapter 16 Intensity and Loudness Chapter 17 Resonance Chapter 18 Recording Speech Chapter 19 Acoustic Analysis: Spectrography Chapter 20 Acoustic Characteristics of Vowels Chapter 21 Acoustic Characteristics of Sonorants Chapter 22 Acoustic Characteristics of Obstruents Chapter 23 Acoustic Characteristics of Suprasegmentals: Stress Chapter 24 Acoustic Characteristics of Suprasegmentals: Pitch Chapter 25 Acoustic Characteristics of Suprasegmentals: Connected speech Chapter 26 Acoustic Characteristics of Suprasegmentals: Voice Quality Chapter 27 Acoustic Characteristics of Child Speech Disorders Chapter 28 Acoustic Characteristics of Acquired Speech Disorders Part 3 Auditory Phonetics Chapter 29 Hearing: The Ear Chapter 30 Hearing: Perception Chapter 31 Hearing: Comprehension Chapter 32 Perceptual Units of Speech Chapter 33 Hearing Impairment Chapter 34 Phonetics of Hearing Impaired Speech Chapter 35 Audiological Measurement Chapter 36 Auditory Processing Disorder Chapter 37 Feedback in Speech Chapter 38 Psychoacoustic Experiments Chapter 39 Delayed Auditory Feedback Chapter 40 Dichotic Listening Chapter 41 Time-Variated Speech Chapter 42 Models of Speech Production and Perception Appendices: Phonetic Symbols and Notes on Transcription Appendix I The International Phonetic Alphabet (IPA) Appendix II The Extensions to the IPA for Disordered Speech (extIPA) Appendix III VoQS symbols for Voice Quality

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Book SynopsisThe new, third, edition of this indispensable guide for speech pathology and therapy students is completely updated, applying the results of the most recent research into speech disorders. Phonetics for Speech Pathology introduces normative aspects of phonetics and describes how these may go wrong in atypical speech, and the consequences when they do. The book deals with the three main areas of phonetics: articulatory, acoustic, and auditory, this last being often neglected in phonetics textbooks. The chapters are copiously illustrated, with most diagrams and figures newly drawn for this edition. Correct use of phonetic symbolizations and the importance of adequate transcription in the clinic are stressed, as is the use of instrumental analyses to augment impressionistic descriptions of speech. A range of modern instrumental techniques in speech analysis is covered, as are developments in hearing research including auditory processing disorder. The book concludes with an introduction to current models of speech production and perception.Table of ContentsPreface Introduction Part 1 Articulatory Phonetics Chapter 1 The Vocal Organs Chapter 2 Initiation Chapter 3 Phonation Chapter 4 Manner of Articulation Chapter 5 Place of Articulation Chapter 6 Orality and Nasality Chapter 7 Plosives Chapter 8 Vowels Chapter 9 Primary, secondary, and double articulations Chapter 10 Phonetic Transcription Chapter 11 Parametric Phonetics Chapter 12 Suprasegmentals: Length, stress and pitch Chapter 13 Suprasegmentals: Voice Quality Chapter 14 Speech Imaging Part 2 Acoustic Phonetics Chapter 15 Frequency and Pitch Chapter 16 Intensity and Loudness Chapter 17 Resonance Chapter 18 Recording Speech Chapter 19 Acoustic Analysis: Spectrography Chapter 20 Acoustic Characteristics of Vowels Chapter 21 Acoustic Characteristics of Sonorants Chapter 22 Acoustic Characteristics of Obstruents Chapter 23 Acoustic Characteristics of Suprasegmentals: Stress Chapter 24 Acoustic Characteristics of Suprasegmentals: Pitch Chapter 25 Acoustic Characteristics of Suprasegmentals: Connected speech Chapter 26 Acoustic Characteristics of Suprasegmentals: Voice Quality Chapter 27 Acoustic Characteristics of Child Speech Disorders Chapter 28 Acoustic Characteristics of Acquired Speech Disorders Part 3 Auditory Phonetics Chapter 29 Hearing: The Ear Chapter 30 Hearing: Perception Chapter 31 Hearing: Comprehension Chapter 32 Perceptual Units of Speech Chapter 33 Hearing Impairment Chapter 34 Phonetics of Hearing Impaired Speech Chapter 35 Audiological Measurement Chapter 36 Auditory Processing Disorder Chapter 37 Feedback in Speech Chapter 38 Psychoacoustic Experiments Chapter 39 Delayed Auditory Feedback Chapter 40 Dichotic Listening Chapter 41 Time-Variated Speech Chapter 42 Models of Speech Production and Perception Appendices: Phonetic Symbols and Notes on Transcription Appendix I The International Phonetic Alphabet (IPA) Appendix II The Extensions to the IPA for Disordered Speech (extIPA) Appendix III VoQS symbols for Voice Quality

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Book SynopsisWhen making the transition to adulthood, young people with Autism Spectrum Disorder can find their opportunities limited by their impaired prosody. Through a program of evidence-based lessons and resources, this book helps to develop verbal and nonverbal skills essential to adult life, particularly in the context of looking for a job or social situations. It is a complete curriculum, covering everything from self-calming to fluency and conversational skills, and includes lesson plans, handouts, and homework. The program has been successfully used by the authors in their work with people on the autism spectrum and will be a life-changing resource for professionals as well as for parents and people on the autism spectrum wanting to improve their ability to communicate well.Trade ReviewThis is an absolutely wonderful and quite unique book for teaching skills in an area that is almost universal in autism: that of prosodic and related deficits. As pointed out early in the book, abnormal prosody gives 'a first impression of oddness' and interferes with ongoing social relationships. This readable, fascinating, and explicit book gives very specific lessons in all areas of what we usually include in 'prosody' (pacing, volume, pitch changes, word stressing), as well as in related pragmatic areas that are almost universally deficient in autism (conversing, narrating, gesture, eye contact, small talk, giving instructions). Lessons are spelled out in hierarchical fashion, and are detailed and explicit enough to be implemented by a variety of professionals (speech/language therapists, psychologists, teachers, behavior therapists). The authors also provide a clear and easy to use assessment tool for rating aspects of prosody, that does not require technical linguistic expertise, and which I intend to adopt for all the individuals I assess. Finally, the clinical and vocal expertise of these two authors (Dr. Dunn is a neuropsychologist specializing in autism and Mr. Harris is an opera singer) is very obvious in how they approach the whole endeavor, that is, by working first on helping the learner to be calm and reduce tension (which makes adjusting muscles easier and helps the learner to be ready to attend and learn). The intervention program in this book could change the social lives of many individuals with autism, which in turn could improve their academic attainments, vocational prospects and lifelong emotional fulfillment. -- Deborah Fein, Ph.D., Board of Trustees Distinguished Professor, University of Connecticut and author of ‘The Neuropsychology of Autism’ and ‘The Activity Kit for Babies and Toddlers at Risk’Table of ContentsIntroduction. 1. Assessment. 2. Emotional and Behavioral Modulation. 3. Voice: Creating a More Oral Timbre. 4. Voice: Volume. 5. Rhythm of Speech. 6. Pitch. 7. Stress. Conclusion.

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Book SynopsisBuilding Language using LEGO® Bricks is a flexible and powerful intervention tool designed to aid children with severe receptive and expressive language disorders, often related to autism and other special educational needs.This practical manual equips you for setting up and adapting your own successful sessions. Downloadable resources enable you to chart progress in the following key areas:- The use of receptive and expressive language- The use and understanding of challenging concepts- Joint attention- Social communicationHelp children with complex needs to communicate with this unique tool, derived from the highly effective LEGO®-Based Therapy.Trade ReviewIt was a pleasure and an honor to read Dawn Ralph and Jacqui Rochester's guidebook for language development using LEGO® materials. The work is an extension and expansion of the LEGO®-based therapy approach that has been previously published by my colleagues and me. That work focused on social development strategies using LEGO®, which necessarily involved an emphasis on effective communication. Ralph and Rochester have taken that emphasis a step further, and have focused in particular on the language-based aspects of the LEGO® therapy process - the receptive and expressive components of functional and social communication that are emphasized by the joint, collaborative LEGO®-building process. They have also shown how the method can be utilized with children with cognitive and language-based disabilities who were not included in the original LEGO®-based therapy trials.Ralph and Rochester's work is clearly and succinctly written, well-researched, but not mired down in theory or the minutiae of research literature. It is, therefore, a very pragmatic, commonsense, and yet evidence-based methodology, accessible to anyone in the helping professions who has an interest in improving functional and social communication in children with language-based disabilities.It is a special pleasure for me to read this pragmatic and well-considered manuscript. When I first started doing LEGO®-based therapy groups in the later 1990's, there was very little literature available on effective interventions, and none of my colleagues were aware of LEGO® as a potential therapy tool. It was really only Tony Attwood, and Robert and Lynn Koegel who were supportive of this type of approach - using naturally-reinforcing content and materials, and utilizing peers to help shape social development. Later, I was also encouraged by Fred Volkmar's kind words about my first published study. He said the method showed promise. In that first paper, I invited other clinicians and researchers to consider utilizing the LEGO® materials, and to try variations of the method I was using, with different populations, etc. Since that time, there have been other publications based on the original method, but this is the first real modification and extension of the LEGO®-based therapy method. So, twelve years later, the manuscript by Ralph and Rochester, does show evidence that the original approach can be modified and generalized, and provides a long-awaited response to my invitation. I will pass along the encouraging words that I received from the venerable Dr. Volkmar: this work of Ralph and Rochester certainly shows promise. I hope it catches on. -- Daniel B. LeGoff, paediatric, neuropsychologist, and originator of LEGO®-Based TherapyBuilding Language Using LEGO™ Bricks is a fantastic approach, and the book did not disappoint. The language used throughout is accessible, yet extremely detailed, making it a book for parents and professionals alike. I have been lucky enough to attend the course run by Dawn and Jacqui, and their personalities shone through as I read the book; it's the perfect companion to the training Dawn and Jacqui provide, and is a must have for anyone who is interested in using LEGO™ as a tool to deliver language therapy. -- Karen Sullivan, founder of Autism PuzzlesThis book is organised, easy to read and gives clear instructions about how to set up and run a session with children interested in LEGO™ and construction. The intervention has been adapted and developed using the technique hands-on with the children, and it shows. Practical guidance and an engaging activity make the intervention do-able! -- Gina Davies, Speech and Language Therapist, Autism SpecialistTable of ContentsAcknowledgements. Foreword by Gina Gomez De La Cuesta. Preface. 1. What are Autism and Language Impairments?. 2. Building Language using LEGO® Bricks and LEGO® Therapy (LeGoff 2004). 3. Aims. 4. Why Building Language using LEGO® Bricks Works. 5. Starting Off. 6. Progressing Skills: The Role of the Facilitator. 7. Guidelines for Setting Up and Running Building Language using LEGO® Bricks. 8. Measuring Outcomes. 9. Examples of Cases. Resource Appendix.

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Book SynopsisAn easy-to-use resource for professionals and parents, this book is full of fun and practical ideas to help motivate and extend communication and play skills in children with autism with the support of pictures. It contains 40 visual scripts across a range of different activities such as drawing, cooking, imaginative play, and life skills.Table of Contents1. Introduction. 2. Pretend Play. 3. Drawing Pictures. 4. Building and Construction Games. 5. Cooking. 6. Arts and Crafts. 7. Everyday Living.

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Book SynopsisSpecifically aimed at Speech and Language Therapists (SLTs) and voice practitioners, this book follows up from the authors' first book, The Voice Book for Trans and Non-Binary People. It sets out cultural competence, psychological and vocal skills, group activities and improvisations frameworks and exercises to helps SLTs develop their skills for working with trans and non-binary clients, including facilitation and coaching, emotional intelligence, role-play and solution-focused therapy, narrative therapy practices. It also includes many contributions from the trans community and a range of clinical professionals to emphasise the collaborative space.Written by two leading authorities on voice and communication therapy for trans people, this is an essential and authoritative resource for anyone working with trans and non-binary clients who are seeking their voice exploration.Trade ReviewComplementing their previous self-help book for trans people, the same authors have now turned their attention to helping speech and language therapists develop their own skills too, harnessing a wide range of expert knowledge. I had always imagined SLT to be a discipline mainly focused on technique and exercise. What I got from this book, above all, was an understanding that it is a far more holistic process, reaching into the psychological domain and framing identity as the foundation of vocal presentation. -- Christine Burns MBE, Author and Transgender ActivistThis book is required reading for all practitioners who work at the complex intersection of voice, gender and identity. Based on vivid and extensive documentation of the lived experience, it provides insightful and exceptional understanding, together with clear practical approaches. Both radical in its inclusivity and heroic in its challenge, it is a vital text for all those who endorse the right to vocal autonomy. -- Jane Boston, Leader MA/MFA Voice Studies: Teaching and Coaching, The Royal Central School of Speech and Drama, LondonComing out as one's true self, and speaking in a voice which we feel is intrinsically our own, are acts of protest, courage and resilience. This book indeed goes beyond a training guide for voice teachers, therapists and gender specialists. This is a book about identity and social justice: it champions collaboration with the community, and makes explicit the power dynamics in the clinical context. -- Lord Michael Cashman, founder of Stonewall, author of One of Them: From Albert Square to Parliament SquareThis dynamic book draws upon the perspectives of trans and non-binary people and highly experienced and creative voice practitioners to present a philosophically original, practical and integrated approach to voice and communication work. It is psychologically challenging in the best possible ways and highlights how deeper levels of reflexivity on the part of therapists and clients can overcome subconscious biases that may influence or limit our approaches to this important work. It is refreshing in its inclusion of so many different voices, and has prompted me to think differently about how I would now enter this therapeutic space. -- Janet Baker L.A.C.S.T., M.Sc., Ph.D. Clinical Member I.T.A.A., and Family Therapist, Clinical Consultant in Voice & Counselling, Author of Psychosocial Perspectives on the Management of Voice Disorders (2017)Table of ContentsIntroduction. 1. The Gender Space: Towards Effective Allyship. 2. The Psychological Space: Therapeutic Alliance. 3. The Vocal Space: Felt Sense and Coaching. 4. The Social Space: Contextual Awareness. 5. Space: Building Communities. Conclusion.

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Book SynopsisExpert author Elizabeth Ives Field combines over four decades of working in the autism field to provide functional, in-depth teaching strategies for children on the spectrum who struggle with communication. Incorporating descriptions of composite children at different developmental stages, this book sets out individual goals and therapy approaches for children who may have no speech, moderately functional speech or echolalia, as well as for highly verbal individuals who may not always use appropriate language. Covering a wide range of interventions that address communication and the related areas of independence and social behavior, the purpose of each goal is to make progress toward the child's maximum potential. This book sets out skills that are developmentally appropriate and that will be immediately useful to help children express themselves more effectively and build relationships with others.Trade ReviewIt was a pleasure to read Elizabeth's book 'Building Communication and Independence for Children Across the Autism Spectrum'. It is clear that her knowledge of the difficulties that children with autism encounter is vast and she is confident in sharing it pragmatically and methodically with parents/carers and professionals.Elizabeth not only outlines areas of need, she provides the reader with practical and achievable goals in precise detail. I could relate to all of the children whom she used in her case studies and I found myself mentally applying her goals to those on my own past and present caseload. This book is functional and easy to read which has been written with passion and purpose to make a constructive difference to the lives of so many children with autism. -- Jacqui Rochester Autism Practitioner BPhil SpEd Autism (Children)All too often, books meant to offer strategies to support autistic children's complex communication and behavior challenges end up too banal or too academic. This book stands above the crowd because it reads a bit like a conversation between two people sharing tea and the best thoughts about how to effectually support a child with a plethora of individual needs and abilities. Simply put, this book is the real deal! -- Liane Holliday Willey, EdD. Author of Pretending to be Normal and Safety Skills for Asperger Women.In this book, Field generously shares a lifetime of clinical wisdom. Through well-crafted and highly readable case studies, she guides readers through a wide-ranging set of authentic situations they are sure to encounter in the service of individuals all along the autism spectrum. Field delivers a rich, hybrid blend of intervention procedures that are clearly explained, firmly rooted in evidence, and exquisitely practical. -- Dr Lillian Stiegler, professor of communication sciences and disorders

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Book SynopsisSpeech and language impairment can have a huge impact on cognitive development. Identifying what is going wrong - and what effective intervention looks like - can be daunting. Short of retraining you as a speech and language therapist, this thorough guide will give you everything you need to change that.An essential resource, the book contains a wide variety of online resources, including phonological and sound awareness documents, assessment tools, and recording forms that can be downloaded straight to your device, providing excellent materials and activities to use in the classroom.Written by speech and language therapists and designed exclusively for Early Years practitioners, this book provides a complete overview of how children acquire language and what language impairments look like at this age. You will find both strategic and practical advice on how to manage and encourage the development of speech and language skills. Creating the optimum communication environment for every child in your setting is an important part of what the book offers. Equally, practitioners are supported to be able to recognise the features of specific language difficulties such as Developmental Language Disorder (DLD) and feel confident to intervene when children are struggling.Trade ReviewThis book is written by experienced SLTs to help Early Years Practitioners (EYPs) understand early communication and development and how they can help. It includes an overview of how children learn language, developmental norms, support recognising specific difficulties, case studies and downloadable checklists. It's easy to read with chapter summaries, signposting and additional materials which supplement and support the learning. Practitioners can dip into the parts that are most relevant to them. It's also framed to get us thinking about why communication is important to EYPs as well as thoroughly evidence based. I will definitely be dipping into this and recommending it to EYPs too. (Five stars) -- Royal College of Speech and Language TherapistsThe book is brimming with practical ideas and tips steeped in theory and expertise. It is a book to dip into time and time again to enhance universal, targeted and specialist practice in early years provision. A professional book for practitioners and students of child development, inclusion workers and those working to develop integrated services for children. -- Rebecca Fisk Early Years SEND Service Manager and Early Intervention Foundation AssociateDuring my 25-year career in early years I have never come across a more useful tool for early years practitioners. This book and the resources in it are a breath of fresh air for a novice who is developing an understanding of how speech and language develops in young children and beyond. The book also supports knowledgeable practitioners and leaders to embed good practice in their settings. The learning points and toolbox is a valuable addition. I wish this book had been available years ago. -- Kerry Whitehouse, BA in Childhood and Family StudiesThis book has been greatly valuable to my development as a student speech and language therapist and has provided me with a level of support no other resource has given. The additional online resources along with the 'learning points' throughout the book help to make it feel as though there is someone supporting me right the way through my paediatric year of study. I find myself reaching for this book often, especially when I feel that I need some added support, whether that be; planning intervention or assessment in a clinical setting on placement, to solidify the theory that I have learnt in lectures and how it is applied to practice or to further develop my understanding in particular areas of difficulty. The tone of writing and language used throughout has allowed the book to feel accessible to me as a student, even in areas where I only have a very base level of knowledge, or have not yet learnt about through university... I feel that this book has significantly increased not only my knowledge and practical skills but in turn my confidence in my ability as a speech and language therapist, especially in situations where without the support and knowledge provided by this book I may feel lost or panic in a clinical setting. This is a book I have and would recommend to anyone working in areas of child development, but particularly those studying, early in their career or looking to further develop their skill set. -- Abigail Hemming, MSci speech and language therapy studentThis book is my new bible! As an early years practitioner I have found the amount of young children coming into nursery with speech, language and communication delay in the last year, especially, to be not only worrying but also frustrating as getting the right help and meeting the maze of referral criteria can and has been sometimes very overwhelming. However, reading this book has been a reassuring journey and makes so much sense of what is needed in terms of child development knowledge, screening, assessing and targeted intervention. This book is packed with knowledge, tips, ideas, downloadable resources plus a never ending supply of further info via links and research. It covers every topic you can think of in a thought provoking way such as how to engage parents, the link between SCLN difficulties and Physical development, Selective Mutism and how to audit your learning environment. I like the fact that I can use this book as a study book to read in chunks or to just dip into for an on the spot reference or idea. I really liked the format, it is not a tedious read and the navigation points keep it interesting and easy to follow. I particularly liked the 'Learning Points' that are strategically placed within the book and give standout information on the main focus being discussed. I definitely recommend this book to any level of Practitioner working within Early Years, it is without doubt the missing piece of the Speech, Language and Communication jigsaw puzzle that we are all facing at the moment. -- Lead Practitioner in a school based Nursery ClassFollowing the Covid-19 pandemic more children than ever are needing additional support with their speech, language and communication at a time when services and support are stretched more than ever. With this in mind, this book and accompanying resources could not be more welcomed. Reading this book is a bit like having a chat with a really lovely Speech and Language Therapist. The style feels incredibly supportive and it is packed full of useful, practical advice and tips that will make a huge difference to children. The chapter 'Think like a therapist' will be so beneficial to help educators recognise their own skills and knowledge and how they can support children in the here and now while waiting for specialist support. Too often as educators, we doubt our own skills and attributes when we've identified children who need additional support. This book not only helps educators to develop their skills further but positions them as experts in their own right; those with incredibly useful knowledge about the child that can be used to provide early intervention. One of the key themes of the book is the importance of universal support that will benefit all children, so this resource does not just become useful for supporting children who have difficulties with speech, language and communication, but supporting every child. Reflective practice is such an important element of early years practice and the resources included will help all educators to think about what elements of their provision, interactions and environments can be developed further. I wouldn't hesitate to recommend this book and I think it has the potential to make a significant difference to how children in early years education are supported. -- Jenny Shaw, (MA in Early Childhood Education) Lead Academic and Research Developer (Busy Bees)As an experienced teacher it is great to see the book and its resources available to support practitioners. I only wish this book was available when I first started working with children who are developing language as the book clearly explains the development of speech and language as well as providing resources to support those children who need intervention to enhance and support their development. This book is a great tool for all teachers, not just those teaching in the Early Years, as it will equip them to support children with delayed development. -- Julie Jones, Deputy Headteacher

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Book SynopsisDrawing on current research about the connections between music and speech, this book explains how and why musical activities can be used to support the mechanisms and processes needed for speech. Containing specific guidance on the physiological, neurological, and learning differences children face when trying to make sense of speech, including hypermobility, autism spectrum conditions, Down Syndrome, auditory processing differences and motor timing difficulties, this guide provides an in-depth evaluation into how you can enhance your practice.Discover evidence-based and easy-to-use activities such as how to use whistles for breathing, drums to support the ability to 'hear' or produce speech sounds, and how to use songs to support speech.Trade ReviewDeveloping Early Verbal Skills Through Music is a truly fabulous must-read for all musicians working with SEND. Through reading this book the impact of music will become even deeper for both the participant and Music Facilitator. It's the book that wasn't there when I began work with SEND. Clear, accessible, and well written, finally a book that tells us why what we do is so important and how to improve it! -- Nikki-Kate Heyes MBE, Community Musician and CEO soundLINCSI found reading this book a joyful experience. It opened my mind to the possibilities of deeper engagement with autistic people, with whom I work. It also gave me a new perspective on communication and interaction in a general sense. The book is peppered with insight, information and well-referenced encouragement to look afresh at how we use our bodies to create pitch, time, rhythm, words, voice and melody...and relationships. Armed with the learning we take from this book, we will be able to close ever tighter that circle of belonging in which an inclusive, healthy community can thrive. It is a book with a great heart and confident teaching. -- Simon Bentley – Specialist Teacher, District SENCO and DramatherapistThe book outlines developmentally appropriate methods to understand the role of music in children's lives through play, games, creativity, and movement. Tracy explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. -- Dr Maria Efstratopoulou, Head of Special Education Department United Arab Emirates UniversityJeffery weaves a stimulating and thoughtful narrative which draws on her extensive experience, professional curiosity and long-term interest in music in the context of special needs. * Professor Graham F Welch, UCL Institute of Education, London *I feel this book offers therapists and educators invaluable insight into supporting communication differences and disability. As a therapist, mindfulness teacher and educator I found this book to be well-evidenced and clear, with helpful practical examples. This book will without doubt be of interest to anyone applying creative approaches in therapy and education. -- Jenny Hamilton, Registered MBACP, Senior Lecturer in Counselling/ Psychological TherapiesTable of ContentsIntroductionChapter 1: Sound beginningsChapter 2: Finding the heartbeat of music and speechChapter 3: Rhythmic connections - communication, music and verbal languageChapter 4: Understanding rhythm difficulties in communication, speech and musicChapter 5: Making rhythm work - practical approachesChapter 6: The foundations of voice: breathing and postureChapter 7: Producing VoiceChapter 8: Understanding and supporting voice difficultiesChapter 9: Using singing and songs for speechChapter 10: Making music work for speech and wellbeingBibliography

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Book Synopsis'TIMELY' David Mitchell 'MOVING ... REMARKABLE' SUNDAY TIMES 'ONE OF THOSE RARE BOOKS I HADN'T REASLISED I'D BEEN WAITING FOR UNTIL I READ IT.' Owen Sheers 'OPEN-MINDED, THOUGHTFUL AND WISE... A LIBERATING BOOK' Colm Toibin In an age of polished TED talks and overconfident political oratory, success seems to depend upon charismatic public speaking. But what if hyper-fluency is not only unachievable but undesirable? Jonty Claypole spent fifteen years of his life in and out of extreme speech therapy. From sessions with child psychologists to lengthy stuttering boot camps and exposure therapies, he tried everything until finally being told the words he'd always feared: 'We can't cure your stutter.' Those words started him on a journey towards not only making peace with his stammer but learning to use it to his advantage. Here, Jonty argues that our obsession with fluency could be hindering, rather than helping, our creativity, authenticity and persuasiveness. Exploring other speech conditions, such as aphasia and Tourette's, and telling the stories of the 'creatively disfluent' - from Lewis Carroll to Kendrick Lamar - Jonty explains why it's time for us to stop making sense, get tongue tied and embrace the life-changing power of inarticulacy.Trade ReviewA moving study of stuttering...remarkable -- Helen Davies * Sunday Times *Words Fail Us is a deep dive into disfluency, exploring its history, its science, its politics and its profile in a fluency-obsessed world. Jonty Claypole's book is timely, thoughtful, rich in fact and personal anecdote, and looks to a more enlightened, speech-diverse future. -- David MitchellComprehensive, open-minded, thoughtful and wise ... a liberating book. -- Colm ToibinWords Fail Us is one of those rare books - a piece of writing and thinking I hadn't realised I'd been waiting for until I read it. In this thoughtful and moving exploration of disfluency Jonty Claypole has written both a wonderfully engaging study on the history, causes and societal perceptions of speech disorders and an acutely argued call to arms, not just for the wider acceptance of communication diversity but also for an embracing of the creativity and originality of thought it can inspire. -- Owen SheersHumane, thought-provoking, and rich in experiential detail. * Guardian *I would recommend [Words Fail Us] to any fluent person trying to understand the tribulations of disfluency, and to any disfluent person who feels that he or she is enduring them alone ... Kendrick Lamar, Lewis Carroll, Somerset Maugham and Henry James are just a few of the writers whose stammers Claypole believes enriched their work. In Words Fail Us he has given us another instance of this fine tradition. * The Times *Claypole, who has a stutter, argues that pathological "disfluencies" should instead be understood and - the more radical claim - celebrated. Claypole thinks it is no coincidence that some of the greatest verbal artists - Henry James, Kendrick Lamar - have struggled with speech. The book doubles as a polemic against fluency: by unlearning our reflexive reverence for it, we can appreciate our disfluencies, and the "diversity and innovation they bring to human thought and language". * New Statesman *Incredibly valuable, and a noteworthy addition to the bookshelves of any speech-language pathologist, graduate student, researcher, or human being who would like to broaden their perspective of the power of the full spectrum of language. * Journal of Fluency Disorders *

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Book Synopsis'TIMELY' David Mitchell 'MOVING ... REMARKABLE' SUNDAY TIMES 'ONE OF THOSE RARE BOOKS I HADN'T REASLISED I'D BEEN WAITING FOR UNTIL I READ IT.' Owen Sheers 'OPEN-MINDED, THOUGHTFUL AND WISE... A LIBERATING BOOK' Colm Toibin In an age of polished TED talks and overconfident political oratory, success seems to depend upon charismatic public speaking. But what if hyper-fluency is not only unachievable but undesirable? Jonty Claypole spent fifteen years of his life in and out of extreme speech therapy. From sessions with child psychologists to lengthy stuttering boot camps and exposure therapies, he tried everything until finally being told the words he'd always feared: 'We can't cure your stutter.' Those words started him on a journey towards not only making peace with his stammer but learning to use it to his advantage. Here, Jonty argues that our obsession with fluency could be hindering, rather than helping, our creativity, authenticity and persuasiveness. Exploring other speech conditions, such as aphasia and Tourette's, and telling the stories of the 'creatively disfluent' - from Lewis Carroll to Kendrick Lamar - Jonty explains why it's time for us to stop making sense, get tongue tied and embrace the life-changing power of inarticulacy.Trade ReviewA moving study of stuttering...remarkable -- Helen Davies * Sunday Times *Words Fail Us is a deep dive into disfluency, exploring its history, its science, its politics and its profile in a fluency-obsessed world. Jonty Claypole's book is timely, thoughtful, rich in fact and personal anecdote, and looks to a more enlightened, speech-diverse future. -- David MitchellComprehensive, open-minded, thoughtful and wise ... a liberating book. -- Colm ToibinWords Fail Us is one of those rare books - a piece of writing and thinking I hadn't realised I'd been waiting for until I read it. In this thoughtful and moving exploration of disfluency Jonty Claypole has written both a wonderfully engaging study on the history, causes and societal perceptions of speech disorders and an acutely argued call to arms, not just for the wider acceptance of communication diversity but also for an embracing of the creativity and originality of thought it can inspire. -- Owen SheersHumane, thought-provoking, and rich in experiential detail. * Guardian *I would recommend [Words Fail Us] to any fluent person trying to understand the tribulations of disfluency, and to any disfluent person who feels that he or she is enduring them alone ... Kendrick Lamar, Lewis Carroll, Somerset Maugham and Henry James are just a few of the writers whose stammers Claypole believes enriched their work. In Words Fail Us he has given us another instance of this fine tradition. * The Times *Claypole, who has a stutter, argues that pathological "disfluencies" should instead be understood and - the more radical claim - celebrated. Claypole thinks it is no coincidence that some of the greatest verbal artists - Henry James, Kendrick Lamar - have struggled with speech. The book doubles as a polemic against fluency: by unlearning our reflexive reverence for it, we can appreciate our disfluencies, and the "diversity and innovation they bring to human thought and language". * New Statesman *Incredibly valuable, and a noteworthy addition to the bookshelves of any speech-language pathologist, graduate student, researcher, or human being who would like to broaden their perspective of the power of the full spectrum of language. * Journal of Fluency Disorders *

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Book SynopsisThis book brings together 12 previously unpublished language profiles based on the original Language Assessment, Remediation and Screening Procedure (LARSP). The languages featured are: Bangla, Croatian, Colombian Spanish, Inuktitut, Norwegian, Portuguese, Russian, Slovak, Slovenian, Swahili, Tamil and Turkish. Some of these languages are included as they are likely to be encountered as home languages of clients by speech-language therapists and pathologists working in the UK, the US, Australia and elsewhere. Others are included because they are languages found where speech-language pathology services are provided, but where no grammatical profile already exists. The collection will be an invaluable resource book for speech-language pathologists who wish to analyse and assess the grammatical abilities of their clients who speak one of these languages. This new collection complements previous books in this series on the same theme and together they cover 34 languages of the world.Trade ReviewLARSP is the gift that keeps on giving for those who want to perform linguistically informed language assessments. The third installment is a welcome addition to the already existing LARSP versions, covering languages from Russian to Swahili with a truly global reach, representing different continents, and including mother tongues from different linguistic branches. * Ferenc Bunta, The University of Houston, USA *This unique book forms a significant contribution to the literature and will be appreciated by a wide readership. It is a valuable resource to clinicians, researchers and students in the field of language development and disorders. It covers various languages and children with diverse linguistic profiles. The book provides much-needed information for clinical assessment and diagnosis. * Sari Kunnari, University of Oulu, Finland *Table of ContentsIntroduction: Martin J. Ball, Paul Fletcher and David Crystal Chapter 1. Ingeborg Sophie Ribu, Hanne Gram Simonsen, Morten Aase Løver, Bror-Magnus Sviland Strand and Kristian Emil Kristoffersen: N-LARSP: A Developmental Language Profile for Norwegian Chapter 2. N. Gabriela Moffatt and Nicole Müller: Developing a Linguistic Profile for Russian Chapter 3. Svetlana Kapalková and Daniela Slančová: Language Assessment, Remediation, and Screening Procedure for Slovak-speaking Children Chapter 4. Vesna Mildner, Vesna Stojanovik and Diana Tomić: Croatian LARSP Chapter 5. Darija Skubic, Ana Praprotnik, Tamara Sevšek and Martina Ozbič, with Jerneja Novšak Brce and Damjana Kogovšek: Slovenian LARSP Chapter 6. Ana Castro, Carolina Marques and Catarina Dôro: LARSP-PE: A Developmental Language Profile for European Portuguese-speaking children Chapter 7. Maryluz Camargo-Mendoza, Ana Isabel Codesido-García and Elena Garayzábal- Heinze: CS-LARSP: Colombian Spanish Morphosyntactic Development Profile Chapter 8. Asifa Sultana, Stephanie Stokes, Thomas Klee & Paul Fletcher: Towards a Micro-profile of Bangla Verb Inflection Chapter 9. Özlem Cangökçe Yaşar and Seyhun Topbaş: Adapting LARSP to Turkish: TR-LARSP Part II Chapter 10. R. Lalitha Raja: T-LARSP: A Grammatical Profile for Tamil Chapter 11. Kamil Ud Deen: The Assessment of the Acquisition of Swahili: Towards the S-LARSP Chapter 12. Shanley E. M. Allen, Catherine B. Dench and Kerry Isakson: InuLARSP: An Adaptation of the Language Assessment, Remediation, and Screening Procedure for Inuktitut

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Book SynopsisThis special issue of Aphasiology represents the papers accepted for publication which were among those presented at the 34th Clinical Aphasiology Conference, held in Park City Utah in 2004. They have been peer-reviewed and selected by a distinguished group of ad-hoc editorial consultants from among the considerably larger number of papers and posters presented at the meeting itself.Table of ContentsA.L. Holland, CAC Introduction. B.B. Shadden, Aphasia as Identity Theft: Theory and Practice. A.E. Hillis, M. Newhart, J. Heidler, E.B. Marsh, P. Barker, M. Degaonkar, The Neglected Role of the Right Hemisphere in Spatial Representation of Words for Reading. J. Fridriksson, L. Morrow, Cortical Activation and Language Task Difficulty in Aphasia. G.S. Olness, H.K. Ulatowska, C.M. Carpenter, L.J. Williams-Hubbard, J.C. Dykes, Holistic Assessment of Narrative Quality: A Social Validation Study. H.H. Wright, G.J. Capilouto, S.A. Wagovich, T.B. Cranfill, J.E. Davis, Development and Reliability of a Quantitative Measure of Adults' Narratives. C.A. Coelho, Direct Attention Training as a Treatment for Reading Impairment in Mild Aphasia. E. Armstrong, Expressing Opinions and Feelings in Aphasia: Linguistic Options. K.M. Youse, C.A. Coelho, J.L. Mozeiko, R. Feinn, Discourse Characteristics of Closed-Head Injured and Non-Brain Injured Adults Misclassified by Discriminant Function Analyses. S. Kiran, J. Tuchtenhagen, Imageability Effects in Normal Spanish/English Bilingual Adults and in Aphasia: Evidence From Naming to Definition and Semantic Priming Tasks. J. Reilly, N. Martin, M. Grossman, Verbal Learning in Semantic Dementia: Is Repetition Priming a Useful Strategy? S.A. Orjada, P.M. Beeson, Concurrent Treatment for Reading and Spelling in Aphasia. A.K. Melton, M.S. Bourgeois, Training Compensatory Memory Strategies Via the Telephone for Persons with TBI. J. Avent, S. Glista, S. Wallace, J. Jackson, J. Nishioka, W. Yip, Family Information Needs About Aphasia. M. Purdy, J. Hindenlang, Educating and Training Caregivers of Persons with Aphasia. E.M. Hickey, G. Rondeau, Social Validation in Aphasiology: Does Judges' Knowledge of Aphasiology Matter? J.P. Lasker, L.L. LaPointe, J.E. Kodras, Helping a Professor with Aphasia Resume Teaching Through Multimodal Approaches. R. Fucetola, F. Tucker, K. Blank, M. Corbetta, A Process for Translating Evidence-Based Aphasia Treatment into Clinical Practice. M.L. Blake, K.S. Lesniewicz, Contextual Bias and Predictive Inferencing in Adults with and with out Right Hemisphere Brain Damage. G. Youmans, A. Holland, M. L. Muñoz, M. Bourgeois, Script Training and Automaticity in Two Individuals with Aphasia. S. L. Schneider, R. A. Frens, Training Four-Syllable CV Patterns in Individuals with Acquired Apraxia of Speech: Theoretical Implications. M.R. McNeil, C.T. Matthews, W.D. Hula, P.J. Doyle, H.J. Rubinsky, T.R.D. Fossett, A Dual-Task Tool for Quantifying Normal Comprehension of Aphasic Connected Speech Production: A Constructive Replication.

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Book SynopsisPauline Lukey first met Ppinder Hundal when Ppinder was eight years old, at which point Ppinder was non-verbal and had no formal way of communicating. This book charts their development together as, through the use of facilitated communication techniques, Ppinder has shown herself to be an eager and increasingly fluent communicator. Beginning with the use of sign language, moving on to assisted typing (the title of this book being drawn from the first spontaneous phrase that Ppinder typed) and finally to Ppinder's current desire to learn to read and write, both authors recount their remarkable journey from Ppinder's first signs ("coat," "more," "cookie," and "finish") to her ability now to discuss her medication with her carers and converse, via laptop, with her autistic friend. This honest and moving account demonstrates the remarkable effects of facilitated communication and highlights that communication is a skill that everyone is entitled to enjoy.Trade ReviewThis little book describes the remarkable journey of two women. It is written by both of them. Like so many working relationships which develop into friendship this is not a one-sided account but the description of a journey which records the slow awakening of abilities and of the experiences each one has with the other. -- The British Journal of Developmental DisabilitiesTable of Contents1. Preface. 2. Our Journey. 3. Resources

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Book SynopsisThis essential guide to tic disorders and Tourette Syndrome tackles problems faced both at home and at school, such as adjusting to the diagnosis, the effect on siblings and classroom difficulties. Dr Chowdhury offers advice on how to manage symptoms, describing practical techniques such as habit reversal and massed practice and reviewing available medical treatments. In clear, accessible language, this book explains the clinical signs and symptoms of Tourette and related conditions, and their possible causes. Presenting strategies for dealing with associated difficulties, including low self-esteem, anger-management and bullying, this book will be invaluable to parents, teachers, social workers and other professionals.Trade ReviewDr. Chowdhury provides us with a handbook that is both academic and self help. This book defines Tourette Syndrome and associated disorders and the medications (traditional and non-traditional used to treat them) while at the same time, acknowledging the expertise of the parents by providing instructional chapters on helping their children deal with bullying and how to improve self esteem.This is truly a handbook worth reading and keeping close at hand as it offers other helpful insight and suggestions on how to get your child to do the things that you want him to, how to praise him and suggestions on setting limits and time-outs. This book is easy to read and without jargon. -- The Green Leaflet (Tourette Syndrome Foundation of Canada)This is an excellent, practical book, which is ideal for parents of children with TS, professionals and teachers. All through the book, Dr Chowdhury makes references to the research behind the clinical advice that he gives. As well as giving good information about the diagnosis of tics and TS, he takes a broad perspective of TS and looks at the effects of TS on the whole person (including emotional, educational and functional effects). The writing is clear and easy to understand without being patronizing and it is well-referenced to allow the keen reader to explore the area further. One of the things that most strikes me about the book is that it could only have been written by someone with extensive clinical experience of people with TS and by someone who has clearly listened and responded to the concerns of people with TS and their families. As well as covering the theoretical aspects of TS, the book also contains numerous practical strategies for managing anger, self-esteem problems and problems in the classroom. I would highly recommend this book. -- Hugh RickardsTics and Tourette Syndrome, by Uttom Chowdhury, explains the signs, symptoms and possible causes and offers sound, sensitive advice for carers based on the range of experiences of the many families the author has worked with. Strategies and positive guidance for dealing with associated problems such as bullying and low self-esteem are offered, making this book invaluable for anyone dealing with a child with tics or Tourette Syndrome. -- Practical Professional Child CareThis guide to tic disorders and Tourette syndrome tackles problems faced both at home and at school, such as adjusting to the diagnosis, the effect on siblings and classroom difficulties, and present practical strategies for dealing with associated difficulties, such as anger and bullying. -- Human Givens JournalThis guide tackles the problems faced at home and at school by young people with tic disorders and Tourette syndrome. The author covers areas such as adjusting to the diagnosis, the effect on sibling and class room difficulties and offers advice on how to manage symptoms. The book presents practical strategies for dealing with associated difficulties, including low self-esteem, anger management and bullying. -- Young People NowTable of ContentsPreface 1. What is Tourette Syndrome? 2. Psychological and Medical Management. 3. Associated Conditions. 4. Adjusting to the Diagnosis: Parents and the Rest of the Family. 5. Dealing with Tics and Difficult Behaviour. 6. Anger Management. 7. Educational Issues. 8. Bullying. 9. Ways to Improve your Child's Self-esteem. Appendices. I. Glossary. II. Useful Reading Material and Addresses. References. Index.

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Book SynopsisAll humans have an innate need and ability to communicate with others, and this book presents successful approaches to nurturing communicative abilities in people who have some type of communication impairment.The contributors look at a wide range of approaches, including intensive interaction, co-creative communication, sensory integration and music therapy, for a variety of impairments, including autism, profound learning disabilities, deafblindness, severe early neglect and dementia. This wide perspective provides insight into what it feels like to struggle with a communicative impairment, and how those who work with and care about such individuals can and should think more creatively about how to make contact with them.Covering both the theory and practical implementation of different interventions, this book will be invaluable for health and social work professionals, psychologists, psychotherapists, counsellors, speech and language therapists, as well as researchers, teachers and students in these fields.Trade ReviewContributors explore a wide range of approaches including intensive interaction, co-creative communication, sensory integration and music therapy, for a variety of impairments including autism and profound learning disabilities. -- BILD Information ServiceBuilt from materials presented at a 2007 seminar entitled "promoting Social Interactions for Individuals with Profound Communication Needs" held in Dundee, Scotland, these essays range from lessons learned in practical and clinical work to results of empirical studies. They address learners with situations ranging from autism to profound learning disabilities, deaf-blindness, severe early neglect and dementia, and includes contributor's notions on how it feels to be in such a learner and professional interventions. Topics include assessing intuiton as a part of human communication, using music to communicate, using imitation with children with autism spectrum disorder or with those who have suffered early institutionalization, communicating with people who are congenitally deaf-blind, interacting intensively with those who have profound learning disabilities, and using adaptive interaction to communicate with people with dementia. Other interventions include video interaction guidance and sensory integration. -- Book News IncTable of Contents1. Introduction: Bridging a Spectrum of Communicative Impairments. M. Suzanne Zeedyk, University of Dundee, UK. Origins of Communication. 2. Intuition for Human Communication. Colwyn Trevarthen, University of Edinburgh, UK. 3. The Universality of Musical Communication. Raymond A. R. MacDonald, Glasgow Caledonian University, UK. Communicative Impairments. 4. The Use of Imitation with Children with an Autistic Spectrum Disorder: Foundations for Shared Communication. Michelle B. O'Neill, Martyn C. Jones and M. Suzanne Zeedyk, University of Dundee, UK. 5. Sharing Communicative Landscapes with Congenitally Deafblind People: It's a walk in the park! Paul Hart, Sense Scotland. 6. Using Imitation to Establish Channels of Communication with Institutionalised Children in Romania: Bridging the Gap. Clifford E. Davies, M. Suzanne Zeedyk, Sarah Walls, Naomi Betts and Sarah Parry. 7. Developing Relationships with People with Profound Learning Disabilities through Intensive Interaction. Dr Pete Coia, Wakefield Psychological Service, UK and Angela Jardine Handley. 8. A New Approach to Communicating with People with Advanced Dementia:A Case Study of Adaptive Interaction. Maggie P. Ellis and Arlene J. Astell, University of St Andrews, UK. A Closer Look at Interventions. 9. Video Interaction Guidance: A Bridge to Better Interactions for Individuals with Communication Impairments. Hilary Kennedy, University of Dundee, UK and Heather Sked. 10. Sensory Integration: From Spinning to Sitting, from Sitting to Smiling. Jane Horwood, Private Practitioner. 11. Intensive Interaction: Getting in Touch with a Child with Severe Autism. Phoebe Caldwell, Private Practitioner.

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Book SynopsisCommunicating Partners, the result of over thirty years of clinical practice and research work with pre-verbal and verbal children with language delays, offers an innovative approach to working with late talking children that focuses on developing relationships through mutual understanding. Providing detailed maps of what children and their life partners need to do to ensure effective social relationships, the program focuses on five key stages of communication development - interactive play, nonverbal communication, social language, conversation, and civil behavior - and five life-long responsive strategies to use every day to build relationships within the child's own world. Communicating Partners addresses issues such as:* What does a child need to do before language?* What are effective ways to help a child socialize and communicate from early play through civil conversations?* How have parents successfully helped children learn to communicate at home?* How can a child develop socially effective language and conversation skills?* How can a child with an autistic spectrum disorder, Down Syndrome or other significant delays develop rich social relationships?* What have families done to build warm social relationships with their children?* What is developmentally effective therapy and education when social and communicative delays are of major concern?Illustrated with personal stories and research findings, and containing a wealth of practical suggestions to help parents, teachers, and professionals understand their child's world, Communicating Partners is an invaluable resource for all those interacting and working with late talking children.Trade ReviewJames MacDonald's book is based on over 30 years of research and clinical work at Ohio State University. Communicating Partners is an optimistic approach to working with children with communication disorders. It challenges practitioners to think beyond traditional therapy programmes and focus more on language learning in naturalistic environments and developing strengths through positive social relationships. MacDonald encourages practitioners and parents to consider the power of child-led play and advocates the theory that only once you enter into the child's world will you have the slightest chance of teaching them something new. Communicating Partners is a useful resource for professionals working with children with language and social communication difficulties and would also be of interest to parents. -- Early Talk NewsletterThe book offers speech and language professionals a model to guide their therapy plans, but emphasizes the need for therapy to be generalized to daily life. Accordingly it emphasizes the need for parents and professionals to become partners in helping the child, stressing that children best develop social interaction skills within the family. Numerous anecdotes are included to illustrate how this approach has helped a wide variety of children and their families. This book would be of particular benefit to the parents/carers of children who are late to develop language for any reason, since it provides simple ideas to help stimulate social communication by following the child's lead. Professionals working with families may also find it useful to give ideas of where to start remediation and target therapy. Although it is not solely aimed at parents/carers of children on the autistic spectrum, it would probably be of most benefit to this group. -- Child Language Teaching and TherapyThe author, who is vastly experienced, presents this child-centred approach clearly, offering students, parents and professionals plenty of background information and practical guidance. -- Care and Health MagazineTable of ContentsPreface. Part I: Introduction to the Model. 1. The 30-year journey with 1000 children - how Communicating Partners came about. 2. Guiding Principles. 3. Key features of Communicating Partners and contrasts with traditional approaches to autism. 4. Examples of children studied for this book. 5. Theoretical foundations for Communicating Partners. 6. Basic components of Communicating Partners: five developmental stages and five relationship strategies. Part II: Five Stages of Communication. 7. Interaction: the first stage in learning to communicate. 8. Nonverbal communication: the second stage in learning to communicate. 9. Social language: the third stage in learning to communicate. 10. Conversation: the fourth stage in learning to communicate. 11. Civil behavior: the fifth stage in learning to communicate. Part III: Following your child's development from isolation to civil conversation. 12. The Adult-Child Relationship Map for assessment and planning. 13. The environment form. Appendix A: Research support for Communicating Partners. References. Subject Index. Author Index.

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Book SynopsisFor many children, the act of communication which most of us take for granted can be a struggle, and communicating with others can become something to fear rather than enjoy.This creative book is full of fun and imaginative ideas to help children aged 4—11 with a speech or language delay or disorder to develop their communication skills. It is packed with activities and games specifically tailored to help develop skills such as articulation, vocabulary development, breath control, conversation skills and non-verbal communication. Tips for personalising and shaping the activities are also provided. A comprehensive theory section supports the ideas presented, and practical advice on working with groups and individuals and in different settings is also given.This activity book will be an invaluable resource not only for speech and language therapists and students, but also for parents, teachers, carers and other support staff who are looking for creative ways to promote language development.Trade ReviewDeborah M. Plummer's "Helping Children to Improve Their Communication Skills: Therapeutic Activities for Teachers, Parents and Therapists" (9781843109594, $32.95) Packs in fun ideas to help kid ages 4-11 with a speech or language disorder to develop communication skills. Activities, games and techniques for helping kids develop specific skills accompany tips for customizing the activities and a theory section covering how play can be a therapeutic tool for enhancing communication. It's a fine activity book packed with working ideas to use with either groups or individuals and includes resources for speech and language therapists, students, teachers, parents and any working with kids. -- The Midwest Book ReviewThis is a comprehensive and thorough book for anyone working with children or young people with speech, language or communication difficulties... Throughout the book it is obvious to see he writer's total empathy with the children, her understanding that humour can assist in the learning process, and that so much can be learned from play and the need for constant genuine praise. Not only a useful book but a thoughtful, provoking land inspiring read too! -- Speaking EnglishThe range of activities is excellent... I feel this book would be of good value as a departmental resource, particularly if you work in group settings and can integrate therapy into classroom settings. -- Speech & Language Therapy in PracticeThis book encourages all those working with children with speech, language and communication needs to develop their creativity within a model of child centred reflective practice, acknowledging that our interaction with children has an effect at many different levels. Therapists, teachers, teaching assistants and parents will find a wealth of practical suggestions and a solid foundation of research within these pages. -- Mary Hampton, Chair, Association of Speech and Language Therapists in Independent Practice (ASLTIP), UKTable of ContentsAcknowledgements. Part 1. Theoretical and practical background. 1. Introduction: Developing a therapeutic imagination. 2. Communication well-being. 3. Play as a therapeutic tool for communication. 4. Structuring the emotional environment. 5. Working in different settings. Part 2. Activities and games. 6. Beyond the beanbag! 7. Big space activities and games. 8. Being creative with paper and pencil activities. 9. Role play, story-telling and guided imagery. 10. Conversation games. 11. Thinking skills activities. 12. Construction activities. 13. Parachute games. 14. Music and movement activities. Appendix. Keeping it all going: The transfer and maintenance of skills. Activities index. References.

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Book SynopsisThe Handbook of Adult Language Disorders is the essential guide to the scientific and clinical tenets of aphasia study and treatment. It focuses on how language breaks down after focal brain damage, what patterns of impairment reveal about normal language, and how recovery can be optimally facilitated. It is unique in that it reviews studies from the major disciplines in which aphasia research is conducted—cognitive neuropsychology, linguistics, neurology, neuroimaging, and speech-language pathology—as they apply to each topic of language. For each language domain, there are chapters devoted to theory and models of the language task, the neural basis of the language task (focusing on recent neuroimaging studies) and clinical diagnosis and treatment of impairments in that domain. In addition, there is broad coverage of approaches to investigation and treatment from leading experts, with several authors specializing in two or more disciplines. This second edition focuses on characterizing the cognitive and neural processes that account for each variant of aphasia as a first step toward developing effective rehabilitation, given that aphasia is one of the most common and disabling consequences of stroke.The best and most authoritative handbook in the field, The Handbook of Adult Language Disorders is the definitive reference for clinicians and researchers working in the scientific investigation of aphasia.Trade Review'The new edition of this handbook, already established as the most comprehensive overview of language disorders, incorporates all the recent advances provided by cognitive neuroscience research. It will be an invaluable reference for research and teaching for years to come.' – Stefano F. Cappa, M.D., Institute for Advanced Studies, Pavia, Italy'Dr. Argye E. Hillis must be congratulated for getting together this updated second edition of the authoritative handbook. It provides comprehensive expert coverage of the field and will become a key resource for clinicians and researchers working in aphasia.'– Chris Code, Ph.D., FRCSLT, FBPsS, University of Exeter, UK'The Handbook of Adult Language Disorders provides a thorough overview of aphasia and related disorders. Dr. Argye E. Hillis, is one of the most preeminent scholars in the field of aphasiology and she has assembled an impressive group of contributors. What is particularly nice here is the clear link that is made between basic research and diagnosis and treatment of aphasic impairments. This volume makes for an excellent textbook for classes in communication science and disorders as well as a desk reference for practicing clinicians.' – Julius Fridriksson, Ph.D., Department of Communication Sciences and Disorders and McCausland Center for Brain Imaging, University of South Carolina, USA'An impressive integration of basic science, theory, and clinical practice. Students of language science—not just language disorders— will find this to be a valuable resource.' – Gregory S. Hickok, Ph.D., Department of Cognitive Sciences and Center for Language Science, University of California Irvine, USATable of ContentsPart 1: Reading 1. Acquired Impairments in Reading Jeremy J. Purcell, Teresa M. Schubert, and Argye E. Willis 2. Neuroanatomical Aspects of Reading Kyrana Tsapkini and Argye E. Hillis 3. Clinical Diagnosis and Treatment of Reading Disorders Rhonda B. Friedman and Susan Nitzberg Lott Part 2: Spelling 4. Uncovering the Cognitive Architecture of Spelling Brenda Rapp and Simon Fischer-Baum 5. Neuroanatomical Correlates of Spelling and Writing Steven Z. Rapcsak and Pélagie M. Beeson 6. Clinical Diagnosis and Treatment of Spelling Disorders Pélagie M. Beeson and Steven Z. Rapcsak Part 3: Naming 7. The Cognitive Processes Underlying Naming Donna C. Tippett and Argye E. Hillis 8. The Neural Mechanisms Underlying Naming David Race and Argye E. Hillis 9. Clinical Diagnosis and Treatment of Naming Disorders, Anastasia M. Raymer Part 4: Semantics 10. Semantic Memory Elaine Funnell and Bonnie Breining 11. Neural Substrates of Semantics Rajani Sebastian and Argye E. Hillis 12. Diagnosis and Treatment of Semantic Impairments Sofia Vallila-Rohter and Swathi Kiran Part 5: Auditory Discrimination and Recognition 13. Models of Speech Processing Michael Grosvald, Martha W. Burton, and Steven L. Small 14. Neurobiological Bases of Auditory Processing Deepti Ramadoss and Dana Boatman 15. Diagnosis and Treatment of Auditory Disorders Stephanie Nagle, Deepti Ramadoss, and Dana Boatman Part 6: Sentence Processing 16. Sentence Comprehension Deficits: Independence and Interaction of Syntax, Semantics, and Working Memory Randi C. Martin and Yingying Tan 17. Models of Sentence Production Cynthia K. Thompson, Yasmeen Faroqi-Shah, and Jiyeon Lee 18. The Neural Basis of Syntactic Processing: A Critical Review David Caplan 19. Assessment and Treatment of Sentence Processing Disorders Jane Marshall Part 7: Other Types of Models and Treatment Approaches 20. How Can Connectionist Cognitive Models of Language Inform Models of Language Rehabilitation? Nadine Martin, Matti Laine, and Trevor A. Harley 21. Biological Approaches to Treatment of Aphasia David A. Llano and Steven L. Small 22. Transcranial Direct Current Stimulation and Aphasia Therapy Post Stroke Jenny Crinion 23. A Focus on Life Participation Jacqueline J. Hinckley and Audrey L. Holland 24. The Nature and Implications of Right Hemisphere Language Disorders Connie A. Tompkins, Chia-Ming Lei, and Alexandra Zezinka 25. Prosody and the Aprosodias Donna C. Tippett and Elliott Ross

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Book SynopsisThe purpose of this special issue of Aphasiology is to honour Dr. Audrey Holland and her prolific research and clinical achievements over the past 50 years. The issue has been constructed to exemplify the breadth of Dr. Holland’s influence not only in terms of research topics (e.g., aphasia, dementia, research methodology) but also geographic span, with contributing authors from around the globe. All contributors, some former mentees and others contemporaries and collaborators, have been similarly inspired through their interactions with Dr. Holland to advance the field of neurogenic communication disorders, as is reflected in each of their papers.Table of ContentsL. Murray, Issue Forward: A Tribute to the Quintessential Researcher, Clinician, and Mentor: Audrey Holland. Curriculum Vitae of Dr. Audrey Holland. C. Pound, J.F. Duchan, S. Parr, R. Barrow, S. Byng,Working from a Modus Operandi: Themes, Changes, and Parallels in Research and Clinical Practices. J. Lee, R. Fowler, D. Rodney, L. Cherney, S.L. Small, IMITATE: An Intensive Computer-based Treatment for Aphasia Based on Action Observation and Imitation. A. Basso, "Natural" Conversation: A Treatment for Severe Aphasia. B. Armstrong, A. Ferguson, Language, Meaning, Context, and Functional Communication. L. Worrall, K. Brown, M. Cruice, B. Davidson, D. Hersh, T. Howe, The Evidence for a Life Coaching Approach to Aphasia. G. Youmans, M. Bourgeois, Theory of Mind in Individuals with Alzheimer-type Dementia. A. Kagan, N. Simmons-Mackie, J.B. Gibson, J. Conklin, R.J. Elman, Closing the Evidence, Research and Practice Loop: Examples of Knowledge Transfer and Exchange from the Field of Aphasia.

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Book SynopsisFirst published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.Table of ContentsDiscourse in aphasia: An introduction to current research and future directions /Heather Harris Wright -- AphasiaBank: Methods for studying discourse /Brian MacWhinney; Davida Fromm, Margaret Forbes, and Audrey Holland -- Discourse treatment for word retrieval impairment in aphasia: The story so far /Mary Boyle -- A comparison of drill- and communication-based treatment for aphasia /Daniel Kempler and Mira Goral -- Monologues and dialogues in aphasia: Some initial comparisons /Elizabeth Armstrong, Natalie Ciccone, Erin Godecke, and Betty Kok -- A multi-level approach to the analysis of narrative language in aphasia / Andrea Marini, Sara Andreetta, Silvana del Tin, and Sergio Carlomagno -- Personal narratives in aphasia: Coherence in the context of use /Gloria Streit Olness and Hanna K. Ulatowska -- Lexical diversity for adults with and without aphasia across discourse elicitation tasks /Gerasimos Fergadiotis and Heather Harris Wright -- “Better but no cigar”: Persons with aphasia speak about their speech /Davida Fromm, Audrey Holland, Elizabeth Armstrong, Margaret Forbes, Brian MacWhinney, Amy Risko, and Nicole Mattison.

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Book SynopsisThis special issue of Neuropsychological Rehabilitation brings together seven newly published studies from a range of invited international researchers in the fields of language and memory disorders and their rehabilitation. The studies address a range of current themes within these fields. Critical consideration is made of the concept of errorless learning in light of the current learning literature by Middleton & Schwartz. Identification of a locus to an errorless learning advantage in non-clinical participants is provided by Anderson and colleagues. Evaluations of errorless learning applied to a range of clinical presentations are provided, including semantic dementia (Jokel & colleagues), anomia in Alzheimer’s disease (Noonan & colleagues), aphasia (Raymer & colleagues; Conroy & Scowcroft) and apraxia of speech (Whiteside & colleagues). The breadth and depth of these studies offers an up-to-date and comprehensive account of research developments in errorless learning and rehabilitation of language and memory impairments. They delineate some of the current critical theoretical-clinical issues through which we might optimise learning and rehabilitative efforts more fully.This book was originally published as a special issue of the journal Neuropsychological Rehabilitation.Table of ContentsP. Conroy, M.A. Lambon Ralph, Introduction: Errorless Learning and Rehabilitation of Language and Memory Impairments. E.L. Middleton, M. Schwartz, Errorless Learning in Cognitive Rehabilitation: A Critical Review. N.D. Anderson, E. Guild et al., Contributions of Frontal and Medial Temporal Lobe Functioning to the Errorless Learning Advantage. R. Jokel, N.D. Anderson, Quest for the Best: Effects of Errorless and Active Encoding on Word Re-learning in Semantic Dementia. K.A. Noonan, L.R. Pryer et al., A Direct Comparison of Errorless and Errorful Therapy for Object Name Relearning in Alzheimer’s Disease. A. Raymer, B. McHose et al., Contrasting Effects of Errorless Naming Treatment and Gestural Facilitation for Word Retrieval in Aphasia. S.P. Whiteside, A.L. Inglis et al., Error Reduction Therapy in Reducing Struggle and Grope Behaviours in Apraxia of Speech. P. Conroy, J. Scowcroft, Decreasing Cues for a Dynamic List of Noun and Verb Naming Targets: A Case-series Aphasia Therapy Study. P. Conroy, M.A. Lambon Ralph, Overview of Special Issue on Errorless Learning and Rehabilitation of Language and Memory Impairments in Neuropsychological Rehabilitation and Ways Forward for Future Research.

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Book SynopsisThis practical resource is brimming with exciting ideas and guidance for motivating children with autism and other communication difficulties. The clear, user-friendly format enables quick access to over 300 practical, fun-filled games and activities for developing your child's communication skills. The book suggests creative ways to use everyday toys and objects. For example, if your child likes to pop bubbles, perhaps he would also enjoy counting bubbles, catching bubbles on a wand, stomping them with his feet or even playing bubble volleyball! The innovative ideas in this book have been developed over 40 years of clinical and educational experience, and are designed to be fun for both the adult and the child. All resources mentioned in this book are readily available and can be used to advance communication skills at all levels, from reaching out for an item, to extending verbal communication.Motivate to Communicate! is perfect for supporting parents, care-givers and professionals in motivating and developing the communication skills of children on the autism spectrum.Trade ReviewThis book is like having a behavioural consultant and speech therapist in the home or school preparing activities for engagement with the child. Highly recommended as a useful resource for parents and teachers of children with autism at all levels. -- Library JournalThis book is very easy to read and is designed in such a way that the reader could pick it up, flick through it and take out a few activity ideas... I think this book would be very useful for example in schools or groups where ideas could be used to engage children with or without special needs. This book may be best suited to teachers, class room assistants and family members with a basic knowledge of autism and development. The book does challenge the reader to use everyday activities as a means to encourage communication skills, and seek to develop communication at all opportunities...It is very easy to read and apply, and would be a useful resource for carers working with young children both informally, and in a structured setting. It provides a wide range of ideas to get the reader thinking about communication. This book provides a wide range of ideas to engage children with autism in communication. It is very easy to read and is a useful resource to dip in and out of for ideas. It may be most useful for teachers/carers working with groups of children, rather than individuals. -- COTSS PLD NewsletterSimone Griffin and Dianne Sandler's MOTIVATE TO COMMUNICATE! offers a fine resource packed with ideas and guidance for motivating children with autism and other communication issues. From everyday toys used in new ways to extensions of activities, this is packed with creative ideas developed over 40 years of clinical and educational practices. -- The Midwest Book ReviewThis usable, interesting and imaginative book is for anyone trying to promote meaningful and appropriate communication (that's all of us, isn't it?)...This book persuasively places the onus on the reader to make use of anything in the environment that increases the likelihood of communicative behaviour occurring. I would challenge you to read this and not come away with three ideas that you could try straight away...This book motivates readers to remember that the child must be at the centre of learning, and to retain a touch of the playful spirit when working with children or young people. -- Children & Young People NowPlay is the most successful tool in teaching children in need to develop effective communication skills. Motivate to Communicate! is packed with easy-to-implement games and activities that remind communication partners to playfully 'squeeze' learning opportunities out of practical, everyday materials and situations. Excellent!. -- Linda Hodgdon, M.Ed., CCC-SLP, speech pathologist and autism consultantSimone Griffin has put together a broad array of materials and teaching strategies within Motivate to Communicate! Parents and professionals alike will find a delightful range of common objects used in creative ways to promote functional communication by children with autism and related disabilities. The book is well organized and will help readers find numerous suggestions for how to design lessons that promote initiation and expansion of communication skills. A great deal of attention has been built into the activities to promote fun – an important key to fostering communication within ever growing social situations. -- Dr Andy Bondy, president and co-founder of Pyramid Educational Consultants, Inc.This excellent book has 300 of these games and activities that are also great fun for the child and adult. Parents, educators and therapists will regularly consult this book for sound advice and creative ideas. If you are not sure what games to play with a child who has autism, this book will provide you with lots of practical ideas and sound advice. -- Tony Attwood, author of The Complete Guide to Asperger's SyndromeA marvellous book, full of practical advice that is based on the best available evidence. Written in a clear manner, free of jargon, and refreshing in its approach to engaging children with ASD in therapy. I am sure it will become a standard reference for parents and clinicians alike'. -- Peter Szatmari, professor of child psychiatry at McMaster University, CanadaMotivate to Communicate reaches out to parents hungry for guidance and support. It offers hope and new possibilities for new and creative ways to interact with children who have communication difficulties. Children will be drawn to the fun and joy the activities provide...This book should grace the library of anyone - parent, teacher, therapist, caregiver, or loved one - who cares about a child with communication challenges. -- ForeWord ReviewsTable of ContentsIntroduction. Why Motivate? Who is this Book For? Your Child and Autism. Your Child's Sensory Preferences. Creating Communication Opportunities Across the Day. How to Use This Book. So, I'm Ready to Go...Where Do I Search? And Finally. Part 1: Motivate Me with Food. Bread and Toast. Big/Little. Shapes. Utensils. Messy Play with Food. Food Games. Cooking Ideas. Part 2: Motivate Me with 'Party Toys'. Bubbles. Balloons. Slinkies. Lots of Balls. Cars. Wind-Up Toys. Magnetic Toys. Spinning Toys. Vibrating Toys. Light-Up Toys. Stretchy and Squishy Toys. Part 3: Motivate Me with Social Games. Musical Toys. Movement Games. Hide n Seek. Fun with Material. Fun with Lycra. Party Games. I Spy... Singing. Tickles and Giggles. Part 4: Motivate Me with Outside Games. Garden Games. Water Play/Swimming. Hide n Seek. Playground Toys and Equipment. Sand and Snow Play. Messy Play (Non-Food Items). Part 5: Motivate Me at Home and School. Ramps, Runs and Rolling Toys. Mr. Potato Head. Books. Puzzles and Shape Sorters. Drawing and Writing. Computer and Electronic Games. Appendix 1: Record Sheets. Appendix 2: Tried-and-Tested Resources. Useful Reading. Autism Organizations and Useful Websites. Index.

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Book SynopsisYoung people with communication difficulties often struggle in social situations, as without adequate inference, narrative and sequencing skills, correctly interpreting and responding to other people can be a real challenge. This fully photocopiable resource has been designed to improve these skills in the way this population can often learn best – visually.This book is brimming with thought-provoking illustrations of different people in different places, all of which are accompanied by a series of questions designed to encourage prediction and inference skills. Participants are asked to consider everything from who the person in the picture is, what they might be doing, and where they might be going, to how they may be feeling and why. Questions can either be completed individually or brainstormed as a group, and there are three types of illustration to work with – single person, picture sequence, or large scenes containing several interactions. The final section teaches important sequencing skills by providing muddled picture narratives that need to be ordered.This book will be a valuable tool for speech and language therapists/pathologists, occupational therapists, special educators, parents and anybody else looking to help young people with communication difficulties to understand and connect with the world around them.Trade ReviewIt is a resource I'd recommend for all teachers, assistants and therapists to use. I would also imagine it would be easy for parents to use at home. -- NAPLIC MattersBeing able to make appropriate inference regarding the thoughts, feelings and intentions of others is a fundamental skill for successful and effective communication... Getting the Picture is a really useful, photocopiable and inexpensive resource book which specifically targets this skill... Getting the Picture certainly serves a very useful purpose as a resource for developing inference and narrative skills... this makes it very good value for money. -- Afasic NewsThis is a really cost-effective resource for anyone working with teenagers in either mainstream or specialist settings. It provides coherent explanations of inference and narrative skills and explains their importance in the context of educational policy.The clear aims for each chapter and differentiation of worksheet levels make this resource useful for inclusion in language programmes set by therapists for young people or for parents / caregivers and other professionals to follow. The illustrations are representative of a variety of daily life situations and age appropriate. -- Speech & Language Therapy in PracticeTable of ContentsIntroduction. 1. Inference from a single picture. 2. Inference from a picture sequence. 3. Inference and Narrative - The Big Picture. 4. Sequencing Skills. References.

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Book SynopsisChildren and young people with social, emotional and behavioural difficulties (SEBD) are far more likely to have communication problems than their peers, yet these problems are under-recognised, under-researched, and most importantly, often unaddressed. Melanie Cross considers the reasons why behavioural and communication difficulties so often occur together, and examines the social, educational and mental health implications of this. She shows that improving the communication skills of children and young people with SEBD can contribute to better outcomes, and that speech and language therapy is an important, yet often absent, service for this group. She provides practical guidelines for assessing communication, as well as useful strategies to help children and young people with SEBD to develop their communication skills. This second edition also contains information on unidentified and unmet communication needs in vulnerable young people, including young offenders and those at risk of social exclusion. This book will be an invaluable resource for speech and language therapists, social workers, teachers and other professionals working with children with emotional, behavioural and communication difficulties.Trade Review(...) would be a great introduction for students working with children who have social, emotional and behavioural difficulties. It is well written and has up to date research throughout. -- Play for LifeThe second updated edition... provides updated research and information perfect for health and education holdings, and considers why communications and behavior difficulties so often occur together. It analyzes mental health and social conditions alike, demonstrating that improving communication skills can lead to better outcomes, and that speech and language therapy that can help is often missing for this group.... A "must" for any collection looking at physical and mental health connections in kids. -- The Midwest Book Reviewthis is an excellent book which draws together the fields of language/communication and socio-emotional development, recognising that no single professional group has all the answers to the problems faced by children with SEBD. As such, it appeals to the disciplines of mental health, speech and language therapy and education, emphasising the need for professional co-working. The book is well worth reading cover to cover, although it would also be useful to dip into specific chapters. -- NAPLIC MattersThe ideas suggested are practical and involve reflecting on accepted practice rather than programme based... a useful resource for educational professionals working with pupils with emotional, behavioural and communication difficulties. -- SNIPOne of the outstanding features of this book is its ability to present a robust level of specialist detail underpinned by abundant, current research in a very straightforward, non-technical way... it offers very practical advice for assessment and intervention, identifying exactly which language skills are priority for EBD. There is something for everyone here, from a beginner to an experienced practitioner, an academic, a parent or a front-line worker. -- Afasic NewsThe chapter about the implications around lack of diagnosis is a fascinating but terrifying read... This chapter should be required reading on the NPQH scheme... This may lead to greater understanding and a more inclusive approach around mainstream behaviour difficulties in some schools.This book is clear, easy to read and extremely interesting...If every mainstream teacher had this appendix in their working file, it would act as an aide memoire ensuring effective differentiation for a range of students. -- Cate Wood , former Senco and director of ECM at a secondary schoolTable of ContentsDedication. Introduction. 1. Are Language and Emotional Development Linked? What Are Language and Communication Skills? Language Development. Emotional Development. Language, Thinking and Emotional Development Intertwined. Conclusion. 2. The Links Between Emotional and Behavioural Difficulties and Communication Problems. Are There Links Between Communication Problems and Social, Emotional and Behavioural Difficulties (SEBD)? Why Do Communication and Emotional Problems Occur Together? Conclusion. 3. Undetected Communication Problems and their Impact. How Many Children Have Communication Problems? Undetected Communication Problems in Children with Social, Emotional and Behavioural Difficulties. Why Are Communication Problems Often Undetected? The Significance of Communication Problems. Conclusion and Implications. 4. Language and Social Disadvantage: Communication Difficulties in Vulnerable Children and Young People. Language and Social Disadvantage. Why is There a Link Between Language and Social Disadvantage. Vulnerable Groups with an Increased Risk of Communication Problems. Conclusion and Implications. 5. The Identification and Assessment of Communication Difficulties in Children with SEBD. What are Communication Problems and how are they Identified? Which Language Skills Should be Assessed in Children with SEBD? A Holistic Approach. Assessing the Communication Skills of Children and Young People with SEBD. Screening/Clinical Markers. Standardised Assessment. Informal Assessment. Conclusion. 6. What Can be Done to Help Young People with Communication and Social, Emotional and Behavioural Problems. What Everyone Can Do to Support Children and Young People with SEBCD. Specific Interventions. Research and Evaluation. Conclusion. Appendix I: Indicators List for Identifying Communication Difficulties. Appendix II: Strategies for Supporting Communication Problems. References. Index.

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Book SynopsisLearning new facial expressions and mouth movements can be great fun, just ask Sam!Moving the tongue and mouth in different ways is an effective way of strengthening facial muscles, teaching children about emotions and encouraging speech. Children will love copying Sam and Timmy Tongue's silly faces and improve their facial strength and dexterity in the process.This simple picture book will be an invaluable resource for any parent, teacher or professional looking to encourage children to talk and laugh by making funny facial expressions.Trade ReviewThis little book has a definite purpose... Children will enjoy doing the exercises as a kind of game, land lots of laughter and giggles should ensue...This should be a really helpful tool if used often. -- www.healthybooks.org.ukWhen speech and language therapists recommended mouth exercises for Karina Hopper's children, she and Lisa MacDonald produced an engaging resource with toddler-appeal. -- Speech & Language Therapy in PracticeTable of ContentsTimmy Tongue' carries out various illustrated facial exercises.

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Book SynopsisChildren with autism often have an intense natural musicality. This book explains how music and language 'work' as systems of communication, and why music holds such a fascination for many young people on the autism spectrum. There are strategies for showing how music can be used to support language development and even substitute for verbal communication. Exploring the progression from a young child's intuitive engagement with music, to using it as a scaffold for communication, socialisation and understanding, the book illustrates, through the use of detailed case studies, how music nurtures a sense of self and provides a positive outlet to express inner thoughts and feelings without resorting to challenging or even destructive behaviours.Presenting an innovative approach to the use of music with people on the autism spectrum, this book will be a fascinating resource for speech and language therapists, music therapists, occupational therapists, teachers, teaching assistants, educational psychologists, carers and parents of people with autism.Trade ReviewThere is much that is fascinating in this book. Its message, that not all autistic children are visual learners and music should play a much greater role in their education, is important. -- Royal College of Speech & Language TherapistsThere are some fascinating insights into the use of music to develop a dialogue with pupils with severe impairments and to enable them to use music as an alternative to verbal communication... This is an interesting book which would appeal to those who have an interest in linguistics and music and who would like to understand better why some young people on the autistic spectrum are so fascinated by music. -- KidsCanSucceed - SEN MagazineWhat you will read in this book will awaken you again to sound. Adam Ockelford is a truly gifted teacher, and as a reader we can appreciate that talent as he guides us into the heart of music, with simple explanations of aspects that those without musical training may have assumed were closed to us. This is essential because, as Adam makes clear, music is a space where people with autism spectrum conditions and neurotypicals can truly meet. -- from the foreword by Francesca Happé, Director, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College LondonAdam Ockelford is no ordinary music teacher. He is as accomplished in the field of linguistics as he is in music, and has analysed both language and music to identify their common deep structures. Few people could claim expertise in both domains. Even more unique, he has used his insights into how we respond to hearing words and musical notes to support the teaching of children and adults with autism. It was a privilege to hear Adam's blind savant pupil with autism Derek Paravicini playing a piano duet with Boogie Woogie king Jools Holland in Cambridge. Derek's talent is in part his own and in part the product of the special relationship with his lifelong piano teacher Adam. But this remarkable book also reveals the highly original theory that Adam has developed that informs his novel teaching methods. -- Professor Simon Baron-Cohen, Autism Research Centre, Cambridge UniversityTable of ContentsForeword by Francesca Happé. Introduction. 1. Reflections on Autism. 2. The Challenge of Language. 3. Making Sense of Music. 4. How Musicality Develops. 5. Music, Language and Communication. 6. Exceptional Early Cognitive Environments (EECEs). 7. Teaching the '1 in 20.' Conclusion. Bibliography. Index.

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Book SynopsisParents and teachers of children who stammer (or stutter) may see their child suffering with embarrassment, frustration or anxiety but feel at a loss as to how best to help.This book explains the characteristics of stammering and uses illuminating first-hand accounts to demonstrate the common feelings of anguish experienced and provide clarity on what the child is likely to need in terms of support at home, school and in social situations. Packed with helpful advice for carers about how to build a child's confidence, it presents a variety of techniques and tips to alleviate the stammer and improve self-esteem and school performance.This accessible resource will shed light on the perplexing nature of stammers, enabling those who care for children affected to find answers and get the best possible help.Trade ReviewThis book is a fantastic resource for parents and families, as well as for teaching staff and support workers. The authors state their hope that this book will help parents and families understand what stammering is and how it affects children, parents and families, as well as providing useful advice on how to support the child who stammers. These readable, clearly presented chapters are very likely to achieve this. -- NAPLIC MattersUnderstanding Stammering or Stuttering provides an informative and engaging introduction to stuttering for parents, teachers, and others in the lives of people who stutter. The authors are a speech therapist at the acclaimed Michael Palin Centre for Stammering Children in Britain, and a medical journalist whose son received speech therapy from the Centre. Their knowledge and experience are seamlessly combined to dispel popular myths and to present reliable basic information and useful advice on how to improve the lives of those who stutter.... With stuttering still a highly misunderstood disorder, the release of Understanding Stammering or Stuttering is most welcome. Parents and teachers, and indeed anyone in the life of someone who stutters, will certainly benefit from this easily approachable introduction. Those who already know about the medical side of stuttering will learn about the human side of the experience from the many comments by those who stutter. Kelman and Whyte have performed a great service by giving those who stutter a clear voice in how they want to be viewed and treated by the larger society. -- ForeWord ReviewsA book that explains stammering in a concise, accessible manner and uses the voices of children and young people to explain how it feels from their viewpoint, clears up the myths that surround it and offers a wealth of advice as to how parents, teachers and friends can help and support, is surely a real treasure. This book does all that and more. -- The Word PoolA book that explains stammering in a concise, accessible manner and uses the voices of children and young people to explain how it feels from their viewpoint, clears up the myths that surround it and offers a wealth of advice as to how parents, teachers and friends can help and support, is surely a real treasure. This book does all that and more. -- Red Reading Hub - Jillrbennett's Reviews of Children's BooksUnderstanding Stammering or Stuttering provides an informative and engaging introduction to stuttering for parents, teachers, and others in the lives of people who stutter... What most sets this book apart is its focus on the human experience of those who stutter and their families... Kelman and Whyte have performed a great service by giving those who stutter a clear voice in how they want to be viewed and treated by the larger society. -- ForeWordUnderstanding Stammering or Stuttering provides an informative and engaging introduction to stuttering for parents, teachers, and others in the lives of people who stutter. The authors are a speech therapist at the acclaimed Michael Palin Centre for Stammering Children in Britain, and a medical journalist whose son received speech therapy from the Centre. Their knowledge and experience are seamlessly combined to dispel popular myths and to present reliable basic information and useful advice on who to improve the lives of those who stutter.... With stuttering still a highly misunderstood disorder, the release of Understanding Stammering or Stuttering is most welcome. Parents and teachers, and indeed anyone in the life of someone who stutters, will certainly benefit from this easily approachable introduction. Those who already know about the medical side of stuttering will learn about the human side of the experience from the many comments by those who stutter. Kelman and Whyte have performed a great service by giving those who stutter a clear voice in how they want to be viewed and treated by the larger society. -- ForeWord ReviewsElaine Kelman and Alison Whyte's book is written in the spirit of openness and participation. It covers most of the things you ever wanted to know about stammering but never dared ask. Above all, it puts the voice of the young person at the heart of the book. As the authors say in their introduction, “the child who stammers is the only expert”… To all those who stammer, who are parents or teachers, or sons and daughters of people who stammer, this book will bring hope and comfort. And yes, help to transform lives too. -- From the foreword by Michael Palin, CBEKelman and Whyte's book will be a powerful antidote to the mystery and misunderstanding that surround stuttering. The book is chock full of good, up-to-date information about the possible cause of stuttering, what makes stuttering better or worse, and how children and parents feel about stuttering. There are valuable tips for parents about how to respond to your child's stuttering, what goes on in therapy, and where to get even more information. Readers will appreciate the clear, lively writing, and the many quotations from children who stutter and their parents. -- Barry Guitar, PhD, Professor of Communication Sciences and Disorders and Professor of Psychology, University of VermontThe book is co written by a specialist speech and language therapist and by a journalist and health writer who is a parent of child who stammers... The authors sensitively reflect the views of children... The book gently and emphatically explore how it feels to stammer, what helps those who stammer, what is found to be unhelpful, explore myths and challenges assumptions. There are useful factual sections on prevalence, what causes stammering and likely prognosis, as well as written chapters which give it support and advice to parents and teachers... All in all an easily accessible, highly insightful, emotional read. I would recommend the book for any EP who might be working with a child who stammers. -- Alison Bray, EP, Warwickshire Educational Psychology * Debate - British Psychological Society *Table of ContentsForeword by Michael Palin. Introduction. What Young People say about Stammering. 1. Stammering: The Facts. 2. How it Feels to Have a Stammer. 3. What Helps, What Doesn't. 4. Parents. 5. Teachers. 6. Information and Resources. References.

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Book SynopsisMeet Hannah - a young girl with selective mutism (SM). Hannah invites readers to learn about selective mutism from her perspective, helping them to understand what it is, what it feels like to have SM, and how they can help. This illustrated book is packed with accessible information and will be an ideal introduction to selective mutism. It shows family, friends and teachers how they can support a child with the condition and is also a good place to start when encouraging children with SM to talk about how it affects them.Trade ReviewI wish I'd had this book when I first started out in teaching and I definitely would want to put a copy into the hands of every member of the support staff in any school. -- The Word PoolAs the parent of a 5-year-old boy with selective mutism (SM), I was really excited to read this book. Any explanation of this complicated condition and its emotional impact on the child and those caring for him or her is to be valued... Any book like this that a teacher can read in less than an hour is to be welcomed, to ensure that understanding and support can be given. -- Juno MagazineThis is a book that belongs in all schools and should be read by teachers as well as friends of children suffering from this debilitating condition. -- Healthy BooksMaggie Johnson and Alison Wintgens offer very practical advice and application around how to support children with these difficulties. -- eyeThe book is designed to help children conquer their anxiety. It should also help other pupils understand the problems faced by those with selective mutism - and how pressure can make them feel even less confident about speaking. A great, pupil-friendly resource. -- TESThese convey a great deal about Hannah and her SM with a gentle empathetic humour. I wish I'd had this book when I first started out in teaching and I definitely would want to put a copy into the hands of every member of the support staff in any school. -- Red Reading HubThis sensitive and inspired book will be an invaluable aid for children and adults alike. -- Biddy Baxter, Honorary President of SMIRA (Selective Mutism Information and Research Association)Can I Tell You About Selective Mutism? is loaded with practical school and home intervention strategies for helping the child with Selective Mutism. It's also a great overview of the internal world of a child with Selective Mutism, and provides a wonderful resource for "normalizing" their experience. I can't wait to read it with my patients! -- Aimee Kotrba, PhD, clinical psychologist and board member of the Selective Mutism Group, USAThe insights and practical suggestions in this engaging book will be of great help to those around a child who is selectively mute and to many of the children themselves. -- Tony Cline, Co-Director of the CPD Doctorate in Educational Psychology, University College London and Professor of Educational Psychology, University of BedfordshireThis fictional presentation of the problems of Selective Mutism, from the point of view of an affected child, may prove helpful for selectively mute children and despondent and worried parents and teachers... After reading this book, those who would like to help selectively mute or even very shy children will be in a position to choose from the range of tried and tested strategies suggested by Hannah. These have been derived from the wide experience of the authors and the national support network SMIRA, and have been shown to produce good results. -- Alice Sluckin OBE, Chair of SMIRA, Retired Senior Psychiatric Social WorkerMaggie Johnson and Alison Wintgens, are very experienced in the field of Selective Mutism (SM) and this shines through in their short but comprehensive book... I found the "voice" of the book very powerful, giving a real insight into how a child or young person with SM may feel and what approaches are helpful and unhelpful for them. I would recommend this book both to professionals working with children and young people with SM, to share with them, their classmates, teachers and other adults in school, and also to the parents of children with SM. -- Claire Thomas, EP * Debate - British Psychological Society *Table of ContentsAcknowledgements. Introduction. 1. Introducing Hannah who has Selective Mutism. 2. Tension, panic and phobia. 3. Speaking freely at home. 4. It's not refusal to speak. 5. Playing with other children. 6. Talking in the classroom. 7. Feeling stressed and frustrated. 8. Speaking with the wider family. 9. Associated fears or phobias. 11. Telling the class about Selective Mutism. 12. How other children can help. 13. How teachers can help. 14. How parents can help. Recommended reading, DVDs, websites and organisations.

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Book SynopsisImproving Learning Through Dynamic Assessment is a practical tool for helping to assess and support children aged 4+ with learning challenges based on an innovative approach.Contrasting with traditional 'static' assessment methods, this resource enables educational psychologists and related professionals to involve the child actively in the process of assessment - allowing them to measure not just what the child has learnt, but also how the child learns, how responsive they are to attempts to intevene, and what is holding them back from learning. It outlines the relevant theory and offers a staged assessment process to follow, with strategies for assessing cognitive and affective capacity. The resource contains all you need to carry out dynamic assessment, featuring photocopiable activities, checklists, handouts for teachers/parents to use with children and training materials which explain the approach in terms understandable to all participating adults.The first practical resource on how to carry out this popular and innovative form of assessment, Improving Learning through Dynamic Assessment is an important resource for educational psychologists, speech and language therapists, special educational needs coordinators (SENCOs), specialist support teachers and other professionals working with children with learning challenges.Trade ReviewDynamic assessment sounds an interesting concept and should be practical to implement within the classroom. The materials contained in the book and on the website look as though they could add another layer of assessment input regarding the pupil. This resource would complement the toolkit of many professionals. -- Special ChildrenThis will be an excellent resource for educational psychologists and fellow professionals for carrying out the sometimes complex ideas underpinning the dynamic assessment approach. Highly recommended. -- Dr Simon Gibbs, Reader in Educational Psychology, Programme Director for Initial Training in Educational Psychology (DAppEdPsy), Newcastle University, UKLauchlan and Carrigan have managed to do something that many attempt, and fail. They have produced a very usable book which bridges the gap between theory and practice in applied psychology. For too long dynamic assessment remained in the hands of academics and it always sounded like a good idea but in practice there was little guidance for practitioners to make the move from the more traditional forms of cognitive assessment to a dynamic approach. I cannot recommend this book highly enough and it should be in the hands of all practising educational (school) psychologists. -- Dr Chris Boyle, Senior Lecturer in Psychology and Inclusive Education, Monash University, AustraliaThe book briefly summarises dynamic assessment and the basic principles... The emphasis of the book seems to be to provide lots of practical ideas and resources...it more accurately suits upper primary children... could be used with some secondary aged students with significant language or literacy difficulties... This book is as it describes, a very practical resource packed full of useful ideas and readymade resources that can be photocopied. These can be used with a variety of different presenting difficulties. -- Emma Baldwin, SLT * NAPLIC Matters *The book provides guidelines for all stages and divides DA into two broad themes-cognitive and effective-with checklists and principles for both. There are profile sheets, factors sheets, and tailored strategies that are matched to the learning profile checklists and break down learning principles by theme. Not only does each stage have accompanying photocopy-ready handouts, there are also professional development materials to provide to teachers. Involving teachers, parents, and the students themselves in the stages of DA is very important and this is made easy using the structures and tools supplied.In all, this is a valuable, well-structured book. It is full of useable strategies and aids for planning and implementing interventions guided by dynamic assessments. -- The Australian Educational and Developmental PsychologistThe intention behind this book is to provide an accessible and efficient version of dynamic assessment, which can be used by educational psychologists and others in schools to provide ideas for focused intervention... I thoroughly approve of the way this approach has been designed to be very accessible to classroom teachers and to provide a framework for collaboration in which insights from dynamic assessment can be integrated into a simple intervention plan, which is also accessible to the child. The handbook has some notable strengths, I found the checklists of learning and affective principles helpful in structuring observations and the child-friendly versions of the learning principles have been cleverly designed... I found this to be a theoretically-sound and practical handbook. It offers a useful entry point for those wanting to begin doing some dynamic assessment and a helpful additional resource for those with additional experience of the field. -- Nick Bozic Educational Psychologist, Worcestershire EPS and University of Birmingham * Debate - British Psychological Society *This is a succinctly written, easily accessible and practical "how to"guide for dynamic assessment... Hard to find anything not to like about this resource as it does what it says on the tin... Recommended for: essential reading for educational psychologists and other professionals working with children and young people who are interested in the dynamic assessment approach. -- Jagdish Barn, Practice Lead/Chartered Educational Psychologist, FocusPsychology * Educational Psychology in Practice *Table of ContentsSection 1. Introduction. Section 2. Theory and Rationale. Section 3. Staged Process. Section 4. Intervention. Section 5. Materials. Appendix 1. Case study. Appendix 2. References.

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Book SynopsisBringing together the latest research and understanding on selective mutism, this edited book gives essential information on the various treatment and therapy options. Experts in the fields of speech and language therapy, psychology, music therapy education and communication offer a wide range of professional perspectives on the condition, while case studies from people with selective mutism, past sufferers and parents reveal the personal impact. The book also clarifies what support a person with selective mutism is likely to need at home, school and in social situations.This definitive volume on selective mutism will be key reading for professionals such as speech and language therapists, educational psychologists, child psychiatrists, child and adolescent mental health workers, teachers, SENCOs and anyone working with selective mutism in therapeutic and educational settings, as well as family members wanting a closer understanding of what selective mutism is and how they can help.Trade ReviewTackling Selective Mutism highlights the need for multi-disciplinary treatment and delivers the structure for successful collaborations and interventions. Providing many different perspectives on the diagnosis, treatment, and experience of those with selective mutism, this is a must-read for parents and professionals! -- Aimee Kotrba, PhD, clinical psychologist, President of the Selective Mutism Group, USA and Owner of Thriving Minds Behavioral HealthThis book provides a wise and thoughtful account of the numerous practical challenges involved in the provision of services for individuals with selective mutism, as well as helpful guides on how these challenges may be best met. -- Professor Sir Michael Rutter, Professor of Developmental Psychopathology at the Institute of Psychiatry, King’s College LondonTackling Selective Mutism is a comprehensive and holistic guide for professionals and parents with valuable contributions by professionals, practitioners families and their children... A case study approach is crafted across chapters, giving authenticity and voices that come alive... Four part of the book reflect current understandings of mutism and communication difficulties, support, intervention strategies and future developments. -- Dr Stasia Cwenar, educational consultant, academic and teacher educator * Education Today *A very powerful perspective is offered by the personal accounts from children, young adults and their families highlighting the impact of SM, their journey to gain appropriate support and the positive accounts of those who have overcome SM... The book offers an international perspective on treatment approaches as well as offering information about effective care pathways and the importance of multi-agency approaches to assessment and intervention... This book provides a wealth of information about SM and is an insightful read for professionals and families. -- Judith Saunders, Principal SLT, Cwm Taf University Health Board * Afasic News *There are not many books that can be recommended to families and professionals alike but this book would be useful to both as it gives insight from the child's perspective... This book therefore provides a well rounded view of the effects of SM and the factors which may inadvertently reinforce the continuation of the selective mutism... The book is a wealth of useful information around the topic and pulls together a range of research and influential people in the field. It would be useful to both parents and professionals alike. -- NAPLIC MattersThis book is edited by two experts who have brought together research and practice in a manner that can be useful to anyone who has dealings with a child who in certain situations (often at school) is persistently mute but uses spoken language in other situations ... Many voices - those of children and young people, their families and professionals (speech and language therapists, psychologists, psychiatrists, educators, music therapists)- are included and offer a variety of perspectives... The book also includes an extensive list of references and a useful resource list. All in all, this is an important book that brings together much that is of interest to anyone who works with children and young people with SM -- Jill R Bennett * Red Reading Hub blog *This book is a useful resource on a number of levels. It highlights the need to recognise SM earlier, to raise awareness of the condition in nursery and primary school staff, and to provide early and appropriate intervention and support... Chapters are written by different professional including educational professionals and psychologists, speech and language therapists, social workers, and youth and play workers... the authors also highlight the long-term impact of SM on social experiences of making friends, building up experiences of the subtle art of social interaction, and the influence and impact of this throughout adolescence and on to successful adult relationships...range of approaches are described and highlighted with insightful case studies... It also offers some really useful and creative ideas together with structures and sensitive approaches for working with children and young people with anxiety... Non-verbal play, role-play and interaction are used to elicit communication in a playful way... It provides thought-provoking chapters as to how we might approach our work with children with SM and what music therapy could offer them and their families, as well as the teams and institutions that we work within. -- Kirsten Halliday, MT and AT team co-ordinator, Blossom House School * British Journal of Music Therapy *Table of ContentsAcknowledgements. Foreword. Jean Gross, CBE, Government's Former Communication Champion for Children. 1. Introducing Selective Mutism and an Overview of Approaches. Alice Sluckin, OBE, Chair and Founder of SMIRA, Retired Senior Psychiatric Social Worker and Benita Rae Smith, Retired Speech and Language Therapist and Senior Lecturer in Speech Pathology and Therapy. Part I: Current Understanding of Selective Mutism. 2. Selective Mutism in Children: Changing Perspectives Over Half a Century. Tony Cline, Co-Director of the CPD Doctorate in Educational Psychology, University College London, Visiting Professor, University of Bedfordshire & Patron of SMIRA. 3. Silent Voices: Listening to Some Young People with Selective Mutism and Their Parents. Victoria Roe, Vice-Chair of SMIRA, Retired Teacher and SENCO. 4. Setting up a Support Network: Selective Mutism Information & Research Association (SMIRA) – A Brief History. Alice Sluckin, OBE, Chair and Founder of SMIRA, Retired Senior Psychiatric Social Worker, Lindsay Whittington, Co-Founder and Co-Ordinator of SMIRA and Benita Rae Smith, Retired Speech and Language Therapist and Senior Lecturer in Speech Pathology and Therapy. Part II: Related and Co-morbid Conditions. 5. Selective Mutism and Communication Disorders: Exploring Co-morbidity. Hilary Cleator, Specialist Speech Pathologist working in Australia. 6. Exploring the Relationship of Selective Mutism to Autism Spectrum Disorder. Alison Wintgens, Retired Consultant Speech and Language Therapist, Advisor on Selective Mutism to the Royal College of Speech and Language Therapists and SMIRA. 7. Selective Mutism and Stammering: Similarities and Differences. Jenny Packer, Highly Specialist Speech and Language Therapist, South Essex Partnership University NHS Foundation Trust. Part III: Interventions, Strategies and Supports. 8. Is Medication Helpful in Selective Mutism? One Family's Experience and a Clinical Overview. Geoffrey Gibson, Lecturer, University of Hull and SM Supporter and Dr David Bramble, Consultant Child and Adolescent Learning Disability Psychiatrist, Shropshire Community Health Services NHS Trust. 9. Successful Approaches to Selective Mutism in School and Community Settings. Jyoti Sharma, Play Interaction Specialist and Autism Outreach Worker, Leicester City Council, Jane Kay, Targeted Support Youth Advisor, Youth and Family Support Service, Children, Family and Adult Services, East Riding of Yorkshire Council, Susan Johnson, SENCO, Leicestershire and Benita Rae Smith, Retired Speech and Language Therapist and Senior Lecturer in Speech Pathology and Therapy. 10. Successful Combined Home and School Approaches to Selective Mutism. Alice Sluckin, OBE, Chair and Founder of SMIRA, Retired Senior Psychiatric Social Worker and SMIRA Parents. 11. Effective Care Pathways for Selective Mutism. Maggie Johnson, Specialist Speech and Language Therapist and Educational Consultant, Advisor on Selective Mutism to the Royal College of Speech and Language Therapists and SMIRA, Kent, Miriam Jemmett, Highly Specialist Speech and Language Therapist, East Kent Hospitals University NHS Foundation Trust and Charlotte Firth, Advanced Clinical Specialist SLT, for Specific Language Impairment and Selective Mutism, York Teaching Hospital NHS Foundation Trust. 12. Approaches to Selective Mutism in Other Languages. Alice Sluckin, OBE, Chair and Founder of SMIRA, Retired Senior Psychiatric Social Worker, Benita Rae Smith, Retired Speech and Language Therapist and Senior Lecturer in Speech Pathology and Therapy, Nitza Katz-Bernstein, Visiting Professor, Tel-Aviv University, Department of Communication Disorders, Israel and Krems-Donau University, Austria and Keiko Kakuta, Clinical Psychologist, Sanda Municipal Hospital, Hygo, Japan. 13. Music Therapy and the Path into Speech. Kate Jones, Chief Music Therapist and Researcher, Music Therapy Lambeth. 14. Teaching Confidence to Teenagers. Rosemary Sage, Professor of Education, Dean of Academic Affairs, College of Teachers, Institute of Education, University College London. 15. Legal Issues in Selective Mutism: What Support is a Child Entitled to?. Denise Lanes, Retired Specialist Teacher and Benita Rae Smith, Retired Speech and Language Therapist and Senior Lecturer in Speech Pathology and Therapy. Part IV. Conclusion. 16. Recovery from Selective Mutism: Testimonies from Families No Longer Affected by Selective Mutism. Alice Sluckin, OBE, Chair and Founder of SMIRA, Retired Senior Psychiatric Social Worker, Katie Herbert, Mina Clark and a SMIRA parent. 17. Summary and Recommendations for the Future. Alice Sluckin, OBE, Chair and Founder of SMIRA, Retired Senior Psychiatric Social Worker and Benita Rae Smith, Retired Speech and Language Therapist and Senior Lecturer in Speech Pathology and Therapy. Appendix. Selective Mutism in Adults. Carl Sutton, PhD, Co-ordinator of ispeak.org.uk Support Network. References. Resources. Index.

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Book SynopsisMeet Harry – a young boy who stammers. Harry invites readers to learn about what it is like to stammer from his perspective and how it affects his daily life and makes him feel. He talks about techniques that can help reduce stammering and describes how friends, family and others can help him to feel at ease and reduce his stammer further.This illustrated book is full of useful information and will be an ideal introduction for young people, aged 7 upwards, as well as parents, friends, teachers and speech therapists working with children who stammer. It is also an excellent starting point for group discussions at home or school.Trade ReviewAs someone who struggled with a stammer through childhood, I had an instant connection with this book. I could hugely relate to Harry's mindset, the frustrations he went through and the emotions that he felt. Feeling trapped and lonely can lead to someone who stammers becoming extremely isolated but this book will help people who stammer realise that they are not alone and that there are techniques out there to give them hope, help reduce the fear and gain control of the stammer. This informative read will also help increase an understanding and awareness of stammering. -- Matt Wilton, Regional Director UK South, The McGuire ProgrammeThis enlightening book will tug on the heart strings... Hearing about stammering from Harry's perspective, will enable parents and friend to understand a little bit about the every day challenges that a young person who stammers faces and how ti makes them feel. The book is informative and highly readable. The "How to help" section is essential reading for anyone living or caring for a young person with a stammer, and will help guide them about the best way to behave around someone who stammers. An excellent book to encourage open discussions about stammering - at home or at school. -- Youth in MindSue Cottrell provides all of us, be we teachers, parents, friends or other professionals, with a sensitive and insightful introductory read. -- Red Reading Hub by Jill BennettThe book is very comprehensive in its coverage of stammering, with information bases on research presented easily and simply for children to understand and then to use in situations that they might meet themselves, whether they stammer or not. Some serious messages about stammering are conveyed through Harrys comments that would interest a young reader - for example that stammering can come and go, that episodes may be triggered by stress of some kind, that children do not usually stammer when reading in unison with other people and that stammering "can make you feel lonely"... I really enjoyed reading this book, it was insightful and actually quite moving for me to read as I stammered when I was a child I could connect with Harry's feelings at that age. I could appreciate from my own experience just how important it was for hi m to get the support he enjoyed from his family, teachers and friends. I would highly recommend this book for young readers whether they stammer or not, for parents and professionals who could use it to encourage open communication with a child who stammers and, as it is part of a series that explains various conditions, it is a very useful resource for lessons in personal and social education. -- British Stammering Association"Can I tell you about Stammering?" is a very insightful look into stammering from a child's prospective. It is very informative and accurately reflects the feelings of a someone who stammers. It is very important that people who don't stammer understand how difficult life can be for those who do. Yet, even though stammering is an often debilitating condition, this book tells other stammerers not to give up, that there is hope out there and with hard work and belief the battle against stammering can be won. Besides, even with a stammer, we all have many, many qualities of which we should be very proud. It just really helps if other people understand and this book will definitely help with that. -- Kevin Phelps, former stammerer, Headteacher, Tavernspite County Primary School, WalesWhat a lovely read! "Can I tell you about Stammering?" is a wonderfully thoughtful book with an accurate account of what stammering feels like for many children. It would be so useful to children of all ages, especially to those who do not know anyone else who stammers. I have met numerous children, from all kinds of backgrounds, who feel isolated by their stammers. Harry just might help them to see that others feel as they do and that they are not just a child who stammers. -- Alison Holloway, Speech and Language Therapist specialising in disorders of fluencyThis honest, matter-of-fact and informative book, shared from an individual child's perspective, beautifully captures daily experiences of stammering and educates parents, professionals, children and others about the disorder. In addition, it assists speech and language therapists in facilitating open communication about stammering with their clients. -- Kristin A. Chmela, M.A. CCC-SLP Board Recognized Specialist-Fluency Disorders, Long Grove, Illinois, USAThis book will offer you an insight into the world of a child who stammers and share some practical ways to help. Written by a parent of a child who stammers... There are practical tips for parents, teachers, friends and anyone who is interested in finding out more about how to help children who stammer. These books can also be shared with children aged 7 upward to help them understand their difficulties. At the end of the book there are also really useful links to other organisations and sources of support.This book may be useful to start potentially difficult conversations with children, either individually or in groups, about what a stammer is, how it feels to have a stammer and what works for different children to help them. -- I CAN Communicate blogThis highly readable and carefully constructed book uses the voice of an 11-year-old boy, Harry, to talk about stammering... The topics are divided into short chapters that can be discussed separately. There are also four pages of recommended reading, websites and addresses of various organisations... the book identifies how adults and peers can help in this process... In learning to overcome a stammer, the problem of transfer of any therapy techniques is highlighted... This book will be useful to professionals and parents and could facilitate discussions about stammering and how to support children. Ideally, therapists work with parents and schools, and this book could provide an excellent link between them. Where therapy is not available, it could be of great support to professionals and the stammering child. -- Rosemarie Hayhow, fellow, Royal College of Speech and Language Therapists * Children & Young People Now *This book will offer you an insight into the world of a child who stammers and share some practical ways to help. Written by a parent of a child who stammers... There are practical tips for parents, teachers, friends and anyone who is interested in finding out more about how to help children who stammer. These books can also be shared with children aged 7 upward to help them understand their difficulties. At the end of the book there are also really useful links to other organisations and sources of support.This book may be useful to start potentially difficult conversations with children, either individually or in groups, about what a stammer is, how it feels to have a stammer and what works for different children to help them. -- I CAN Communicate blogThis book is a useful tool to enable people to gain a better understanding of stammering... It is accessible for children and young people, parents and professionals. Written from the child's perspective, the book gives an honest account of how he feels about his stammer as well as what is helpful to support him and what it unhelpful...Some very useful strategies are given for supporting children who stammer, including a range of contexts at school, at home and in the community. There is a summery at the end of the book of suggestions of how to help a child who stammers. The book concludes with some very useful resources and websites to give further information on where to go for additional help. I would recommend using this book as an introduction for learning about children who stammer. -- cathryn Jonhston, assistant head/SENCO * Nasen Special *Table of ContentsAcknowledgements. Introduction. 1. Introducing Harry who has a stammer. 2. Speaking in school. 3. Good days and bad days. 4. Feeling frustrated and lonely. 5. Learning to overcome a stammer. 6. Overt and covert stammering. 7. How to help. Recommended reading, websites and organisations.

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Book SynopsisIf your child finds talking to people a struggle, this is the book to get the conversation started.In this hands-on guide, Heather Jones offers practical advice, born of experience with her own son, which will help you teach your child the principles of communication. Full of strategies and examples, it shows how you can allay fears, build confidence and teach your child to enjoy conversation. Once a child gets used to talking with other people, many life skills can develop more easily as they grow up – from making friends and shopping for themselves, to being interviewed and eventually getting a job.This handy book provides guidance and inspiration to parents, teachers and anyone else who cares for a child who finds language and comprehension difficult.Trade Review“This book is a sign of emotional intelligence at its best. It is a wonderfully inspiring piece of writing and should be at the fingertips of parents everywhere who want to think clearly and communicate lovingly with their children. Heather Jones has displayed all of the insights of on outstanding communicator in approaching the problem of connecting with, and developing the communication skills of, her son. She has then managed to translate these insights into clear and simple steps for all to follow.” -- Patsy McCarthy, Adjunct Professor, Speech Communication, Queensland University of Technology, BrisbaneWith the benefit of hindsight and personal experience, Heather Jones has provided a powerful insight into the complexities of raising a child with Asperger Syndrome and significant speech language impairment. This enlightening account of Jamie's journey from angry, frustrated child to communicative young adult should not be missed. -- Sarah Frost (M.Ed; Ba hons) Educational Consultant“Heather Jones has given us an easy-to-read book on an important and complex topic—conversation. She brings a wealth of experience and understanding of her son who, like many others, lacks the skills (though not the interest) to talk with us. Lots of tips for parents here. We need more books from those who live with those coping with autism.” -- Anne M. Donnellan, PhD, Professor, University of San Diego, Professor Emerita, University of Wisconsin-MadisonThis should be read by parents of all children, not just those with autism. -- Lorretta Perry, grandmother of Yvander, a 17-year old with ADHD and autism... those who have Asperger syndrome. They need help to learn the art of conversation and how this might be done is what the author of this book demonstrates. Jessica Jones writes from a wealth of practical experience: she has a son, now a young adult, who has Asperger syndrome and language impairment... She stresses the importance of asking open questions to develop meaningful conversations and reminds readers that the skill of conversational turn taking has to be taught to aspies, again providing personal examples... There are useful chapters on making friends, coping with social situations such as parties and youth groups and how to cope with authority figures... All in all, a very helpful, empowering and affirming book for parents and others working with children who need help in communicating. -- Red Reading Hub blog by Jill BennettTalk to Me provides an array of strategies which aim to provide confidence in children whose conversational skills are limited. The chapters are short, easy to read and cover a variety of topics... A must read for parents. -- Liz Knowles, Afasic * Afasic News *Table of ContentsPreface. Part I. Working on Conversation. 1. Increasing Vocabulary is Not Enough! 2. How to Get Your Child Talking. 3. Demanding a Conversation from Your Child. 4. It's Never Too Late to Start Encouraging Conversation. 5. Talking about a Diagnosis. 6. Finding a Reward System that Your Child Can Verbalise. 7. Using a Diary as a Conversation Catalyst. 8. Teaching Your Child to Ask 'Wh' Questions. 9. Teaching Turn-Taking in Conversation. 10. Teaching Your Child to Be an Active Listener. 11. Being an Active Listener for Your Child. 12. Teaching the Importance of Staying on Topic (without Over-Indulging in Special Interests). 13. What is Phatic Communication and Why is it Important? 14. Encouraging the Use of Names. 15. How to Help Family and Friends Have Conversations with Your Child. 16. Talking about Body Language and Emotions with Your Child. 17. Understanding the Importance of Pauses and Silence. 18. Making the Most of Stories and Story-Telling. 19. Using Mind-Maps to Improve Conversation. 20. Coping with Idioms and Incorrect English. 21. Teaching Your Child to Verbalise Distress (and Avoid Meltdown). 22. Conversation Starters in the Supermarket. 23. Conversation Starters on Car Journeys. 24. Conversation Starters and Special Interests. 25. Encouraging Conversation with Games and Puzzles. Part II: Developing Social Skills, Life Skills and Independence. 26. Making Friends. 27. Dealing with Authority Figures. 28. Birthday Parties and Youth Groups. 29. Planning for Practical Life Skills. 30. Using Mind-Maps to Develop Abstract Life Skills. 31. Organising Daily Life and Establishing a Routine. 32. Giving Your Child Responsibility for Daily Tasks. 33. Preparing Your Child to Organise His Life. 34. What Your Child Can Learn from Caring for a Pet. 35. Preparing Your Child for Cooking. 36. Preparing Your Child to Manage Money. 37. Noticing the Absence of Meltdowns and Encouraging Resilience. 38. Preparing Your Child for Job Interviews. 39. Preparing Your Child for Driving. 40. Preparing for the First Day at Work. Afterword. Where Are We Now? Appendix 1. Charting Your Child's Progress.

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Book SynopsisMeet Harry – a young boy who stutters. Harry invites readers to learn about what it is like to stutter from his perspective and how it affects his daily life and makes him feel. He talks about techniques that can help reduce stuttering and describes how friends, family and others can help him to feel at ease and reduce his stutter further.This illustrated book is full of useful information and will be an ideal introduction for young people, aged 7 upwards, as well as parents, friends, teachers and speech therapists working with children who stutter. It is also an excellent starting point for group discussions at home or school.Trade Review"Can I tell you about Stuttering?" is a very insightful look into stuttering from a child's perspective. It is very informative and accurately reflects the feelings of a someone who stutters. It is very important that people who don't stutter understand how difficult life can be for those who do. Yet, even though stuttering is an often debilitating condition, this book tells other stutterers not to give up, that there is hope out there and with hard work and belief the battle against stuttering can be won. Besides, even with a stutter, we all have many, many qualities of which we should be very proud. It just really helps if other people understand and this book will definitely help with that. -- Kevin Phelps, former stutterer, Headteacher, Tavernspite County Primary School, WalesWhat a lovely read. “Can I tell you about Stuttering?” is a wonderfully thoughtful book with an accurate account of what stuttering feels like for many children. It would be so useful to children of all ages, especially to those who do not know anyone else who stutters. I have met numerous children, from all kinds of backgrounds, who feel isolated by their stutters. Harry just might help them to see that others feel as they do and that they are not just a child who stutters. -- Alison Holloway, Speech and Language Therapist specialising in disorders of fluencyAs someone who struggled with a stutter through childhood, I had an instant connection with this book. I could hugely relate to Harry's mindset, the frustrations he went through and the emotions that he felt. Feeling trapped and lonely can lead to someone who stutters becoming extremely isolated but this book will help people who stutter realise that they are not alone and that there are techniques out there to give them hope, help reduce the fear and gain control of the stutter. This informative read will also help increase an understanding and awareness of stuttering. -- Matt Wilton, Regional Director UK South, The McGuire ProgrammeThis honest, matter-of-fact, and informative book, shared from an individual child's perspective, beautifully captures daily experiences of stuttering and educates parents, professionals, children, and others about the disorder. In addition, it assists speech-language pathologists in facilitating open communication about stuttering with their clients. -- Kristin A. Chmela, M.A. CCC-SLP Board Recognized Specialist-Fluency Disorders, Long Grove, Illinois, USATable of ContentsAcknowledgements. Introduction. 1. Introducing Harry who has a stutter. 2. Speaking in school. 3. Good days and bad days. 4. Feeling frustrated and lonely. 5. Learning to overcome a stutter. 6. Overt and covert stuttering. 7. How to help. Recommended reading, websites and organisations.

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Book SynopsisAn eye-opening and enlightening collection of stories from people living with Selective Mutism (SM), this book provides a much-needed platform for people with SM to share experiences of the condition in their own words.Exploring all aspects of SM, from symptoms and diagnostic criteria, to triggers and the consequences of being psychologically unable to speak, the stories in this book dispel the myths around this often misunderstood condition. Far from refusing to talk, or choosing not to, the contributors offer genuine insights into why they simply cannot speak in certain situations or in front of certain people. Children, teens and adults from the UK and US share experiences of feeling isolated, struggling at school, and finding ways to communicate. Letting people with SM know that they are not alone with the condition, the book will also help family, friends and professionals to understand what it is like to live with SM.Trade ReviewFinally, a book to dispel the myth that Selective Mutism is an exclusively childhood condition. My greatest hope is that this valuable contribution to the field will not only improve understanding of the nature and far-reaching effects of SM, but help mobilise Health Services to provide appropriate support for both children and adults. -- Maggie Johnson, FRCSLT, co-author of Can I Tell You About Selective Mutism?This must-read book educates about the emotional challenges of Selective Mutism experienced by all involved. From being bullied to overcoming obstacles, Sutton and Forrester expertly weave heartbreaking and uplifting moments through personal stories that read like journal entries. This is a resource that should be on all clinician's shelves. -- Joleen R. Fernald, PhD, CCC-SLP, BCS-CL, Selective Mutism ExpertA fascinating and beautiful glance into the lives of individuals with Selective Mutism and those who love and support them. -- Aimee Kotrba, Ph.D., Author of Selective Mutism: An Assessment and Intervention Guide for Therapists, Educators, and ParentsSelective Mutism in our own words in an excellent compilation of short extracts written by people living with the disorder. Carl Sutton's own personal experience creates a sensitive and enlightening undertone throughout the book, and the amalgamation of perspectives both from the individuals and their family members provides a holistic insight into the triggers, symptoms and consequences of having this communication anxiety disorder. -- Natasha Hallam, Specialist SLT, Small Talk SLT * Afasic News *Table of ContentsAcknowledgements. Foreword by Donna Williams. Preface. 1. An experiential introduction to Selective Mutism.2. Selective Mutism - what it is in our own words. 3. Early life and Selective Mutism. 4. Early school experience and Selective Mutism. 5. High school experience and Selective Mutism. 6. Parents' experiences of high school and home-schooling. 7. Becoming an adult with Selective Mutism. 8. Bullying and Selective Mutism. 9. Mutism, family relationships, and the home environment. 10. Those who spoke for me. 11. Selective Mutism and Asperger Syndrome. 12. Selective Mutism and Learning Difficulties. 13. Parents' experiences of Selective Mutism. 14. Therapists' experiences of Selective Mutism. 15. A teacher's experience of helping a child with Selective Mutism to find her voice. 16. How different life would have been without Selective Mutism. 17. Life Stories. Appendix A: Helping a new partner join a family where there is a child with Selective Mutism. Appendix B: Bullying and Selective Mutism. Appendix C: The reasons why I dislike school. References. Index.

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Book SynopsisLiteracy teaching tends to take a structural approach to language, focusing on auditory products or skills such as sounds, morphemes, words, sentences, and vocabulary. However, new research suggests that the majority of English speakers actually think and learn in visual concepts, and that there is a cultural and linguistic mismatch between auditory teaching methods and the way students think and learn. This has important implications for all educators including those who work with students with neurogenic disabilities, such as autism spectrum disorders and ADHD.In her new book, Dr. Ellyn Lucas Arwood outlines a revolutionary four-tiered model of how a learner acquires language, and suggests ways to impose visual language functions onto an auditory language like English in order to improve learning for both neurotypical learners and those with neurogenic disabilities. Dr. Arwood provides tried-and-tested intervention strategies that work with all levels of ability, giving readers the knowledge and confidence to teach learners to become more literate in a way that raises learners' abilities to think and problem solve.This book takes a fresh look at how language and literacy interact, and will be of interest to educators and special educators, speech and language pathologists, and other professionals who support language learning and development.Trade ReviewThe book is well-illustrated with case studies and is full of practical ideas for intervention, as well as handling complicated theory in an accessible way... Thinking about the way language functions is crucial to successful learning and visual language function is emphasised over the traditional auditory function of language as key to this success. A fresh approach, worth reading. -- bulletinTable of ContentsIntroduction. Part I. Language and Thinking. 1. Defining Language. 2. Language Acquisition: Learning to Think. 3. The Study of Language Functions: Thinking. Part II. English Language Functions. 4. The Cultural-Linguistic Properties of English. 5. Living with a Visual Brain in an Auditory World: A Paradigm Shift. 6. Language, Literacy and Thinking. Part III. Language - How Do We Assess and Intervene? 7. Assessment of Pre-language Thinkers. 8. Intervention for Pre-Production, Pre-Language Thinkers. 9. Intervention for Verbal Pre-Language Thinkers. 10. Language Thinkers. 11. Linguistic Thinkers. 12. Language Function Affects Behavior. Part IV. Educational Applications of Language Function. 13. The Language-Based Primary Classroom. 14. The Language-Based Intermediary Classroom. 15. The Language of Concrete to Formal Thinkers. 16. Evidence-Based Research for Viconic Language Methods. References. Appendices. Glossary. Index.

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Book SynopsisChildren with pervasive developmental disorders often do not learn from conventional methods, which can result in social isolation, behavior problems, limitations in communication, and slow academic growth. Greater integration into home and school activities, improved behavior and academic success can be achieved using alternative-augmentative communication (AAC), and this book explains exactly how to make it happen.Exploring the various communication and intervention options available and offering straightforward techniques and strategies for using them effectively, this book clearly explains everything families, teachers, therapists and other professionals need to know in order to improve a child's communication, behavior, social and academic skills. Chapters follow a consistent, user-friendly format, answering the questions Who, What, Why, How, Where and When about every technique.This book will be essential reading for anyone looking to improve social interaction between children with pervasive developmental disorders and those around them.Trade Review"Rising to New Heights of Communication and Learning for Children with autism: The Definitive Guide to Using Alternative-Augmentive Communication" explains the basics of using the new AAC approach to help autistic kids integrate home and school learning and perceptions. Any working with autistic children will find this packed with keys to explore and integrating a child's academic, communication, and social skills, with chapters offering plenty of case history examples of the entire process. Educators and parents alike will find this a fine pick! -- The Midwest Book ReviewThis easy to read book provides practical guidance into visual methods of supporting communication land learning for children with autism. It contains several useful diagrams and the layout is consistent... this is a good value, informative book. It would be a useful introductory resource for speech and language therapists and students, and would also be beneficial for families and other professionals. -- Speech & Language Therapy in PracticeBy providing a thorough overview of augmentative and alternative communication and visual strategies, this book explores the many communication options and possible interventions and provides specific guidance for using them successfully...This book is essential for families, teachers, therapists and professionals who seek to improve communication between children with PDD's and their relatives -- Handicap's InfoCarol Spears and Vicki Turner write clearly and simply and have given the reader a basic introduction to a wide range of possibilities for improving the communication of children on the autistic spectrum... I recommend this book... as it is written in a positive way and encourages everyone working with children with autism to try and use these ideas to improve the child's quality of life. -- Tizard Learning Disability Review.Table of ContentsIntroduction. Part 1: Alternative-Augmentative Communication Methods. Chapter 1. Speech Generating Devices (SGD). Chapter 2. Picture Exchange Communication System (PECS). Chapter 3. Symbolic Language Systems. Part 2: Strategies to Support Learning. Chapter 4. Visual Supports. Chapter 5. Social Stories. Chapter 6. Structured Environments. Part 3: Resources. Chapter 7. Information on Related Topics. Appendix 1: National Organizations. Appendix 2: Goals and Objectives.

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