Speech and language disorders Books

Book SynopsisSpeech and language impairments are one of the most challenging features of Autism Spectrum Disorders (ASD). Children with ASD are also known to be particularly responsive to music. This book makes a valuable connection between the two traits to showcase music as an effective way of enhancing the speech and language skills of children with ASD.This is a comprehensive guide to Dr. Hayoung Lim's highly effective approach of using music in speech-language training for children ASD. Part I provides a sound theoretical foundation and employs the most up-to-date research, including the author's own extensive study, to validate the use of music in speech and language training for children with ASD. Part II analyzes the clinical implications of “Developmental Speech- Language Training through Music” (DSLM) protocols and explains in detail specific interventions that can be used with the approach. The practical application of DSLM to Applied Behavior Analysis (ABA) Verbal Behavior (VB) approaches is also explored.This is essential reading for music therapists, speech and language pathologists and other professionals working with children with autism, as well as researchers and academics in the field.Trade ReviewPart 1 of the text represents the only attempt in the music therapy literature to integrate important theoretical and research concepts regarding speech and language training for children with ASD, thus making a significant theoretical contribution to the profession. -- Approaches: Music Therapy & Special Music EducationDr Lim combines her passions for research, education, and clinical practice in the development of an important work: this work is characterized by careful and thorough review of current literature, including review of her own research studies and clinical experiences, and systematic, detailed explanation of suggested treatment protocols. -- from the Foreword by Karen Miller, Director of Music Therapy, Sam Houston State University, Texas, President of the American Music Therapy Association's Southwestern Region and an Assembly Delegate to the American Music Therapy AssociationThis is an interesting and informative text which will be of value to those working with children with ASD and for parents and family members who are interested in this approach. -- Mary Mountstephen, SEN Magazine.Table of ContentsForeword. Preface. Introduction. Part I. Research. 1. Speech and Language Impairments in Children with ASD. 2. Perception and Production of Speech in Children with ASD. 3. Music Perception and Speech & Language Perception. 4. Perception and Production of Music and Speech in Children with ASD. 5. The Effect of Music on Speech & Language in Children with ASD. Part II. Practice. 6. Music Therapy for Speech & Language Development in Children with ASD. 7. Clinical Application of Research Study. 8. DSLM in Applied Behavior Analysis Verbal Behavior Approach. References. Appendix A. Example of Songs for DSLM. Appendix B. Example of Visual Illustration for DSLM. Appendix C. Author's Original Study.

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Book SynopsisDuring adolescence social development and social status among peers is of crucial importance. For teenagers with Autism Spectrum Disorders (ASD) social interaction does not come naturally and often needs to be carefully learned. This workbook provides guided strategies to help those with ASD engage and connect with other people at home, school, work, at social gatherings and in the community.Using a restaurant menu as a template, The Social and Life Skills MeNu guides readers through each step of a conversation with starter statements to initiate conversation, main course topics to convey the purpose of the interaction, and treats that bring the exchange to a close. Packed with questionnaires, discussion logs and hypothetical social scenarios, this workbook encourages students to think through their responses and consider the consequences of what they say and how others might react. By practicing these easy techniques students can improve self-awareness, increase self-confidence and build on their daily life skills.This book will be a life-changing tool for all teenagers and young adults with social cognitive disorders, as well as their parents and the teachers and other professionals who work with them.Trade ReviewIt is a large text format with A4 size paper making it very easy to read and assimilate... Overall this is a useful addition to the other workbooks already available in this area... So for those parents wishing to take the plunge and to start their own small group, this book is worth adding to your collection at the research phase. It is also to be recommended for any therapists and schools who educate and support those on the spectrum. -- AS TeensThis is an excellent practical workbook using an ingenious, informative and entertaining format. -- Tony Attwood, author of Asperger's Syndrome and The Complete Guide to Asperger's SyndromeAn informative and well-designed workbook for teens with Asperger's Syndrome. By combining her personal experience and knowledge of Asperger's, Karra has developed practical and innovative strategies for ASD adolescents to enhance social interactions, while practicing daily life skills. The Social and Life Skills MeNu is an excellent resource. A must-have for parents and professionals. -- Joey Travolta, Creative Director of Inclusion Films, film-making workshops for adults with developmental disabilities, CaliforniaTable of ContentsAuthor's note. What's Inside this Workbook. 1. Menu Scenarios. Prepare to communicate socially. Prepare to communicate socially. Problem-solving social situations. Food for thought. Good social communication details. Lacking social communication details. Appropriately persistent. Overly persistent. Socially aware. Socially unaware. Accepting responsibility in a social setting. Not accepting responsibility. Create your own social scenario dialogue. Chapter 1 summary. 2. Starter MeNu Topics. Project your thoughts, feelings, and ideas appropriately. Project your thoughts, feelings, and ideas appropriately. Topic planning MeNu principles. Practice using the social MeNu. Social scenario setting. Personality test activity. Activity 1: Practice using social MeNu templates. Social situation activity. Social situations. Difficult social situations. Topic planning discussion questions. Chapter 2 summary. 3. MeNu Practicing Topics. Practice your social exchanges with others frequently. Practice your social exchanges with others frequently. Social scenario discussion questions. Chapter 3 summary. 4. Favourites and Special MeNu Topics. Produce an effective level of communication. Produce an effective level of communication. Social conflict discussion questions. Chapter 4 summary. 5. Adding Combinations, Sides, and Specials to Your . Conversation MeNu. Prepare, project, practice, produce. Tips and tricks for social conversations. Movie topic. Sports topic. Computer gaming topic. Chomping at the tidbits. Adding combinations, sides, and specials discussion questions. Chapter 5 summary. 6. MeNu Options. Using social skills with life skills. Using social skills with life skills. Applying social skills to life skills. Doctor's appointment. Dental appointment. Getting ready for school. Haircut. Text messaging and email. Yellow Pages as a resource. Calendar scheduling. Complete and turn homework in on time. Bank transaction. Monthly budget. Market shopping. Preparing dip. Contact local gas and electric company. Laundromat. Wash vehicle. Change smoke detector batteries. Public transportation ticket purchase. Library book return. Restaurant reservation. Restaurant dining conversation. MeNu options discussion questions. Chapter 6 summary. MeNu Templates. Resources.

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Book SynopsisChildren need effective communication skills as a foundation for successful participation in activities at home, school and in the community. Children with Autism Spectrum Disorders are often unable to learn social skills from environmental cues and require direct teaching and lots of practice.This collection of social communication cues will enable parents and professionals to help children with social development difficulties navigate their social world and enjoy interacting with their peers. Each section begins with a simple social rule; the reason why the child may be having difficulty in this area is explained; and easy communication prompts and practice ideas are provided. The younger these skills are practiced, the happier and more self-confident the child. This program is ideal for early intervention as it can be used with children aged 2 and up.This practical guide will be an essential resource for parents, teachers, speech-language pathologists, psychologists and therapists looking for a simple program for teaching social skills to young children with Autism Spectrum Disorders.Trade ReviewThis is a book |'d love to have had twenty years ago, when speech and language therapy appeared to have given up on my daughter and I was desperately searching for any ideas that might help her. -- Afasic NewsUsing the activities described by author Tarin Varughese, children on the autistic spectrum will benefit from direct teaching in small groups. The book has checklists for social skills to ensure that each child's key deficits are correctly identified... I recommend this book to all parents, students and teachers who have concerns about social skills development. There are also many excellent tips for observation activities.'Montessori International, Wendy Fidler'As both a parent and a professional I have found this approach to be incredibly useful in breaking down the complexity of social exchanges. We often struggle for the right language to convey the unwritten rules of engagement. This program gives us the 'map' and consequently the confidence to help our children. I'm encouraged by the progress I have witnessed! -- Nicole Mank, Marriage and Family Therapist and parent of a child with Sensory Processing Disorder, CaliforniaAn in-depth look at social communication broken down into simplistic step-by-step instruction. While working with children/young adults presenting with pragmatic language disorder, I have found that Varughese's program offers a hierarchical approach to pragmatic coaching and lends itself to be useful for increasing the understanding and use of pragmatic language at any age. -- Michelle Harr, Speech-Language Pathologist, MichiganAs a clinician, I found Social Communication Cues for Young Children with Autism Spectrum Disorders and Related Conditions to be an incredibly useful hands-on guide for working as a social coach with children of all ages. As a parent of a child with social delays, I found it to be a blueprint for daily exercises and vocabulary that I could use at home and share with teachers. [This book] is a must-read for anyone who wants social skill-building tools at their fingertips. -- Jennie Kaufman Singer, Ph.D., Licensed Clinical Psychologist and Assistant Professor, Sacramento State University, CaliforniaIt is divided into seven easy to dip into sections - initiating social interaction, maintaining social interaction, body positioning, perspective taking, visual modality, emotional regulation and developing humour. For each skill she gives between five and ten rules, for instance "a child needs to learn to initiate asking for help", "children need to develop the ability to think about the likes and dislikes of others". The reason for each rule is explained concisely, and suggestions given for the words for teachers and SENCos to use, along with helpful tips. -- NASEN Special MagazineThis is an interesting and potentially useful book. -- NAPLIC MattersThe book is written clearly and succinctly in easy to read style... the book provides practical suggestions for areas of social and emotional wellbeing that are frequently forgotten. Although the book describes the importance of working on these areas for children on the Autism spectrum the ideas could apply to any child with emotional/behavioural or language difficulties. -- Emma Baldwin, Speech and Language Therapist, Avon.Table of ContentsIntroduction. 1. Initiating Social Interaction. Rule 1: Greeting Others. Rule 2: Initiating Joint Attention. Rule 3: Asking for Help. Rule 4: Responding to Comments. Rule 5: Sharing Ideas/Accomplishments. Rule 6: Asking Questions. Rule 7: Getting Clarification. Rule 8: Asking Someone to Play. Rule 9: Initiating Conversation. Rule 10: Repairing Misunderstandings. 2. Maintaining Social Interaction. Rule 1: Small Transitions. Rule 2: Large Transitions. Rule 3: Maintaining Play. Rule 4: Turn-Taking. Rule 5: Watching Peers at Play. Rule 6: Organizing Play. Rule 7: Deciding who Goes First. Rule 8: Negotiating. Rule 9: Navigating a “Bump in the Road”. Rule 10: Exiting a Game. 3. Body Positioning. Rule 1: Staying with the Group. Rule 2: Exiting the Group. Rule 3: Body Positioning. Rule 4: Using your Words not your Body. Rule 5: Requesting and Waiting for the Answer. Rule 6: Personal Space. 4. Perspective Taking. Rule 1: Thinking about Others. Rule 2: Use of Pronouns. Rule 3: Positioning of Objects/Items. Rule 4: Effecting Emotions of Others. Rule 5: Acknowledging Comments. Rule 6: Reading Body Cues. Rule 7: Clarifying “Why Are you Laughing?”. Rule 8: Expressing Empathy. 5. Visual Modality. Rule 1: Listening with Eye Contact. Rule 2: Speaking with Eye Contact. Rule 3: Using Eyes to Ask Yes/No Questions. Rule 4: Entering Play Already Underway. Rule 5: Localizing Sound with Eyes. Rule 6: Shifting Eye Gaze when in Group. Rule 7: Using Eye Gaze to Track. 6. Emotional Regulation. Rule 1: Understanding Likes/Dislikes. Rule 2: Tone of Voice. Rule 3: Understanding one's own Emotions. Rule 4: Understanding Emotions of Others. Rule 5: Appearance of Emotions on Self. Rule 6: Emotional Situations. Rule 7: Embarrassment. Rule 8: Human Relatedness. 7. Development of Humor. Rule 1: Understanding Rules of Laughter. Rule 2: Power of Humor. Rule 3: Literal v. Nonliteral Language. Rule 4: Experimenting with Humor. Rule 5: Effect of Humor on Others. Social Skills Check List. Bibliography.

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Book SynopsisThis practical resource is brimming with ideas and guidance for using simple ideas from speech and language pathology and occupational therapy to boost communication, sensory integration, and coordination skills in children on the autism spectrum. Suitable for use in the classroom, at home, and in community settings, it is packed with easy-to-follow, goal-oriented activities and lesson plans centering around arts and crafts, music-making, cookery, sensory activities, and skills for daily living. The activities all use materials and objects which are readily available in the home or classroom, and can easily be adapted to suit children of different abilities, including those who are non-verbal. This book is perfect for teachers, speech and language pathologists, and occupational therapists who need fresh and effective activity ideas for the classroom or therapy room, as well as for parents and other caregivers who want to help their child on the autism spectrum to speak, move, play...and learn!Trade ReviewIt is a book that speaks with an enthusiastic voice and encourages readers to be motivated to try new ideas. There is something for everyone involved in caring for and teaching children with Autism. -- The Word PoolLois Brady does all things well...from reviewing and applying the latest "app for autism" to creating and documenting effective techniques that connect our special kids to the world. In this book, two dedicated Occupational Therapists and two Speech and Language Therapists combine their "first-hand learnings, insights and wisdom" to help the rest of us unlock the mysteries of autism. Thank you Lois, America, Maciej and Corinda - and Jessica Kingsley - for doing what you do so well. -- Craig Evans, Founder, AutismHangout.comCreative, fun and informative! Everything a parent, teacher or professional could want in order to create easy lessons for kids on the autism spectrum. -- Joanne Lara, MA, founder of Autism Movement Therapy, IncThis book belongs on every teacher and parent's bookshelf. Its empowering and forward-thinking formulae are so much fun that entire classrooms will want to participate. A fun and functional book from experts who know how to get results. -- Laura Shumaker, author of A Regular Guy: Growing Up with AutismTable of ContentsIntroduction: How to Use This Book. Helpful Icons in this Book. Best Practices and Strategies that Help Guarantee Success. What is SPOT. Why it Works. How it Works. Who Should SPOT. Where To Spot. 1. Social Pragmatic Skills. 2. Assistive Technology. 3. Sensory Integration. 3.1. What is it?. 3.2. The Tactile System. 3.3. The Proprioceptive System. 3.4. The Vestibular System. 3.5. The Auditory System. 3.6. The Visual System. 4. "The Store" Augmentative Communication That Works. 4.1. Best Practices for The Store. 4.2. Activities 1-7. 5. Simply Sensory. 5.1. What's in the Bag. 5.2. Oral Motor Fun. 5.3. Scent Sense. 5.4. Stretch For Comfort. 5.5. Spring Seed. 5.6. Watcha Got?. 5.7. Noodle Dot to Dot. 5.8. Apple Card. 5.9. Beanie Shapes. 5.10. Smell That?. 6. Shake It!. 6.1. Shake Your Butter. 6.2. Shake Your Ice Cream. 6.3. Shake Your Pudding Paint (edible). 6.4. Shake Your Salad. 6.5. Shake Your Trail Mix. 6.6. Shake Your Morning Eggs. 7. Cooking. 7.1. Taco Treat. 7.2. PBJ Sandwich Shapes. 7.3. Lotsa Pasta. 7.4. French Toast Fingers and a Thumb. 7.5. English Muffin Pizza. 7.6. Fun Shape Pancakes. 7.7. Salsa Snack. 7.8. Tres Leches Cake - Three Milks Cake. 8. Artistry. 8.1. Safari Search. 8.2. Cheerios (revised version). 8.3. Fuzzy Sheep. 8.4. Noodle Painting. 8.5. Chinese Dragon or Nordic Water Serpent. 8.6. Paper "Me" Dolls. 8.7. What Am I? Collage. 9. Activities of Daily Living (ADL). 9.1. Hair Flair. 9.2. On Your Marks, Get Set, Get Dressed!. 9.3. Shoes and Socks. 9.4. Sock Ball Pitch. 10. The Miracle of Music. 10.1. The Tambourine. 10.2. The Flute. 10.3. The Drum. 10.4. The Box Guitar. 10.5. The Castanets. 10.6. The Ghungroos. 10.7. The Oboe. 10.8. The Me Band. 11. Success Stories. 12. References and Suggested Readings.

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Book SynopsisThis book presents ten longitudinal case studies of individuals with autism and discusses the nature of childhood autism and teaching children with autism. The studies involve students of the Elizabeth Ives School for Special Children, which Virginia Sperry directed from 1966 to 1972, who were tested at the Yale Child Study Center in childhood; seven of them were tested again in adulthood. The book provides the test results and detailed information about the subjects' lives over the approximately 25-year period, the quality of their lives at the end of the study, what kinds of jobs they held if they work, and what kind of social interactions they had, if any. In the studies, the children's parents discuss their experiences raising a child with autism and caring for an adult with autism. The second edition adds a new case study and follow-ups for all but one of the original study participants to show how their lives are now.Table of ContentsForeword, Sally Provence, M.D.. Foreword, Fred Volmar, M.D.. Acknowledgements. Introduction. 1. Childhood Autism and Related Disorders, Sally Provence, M.D. 2. Teaching the Autistic Child: The World of the Ives School. 3. Case Studies in Autism: Children and Parents. i. Essentially Isolated: Tom Brown, Patricia Brown. ii. A Profound Communication Disorder: Jimmy Davis, Victoria Davis. iii. A Frenetic Perfectionist: Polly Daniels, Jane Daniels. iv. The Child Fantasist: Bill Kolinski, Fran Kolinski. v. Lacking Spontaneity: David Ellis. vi. A Desire to Relate to Others: Karen Stanley, Elizabeth Stanley. vii. Unpredictable and Turbulent: John Stark, Carole and John Stark. viii. Emotionally Blocked: Larry Perelli. ix. Mute and Angry: Eric Thomas. x. The Jane Case. 4. Where Does This Leave Us: Parents, Teachers, and Children. 5. Appendices. A: Growing In and Out of an Autistic Mind, Bill Kolinski. B: The Autistic Adult as Seen in Rain Man. C: Summary Chart: Preschool Through High School. D. Summary Chart: Adult Outcomes. Glossary. For More Information About Autism. Bibliography. Index.

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Book SynopsisRecent policy initiatives illuminate the need for greater teacher awareness about dyslexia in secondary and tertiary education. Yet the debates about dyslexia are often narrowly based and can exclude some teachers. This book attempts to open up the debate by bringing together different ways of talking and thinking about dyslexia. Fundamental questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of â??exploratory conversionsâ?? between learners and tutors is recognised. The need to restructure â??the structured approachâ?? and to consider meta-affectivity as well as metacognition is explored. Practitioners in both secondary and tertiary sectors can gain ready access to contributions from internationally respected writers and teachers in the field. Alan Hurstâ??s preface refers to â??this important bookâ?? as paving the way to a more truly inclusive attitude and approach to education in and beyond compulsory schooling.Table of ContentsIntroduction. Bridging The Gap. Part One. Learning in a Secondary school Context. 2. Dyslexia in Adolescence, A Five Year Follow up Study. 3. learning Support in The Secondary School, Needs Analysis. 4. Shaping Policy and practices in Secondary Schools, Support for Learning. 5. Multllingualism and dyslexia. 6. Spelling Support in Secondary Education. 7. Effective Learning in the Secondary School, Teaching Students With Dyslexia to Develop Thinking skills. 8. Supporting Communication in Education, Part Two, Learning in tertiary Education Contexts. 9. Adult Dyslexia, Partners in Learning. 10. Adult dyslexia, Assessment, Counselling and Training, a. Further Education. 11. effective Support for Adult Learners. 12. Effective Support in Further education. 13. Staff Development in Further Education, Higher Education. 14. A learning Styles and Memory Strategies Questionnaire for The Identification of spld in Higher Education. 15. An Approach to Learning Support in Higher education.

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Book SynopsisNow published in a fully revised and updated second edition, this is an integrated and practical text for the student or the practising therapist. The authors take account of current models of language development and show the influence of these themes in relation to developmental language disorders. They also discuss current research into infant skills and emergent language and its influence on the early identification of language disorders. Drawing on their clinical experience, the authors consider at a practical level the role of the speech therapist/pathologist in the education of language handicapped children, the problems faced by speech therapists/pathologists in this area, and the strategies for intervention and management.Table of ContentsPreface to the Second Edition. Chapter 1 Characterisation. Chapter 2 Identification. Chapter 3 Prevention. Chapter 4 The Underlying Nature of Devlopmental Language Disorders - Hilary Gardner. Chapter 5 The Differentiation of Clinical Subtypes. Chapter 6 Assessment of Developmental Language Disorders - Hilary Gardner. Chapter 7 The Nature and Timing of Intervention. Chapter 8 Reflections and Future Developments. References Principal Tests Cited in Text. Glossary. Subject Index. Author Index.

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Book SynopsisThis book examines what speech and language therapists, working individually and in multidisciplinary teams, really do with language-impaired children. Rather than discussing this from the basis of one particular school, theoretical model or approach, the book aims to develop a holistic view of the child, her/his family, environment and progress with language.Table of ContentsChildren With Language Impairments. Formal and Informal Assessment. Differential Diagnosis of Langauge Disorder. Treatment and Management of preschool Children With Language Disorders. Treatment and Management of school-aged Children With Language Disorders. Teenagers With Language disorders. Where to go From Here. Research - Methods and Issues. Children With acquired Aphasia.

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Book SynopsisThe first half of this book provides an outline of the structure and function of a voice clinic, a review of the structure and function of the vocal tract and an outline of the most common forms of voice disorder likely to be encountered in a clinic. It also provides brief descriptions of the various forms of therapy available for the treatment of non-cancerous voice disorder and suggests appropriate treatment modalities. The second half of the book is based in science and contains an overview of the instrumentation available for the investigation and documentation of voicing.

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Book SynopsisThis book brings together a selection of papers from those presented at the Fourth International Conference of the British Dyslexia Association in April 1997. The three main themes of the conference are biology, identification and intervention.Table of ContentsContributors. Preface. Chapter 1 Brain, Mind and Behaviour in Dyslexia - Uta Frith. Chapter 2 Genetic Aetiologies of Reading and Spelling Deficits: Developmental Differences - J.C. DeFries, Maricela Alarcon and Ricahrd K. Olson. Chapter 3 Dyslexia and Gyral Morphology Variation - George W. Hynd and Jennifer R. Hiemenz. Chapter 4 How Does a Visual Transient Deficit Affect Reading? - John H. Hogbden. Chapter 5 The Development of Developmental Dyslexia - John L. Locke, James Hodgson, Paul Macaruso, Jennifer Roberts, Susan Lambrecht-Smith and Cathy Guttentag. Chapter 6 In search of the Precursors of Dyslexia: A prespective Study of Children at Risk for Reading Problems - Heikki Lyytinen. Chapter 7 Progress in the Search for Dyslexia Sub-types - Keith E. Stanovich, Linda S. Siegel and Alexandra Gottardo. Chapter 8 Learning to Read in Different Orthographies: Phonological Awareness, Orthographic Representations and Dyslexia - Usha Goswami. Chapter 9 Language, Phonology and Learning to Read - Margaret J. Snowling and Kate A. Nation. Chapter 10 Academic Outcomes of Language Impaired Children - Paula Tallal, Lee Allard, Steve Miller and Susan Curtiss. Chapter 11 How do Speech and Language Problems affect Literacy Development? - Joy Stackhosue and Bill Wells. Chapter 12 Achieving Competence in Language and Literacy by Training in Phonemic Awareness, Concept Imagery and Comparator Function - Patricia Lindamood, Nanci Bell and Phyllis Lindamood. Chapter 13 Prevention of Dyslexia in Kindergarten: Effects of Phoneme Awareness Training with Children of Dyslexic Parents - Ina Borstrom and Carsten Elbro. Chapter 14 Teaching Phonological Awareness With and Without the Computer - Barbara W. Wise, Richard K. Olson and Jerry Ring. Subject Index. Author Index.

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Book SynopsisEmphasis is given to practical skills such as the ability to interpret audiograms to support therapy and referral decisions, and the subjective checking and troubleshooting of hearing aids. Symbols and terms appropriate to UK, Australian and USA clinicians are given throughout.Table of ContentsContributors ix Chapter 1 Introduction 1Janet Doyle Chapter 2 Sound and Hearing 11Janet Doyle Chapter 3 Forms of Hearing Difficulty 32Janet Doyle Chapter 4 Forms of Hearing Assessment 58Janet Doyle Chapter 5 Screening of Hearing and middle-ear Function 100Janet Doyle Chapter 6 Audiograms and Their Interpretation 140Janet Doyle Chapter 7 Hearing Aids, Assistive Listening Devices, Tactile Aids and Cochlear implants 163Janet Doyle and Christopher Lind Chapter 8 Speech Reading 193John Bench, Nicola Daly, Christoper Lind and Janet Doyle Chapter 9 Central Auditory Processing Disorder 212John Bench Chapter 10 Integrataion 247Janet Doyle Reference 259 Appendix A 283 Appdendix B 285 Index 288

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Book SynopsisCognitive neuropsychology is already radically influencing the clinical practice of aphasia assessment and therapy. It has made it possible to analyse individuals' language disorders through a psycholinguistic model and to quantify and evaluate the effects of intervention. The complementary methods of conversation analysis are also being introduced into assessment, with the potential for bringing a further structured approach to intervention.Table of ContentsIntroduction. Part One: Applying Cognitive Neuropsychology. A psycholinguistic model of comprehending and producing words. Processes in auditory comprehension. Assessing auditory comprehension. Semantics. Assessing semantics. Orthographic processes in reading. Assessing orthographic processes. Processes in spoken production. Assessing spoken production. Processes in written production. Assessing written production. Practice in applying the model. Implications of cognitive neuropsychology for therapy for the impairment. Part Two: Applying Conversation Analysis. Background. Conversation analysis and aphasia. Conversational management and aphasia. Turn taking. Repair. Topic management. Conversational analysis and its implications for therapy. Impairment-focused therapy. Communication-focused therapy. Undertaking a conversational analysis. Recording. Transcription. Analysis.

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Book SynopsisThis new edition includes the introduction of the WHO distinctions between impairment, disability and handicap; an increased focus on information processing approaches to language disorders, and the introduction of revision questions as well as tutorial activities at the end of every chapter to support student learning.Table of ContentsPreface to the fourth edition. Preface to the third edition. Preface to the second edition. Preface to the first edition. Acknowledgements. Chapter 1 The scope of the subject. Chapter 2 Approaches to language disability. Chapter 3 The communiation chain. Chapter 4 The physical basis of the communication chain. Chapter 5 The classification of linguistic pathologies. Chapter 6 Assessment and treatment of communication disorders. Further reading. Author index. Subject Index.

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Book SynopsisMany communication disorders are poorly understood and many treatments used in therapy remain unproven. Speech and Language therapists are increasingly involved in research in these areas but may lack the training and experience required to conduct it. Not the least of their problems is that few textbooks discuss the specific problems of research design in communication disorders. Research Methods in Speech and Language Therapy fills this gap. It will serve as an introductory text for students who are training to be therapists and as an introduction to more advanced methods for clinicians involved in research. Different approaches to research are described and the basic principles of research design and statistical analysis described. The book uses a wide range of published research to illustrate how research may be conducted in these areas and gives particular attention to the problems of researching the effectiveness of therapy.Trade Review"...a highly accessible volume...I would urge any therapist, student or researcher in communication disorders to have this text to hand..." (Child Language Teaching & Therapy, Vol 21 (3) 2005)Table of ContentsForeward. Preface. Chapter 1 Introduction. Chapter 2 Designing experiments. Chapter 3 Describing data. Chapter 4 The normal distribution and staandardized tests. Chapter 5 Some statistical tests. Chapter 6 Analysis of variance I. Chapter 7 Analysis of variance II. Chapter 8 Into the storm. Chapter 9 Analysising categorical data. Chapter 10 Correlation and regression. Chapter 11 Measurement. Chapter 12 Asking questions. Chapter 13 Observational research. Chapter 14 Efficacy: are we going about it in the right way? Chapter 15 Single cases and specific therapies. Answers to exercises. Appendices. References. Index.

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Book SynopsisThis book is the first to provide comprehensive coverage of the communication impairments that occur in association with multiple sclerosis. It covers not only the more widely recognised motor speech disorders seen in association with this condition, but also the more recently identified language disorders reported to occur in persons with diseases of the cerebral white matter. A full description of the neuropathophysiology, epidemiology, aetiology, clinical manifestations and medical treatment of multiple sclerosis is also included.Table of ContentsNeuropatholophysiological Basis of Communication Disorders in multiple Sclerosis. Perceptual Features of Dysarthria in Multiple Sclerosis. Acoustic Features of Dysarthria in Multiple Sclerosis. Articulatory and velopharyngeal Dysfunction in Multiple Sclerosis. Laryngeal and Respiratory dysfunction in Multiple Sclerosis. Treatment of Motor Speech Disorders in multiple Sclerosis. Language Disorders in Multiple Sclerosis. High-level language. Naming and Discourse Abilities in Multiple Sclerosis. Subgroups of multiple Sclerosis Patients Based on Language Dysfunction. Treatment of language Disorders in Multiple Sclerosis.

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Book SynopsisThis work provides a theoretical review, from a clinical perspective, of the nature and management of acquired neurogenic communication disorders and of the therapy such disorders require. The first section concentrates on aphasia and the second on motor speech disorders.Table of ContentsSection I: Aphasia and aphasia therapy. Aphasia therapy: a clinical framework. Recovery of function in aphasia. Living with aphasia: a framework for therapy interventions. Cognitive neuropsychology and aphasia therapy: the case of word retrieval. Section II: Motor speech disorders. Dysarthria: clinical features, neuroanotomical framework and assessment. Dysarthria: an overview of treatment. Changing ideas in apraxia of speech. Instrumentation in the assessment and therapy of motor speech disorders: a survey of techniques and case studies with EPG.

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Book SynopsisThis volume gives a kaleidoscopic view on the field of clinical phonetics and linguistics. Topics include phonological issues in normal and defective development; aphasia, dysphasia, dysarthria, apraxia of speech and neurological conditions as well as critical evaluations of methods in clinical linguistics and phonetics.Table of ContentsList of Contributors. Preface. Acknowledgements. Part I: Phonology and Developmental Disorders. Chapter 1 The status of phonological representation in fluetn aphasia, S Kohn. Chapter 2 Sonority, glottals, and the characterization of (sonorant), B Heselwood. Chapter 3 Constraint-based analysis of Japanese rhotacism, I. Ueda, S. Davis. Chapter 4 Feature geometry, underspecification and child substitutions, M. Yavas, C.Core. Chapter 5 Identification and discrimination of vowels in children with apraxic speech disorders, P. Groenne, B. Maassen, Th. Crul. Chapter 6 Evaluation of speech perception and comprehension processes of children: Description and practical results, M. Gosy. Chapter 7 The influence of sampling context upon young children's production of fricative CV and CCV syllables, C. Miller, T. Spickler, R. Daniloff, R. Berry. Chapter 8 The development of between-words processes in the connected speech of children aged between 3 and 7 years, C. Newton, B. Wells. Chapter 9 Syntax at late stages of acquisition: Experiments with normal and SLI children, J. Niemi, . Hagg. Chapter 10 A follow-up study of the linguistic and intellectual abilities of children who were phonologically disordered, Th. Powell, M. Elbert, D. Dinnsen. Chapter 11 Language performance of black children as a function of their cultural mistrust, face of saminer, nature of reinforcement and language task, S. Terrell, R. Daniloff, M. Henoch, T. Flowers. Chapter 12 Stuttering as a honological encoding defect? R. Burger, F. Wijnen. Chapter 13 Perceptual properties of truncated infact protosyllabic CV - utterances, N. Roussel, R. Daniloff, M. Daly, K. Kao, C. Miller, R. Berry. Part II: Hearing Impairment and Capd. Chapter 14 Biology of speech sound perception and linguistic experience, N. Kraus, Th. McGee, D Burton Koch. Chapter 15 Sensorineural hearing loss as a filter in word comprehension, V. Mildner. Chapter 16 Speech perception tests on the internet: An example using filtering to simulate reception in hearing impairment, P. Korkko, K. Huttunen, M. Sorrri. Chapter 17 Validation of a central auditory speech perception test for children, K. Neijenhuis, Th. Crul, B. Maassen, P. Groenen. Chapter 18 Electrophysiological event-related indicators of speech perception performance in children using a cochlear implant, P. Groenen, A. Snik, P. van den Broek. Chapter 19 Listener judgements of diphthongs by hearing and deaf speakers, E. Gerrits, B. Elsendoorn, W. Peeters. Chapter 20 Durationsd and formants frequencies of diphthongs by hearing and deaf speakers, B. Elsendoorn, E. Gerrits, W. Peeters. Chapter 21 Evaluation of vocal production and hearing abilities of 1-2 year-old children. Criteria for an early cochlear implantation, M. Holm, S. Frischmuth, S. Vinter. Chapter 22 Interactive developmental intonology: Analysis of hearing mother-deaf children conversations, S. Vinter, C. Bried, M. Holm. Part III: Aphasia and Neurological Condition. Chapter 23 Single or dual semantics? Brain lateralization and the semantic processing of words, Y. Joanette, P. Goulet, L. Gagnon, B. LeBlanc, A. Simard. Chapter 24 Case assignment in agrammatis: Analysis of the spontaneous speech of Dutch and German agrammatic aphasics, E. Ruigendijk, R. Bastiaanse, R. van Zonneveld. Chapter 25 Production and perception of speech prosody in left- and right-brain-damaged adults, D. Huot, J. Ryalls, G. LeDorze. Chapter 26 An acoustic investigation of pitch accent contrasts in the speech of a Norwegian patient with a left hemisphere lesion (Broca's Aphasia), I. Moen, K. Sundet. Chapter 27 Assessment of auditory word comprehension in aphasia, W. Ziegler, A. Jochmann, A. Zierdt. Chapter 28 Remediation of apraxia of speech using magnetometer-feedback therapy, W. Katz, S. Bharadwaj. Chapter 29 Palilalia in progressive supranuclear palsy: Failure of the articulatory buffer and subcortical inhibitory systems, H. Garratt, K. Bryan, J. Maxim. Chapter 30 Acoustic analysis of coarticulation in cerebellar dysarthria, I. Hertrich, H. Ackermann. Part IV: Methods in Clinical Linguistics. Chapter 31 What hte neurologist can contribute to diagnosis and therapy in speech pathology, W. Renier. Chapter 32 Clinical computational copus linguistics: A case study, M. Perkins, R. Catizone, I. Peers, Y. Wilts. Chapter 33 exIPA transcriptions of consonants and vowels spoken by dyspractic children: Agreement and validity, W. Vieregge, B. Maassen. Chapter 34 Isochronicity in speech production and the perception of categorical timing relations, V. Boucher. Chapter 35 Effects of stricture-force changes on the coordination of oral and flottal aperture motions in normal speech, V. Boucher. Chapter 36 Articulation difficulties following maxillofacial surgery: A single case study, A. Main, S. Kelly, G. Manley. Chapter 37 CLEFTNET Scotland: Applications of new technology to the investigation and treatment of speech disorders associated with cleft palate within a Scottish context, M. Nairn, W. Hardcast, F. Gibbon, R. Razzell, L. Crampin, L. Harvey, B. Reynolds. Chapter 38 MoDiaS - A PC-based system for routine acoustic analysis of neurogenic speech disorders, M. Merck, W. Ziegler. Chapter 39 A comparison of computerized speech/voice anlaysis programs, S. Awan, T. Bressman, R. Sader, H. Horch. Chapter 40 Measures of RMS nasalance using NasalView in patients undergoing secondary osteoplasty, S. Awan, T. Bressman, R. Sader, H. Horch. Chapter 41 Does the syllable affliation of intervocalic consonantsd have an articulatory basis? Evidence from electromagnetic midsagittal artculography, N. Schiller, P. van Lieshout, A. Meyer, W. Levelt. Chapter 42 Registration of lip and tongue movement with a new electromagnetic articulography instrument, H. Horn, Th. Scholl, H. Ackermann, I. Hertrich, R. Berndt, G.Goz. Chapter 43 Variability of tongue-movement during speaking sequences in diagnosis of tongue-thrust, H. Horn, G. Goz, M. Bacher, J. Luther, D. Axman-Krcmar. Chapter 44 Variability of tongue movement during normal swallowing and tongue-thrust, H. Horn, G. Goz, M. Bacher, J. Luther, D. Axmann0Krcmar. Index.

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Book SynopsisCovering the topic of speech and language therapists and teachers working together, this work argues that despite difficulties there is evidence that good collaborative practice is taking place. It gives a flavour of the interaction and collaboration being developed in the field of education.Table of ContentsList of Contributors. List of Abbreviations. Introduction: Remit, Limits and Organisation of this book. - Elspeth McCartney Chapter 1. The Legal and Organisational Framework. - Elspeth McCartney Chapter 2. Barriers to Collaboration. - Elspeth McCartney Chapter 3. Patterns of Collaboration. - Elspeth McCartney Chapter 4. Specialist Services for Pupils with Disorders of Language and Communication: Policies, Practice and Perceptions. - Gilbert MacKay and Carolyn Anderson Chapter 5. A Collaborative Approach to Extended Learning Support in a Primary School Setting. - Margo Mackay and Margaret Young Chapter 6. Collaboration in Mainstream Settings. - Elspeth McCartney Chapter 7. Stammering Children in Schools.m - Robert M. Lees Chapter 8. Collaboration with Parents. - Susan McCool Chapter 9. Evaluating Efficacy. - Elspeth McCartney References. Index.

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Book SynopsisThis book presents current research on dyslexia in alnguages other than English. It is increasingly evident that it is essential to define dyslexia in terms of the language of instruction because learning to read cannot be separated from the linguistic parameters of that language. Differences in the orthographic, phonological, morphemic and inflectional structure of a language influence the degree of difficulty encountered by children when learning to read. Consequently, authors describe the linguistic properties of their languages and discuss the problems encountered by dyslexics in that language and the dyslexics' underlying cognitive deficits. The objective of this book is to explore a variety of languages and to identify both the language specific characteristics of reading and spelling problems in each language and the core deficits that are common to all dyslexics regardless of the language of instruction.Table of ContentsIntroduction, cross-linguistic studies of dyslexia - an overview of current research. Cross-linguistic assessment of reading difficulties in English-Afrikaans bilingual children. Learning to spell in French: How spoken and written language influence the acquisition of spelling skills of Quebec-French speaking children. Reading disability in Norwegian children. Dyslexia in German-speaking children. The manifestation of developmental reading disorders in a regular orthographic system: the Greek language. Reading and reading difficulties in Polish. Identifying developmental dyslexia in Arabic - a review of the literature. Developmental dyslexia in Chinese. Dyslexia in English and Japanese and 'Hypothesis of Granularity'. Literacy problems in braille. Dyslexia in different languages - what next?

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Book SynopsisThis book the successor to Advances in the Management of Cleft Palate edited by Margaret Edwards and Tony Watson and published in 1980 but it is different enough for its publishers and editors to feel that its name should be changed. The aim of this present book is to provide an up-to-date review of all aspects of the management of clefts. There are an increased number of chapters and the contributors represent a wider range of professions associated with the care of cleft lip and palate. There are new chapters on genetics, associated conditions and syndromes. Contents: The Nature of Cleft Lip and Palate Embryology, incidence and aetiology Classification Anatomy and function Facial Growth Speech characteristics cleft condition Associated conditions and syndromes Management of the Infant and Young Child with a Cleft Lip and/or Palate Prenatal diagnosis-abnormalities of the fetal lip and palate Prenatal, perinatal and postnatal counselling The role of the paediatrician Early feeding management Presurgical orthopaedics Primary surgery and nursing care Speech development and early intervention Hearing and ENT management Management of the Older Child, Adolescent and Adult Speech assessment and therapy Assessment and surgical management of velopharyngeal function Secondary surgery of lip and nose deformities and palatal fistulae Orthodontics Alveolar bone grafting Orthognathic surgery Restorative dental treatment Growing up with a cleft: the impact on the child Role of parent support groups Choosing the best treatment for the child with a cleft Table of ContentsThe Nature of Cleft Lip and Palate. 1. Embryology, Aetiology and incidence. 2. Classification. 3. Anatomy and Function. 4. Facial Growth. 5. Speech and Cleft Palate/velopharyngeal Anomalies. 6. Genetics of Cleft lip and Palate management of The Infant and Young Child With a Cleft Lip And/or Palate. 7. Abnormalities of The Fetal lip and Palate, Sonographic Diagnosis. 8. Prenatal, perinatal and Postnatal Counselling. 9. The Role of The Paediatrician. 10. Early feeding Management. 11. Presurgical Orthopaedics. 12. Primary Surgery. 13. Pre- and Postoperative Nursing Care. 14. Speech Development and Early Intervention. 15. Hearing and ENT Management Management of The Older Child, Adolescent and adult. 16. Speech Assessment and Therapy. 17. Assessment and Surgical Management of Velopharyngeal Dysfunction. 18. Secondary Surgery of lip and Nose Deformities and Palatal Fistulae. 19. Orthodontics. 20. Alveolar Bone Grafting. 21. Orthognathic Surgery. 22. Restorative Dental Treatment. 23. Growing up With a cleft, The Impact on The Child. 24. Role of Parent Support Groups. 25. Choosing the Best Treatment for The Child With a Cleft.

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Book SynopsisResearch in semantics is conducted in a wide variety of disciplines, and the strength of this book is in bringing those areas together in one volume. Contributions come from an international group of applied researchers. Models of semantics are being influenced by research on the development of semantic processing in children, and by work on the disruption of semantic processing in brain damage such as stroke and Alzheimer’s disease. Clinical work is benefiting from the application of theoretical models while pathological findings are crucial for testing and developing such models. The book has chapters on: models of semantic processing, connectionist modelling, sentence processing in children and adults, semantic processing in the normal elderly, semantic category disorders, semantic therapy in aphasia, semantic processing in Alzheimer’s disease, semantic dementia and conceptual semantics. The book is aimed primarily at the undergraduate reader although some chapters will be of interest to graduate and research students. Students of linguistics, psychology and speech and language sciences will find the book immensely useful.Table of ContentsModels of Semantic Memory, Elaine Funnell. Connectionist Modelling of semantic Deficits, Joseph P. Levy. Putting Thoughts Into Verbs - Developmental and Acquired Impairments, Maria Black and Shula Chiat. Category-specific semantic Disorders, Wendy Best. Semantics and Therapy in Aphasia, Lyndsey Nickels. Semantic Processing Problems of Older Adults, Susan Kemper and Laureen O'Hanlon. Semantic Processing in Alzheimer's Disease, Jane Maxim, Karen Bryan and Kim Zabihi. Semantic Dementia - Assessment and Management of Private, Julie S. Snowdon and Helen Griffiths. Language and Knowledge - Knowing and Thinking in The Absence of Language, Rosemary Varley. Two Subsystems for Semantic memory, Wendy Best. Understanding Meanings, Karen Bryan, Jane Maxim and Alison Constable.

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Book SynopsisThis book describes the problems that people can experience with their voices, either by vocal misuse, psychological and physical stress, laryngeal pathologies or neurological disorders. Chapters are contributed by clinicians who have special interest and expertise in voice disorders and their management and treatment. Two strong themes are clearly identifiable in each chapter: the first is the emphasis on the physiological aspects of phonatory dysfunction, and the second is the recognition that vocal impairments can have significant social and psychosocial consequences. Many of the contributors have also addressed issues such as evidence-based practice, efficacy and the outcomes of intervention. With each new edition of this book, the chapters have grown larger. Most original chapters have been rewritten or substantially updated, and several new chapters have been added by expert practitioners in the US, the UK and Australia. The editors have produced a balanced volume which will continue to be a useful reference text for all those practitioners and students who are involved in voice care.Table of ContentsPreface ix Preface to the second edition xi Acknowledgments xii Contributors xiii Chapter 1 1 The physiology of phonationRobert Fawcus Chapter 2 18 Voice development and change throughout the life spanMargaret Freeman Chapter 3 32 Surgical management of laryngeal disordersAndrew Johns Chapter 4 47 The causes and classification of voice disordersMargaret Fawcus Chapter 5 69 The speech and language therapist’s assessment of the dysphonic patientPaul Carding Chapter 6 89 Children with voice problems: a perspective on treatmentMoya Andrews Chapter 7 110 Voice disorders associated with hyperfunctionJennifer Oates Chapter 8 137Psychogenic, psychological and psychosocial issues in diagnosis and therapyMargaret Freeman Chapter 9 156 Voice problems of speakers with dysarthria Chapter 10 172 Vocal fold paralysis – paresis – immobility Janina Casper Chapter 11 192 Spasmodic dysphonia redefined: diagnosis, assessment and treatmentRenata Whurr Chapter 12 219 Managing voice with deaf and hearing impaired speakersSheila Wirz Chapter 13 234 Mutational disorders of voice Robert Fawcus Chapter 14 245 The voice of the transsexualJudith Chaloner Chapter 15 268 Post radiotherapy voice qualityEva Carlson Chapter 16 283 Voice care for the professional voice userStephanie Martin Chapter 17 301 PhonosurgeryMarc Bouchayer and Guy Cornut Chapter 18 319 The multidisciplinary voice clinic Sara Harris, Tom Harris, Jacob Lieberman and Dinah Harris References 340 Index 377

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Book SynopsisAn increasing number of families and professionals are involved with severely communication-impaired children, adolescents and adults who use alternative communication systems to compensate for delayed systems and strategies that can be used to increase the communicative possibilities of people with limited spoken language. The authors discuss factors that are important when choosing communication systems, assessment strategies, environmental adaptation, and the principles for teaching comprehension and use of such communication systems to individuals with different disabilities; including motor impairments, learning disability and autism. This book is unique within the field of augmentative and alternative communication with its basis in modern developmental theories of language and communication, its practical approach with many examples and focus on every-day situations, and its coherent and readable text. It may serve as an introductory text book for speech and language therapists, teachers in school and preschool, psychologists and care nurses, as well as a source of information for families with members who have severe developmental speech and language disorders.Table of ContentsPreface. Chapter 1 Introduction. Terminology. Notation. Chapter 2 Augmentative and alternative communication. Manual Signs. Graphic Signs. Blissymbols. Pictogram Ideogram Communication. Picture Communications Symbols. Rebus. Lexigrams. Sigsymbols. Pictures. Orthographic script. Tangible signs. Premack's word bricks. Tactile signs. Choosing a sign system. Manual, graphic or tangible signs. Use of the systems. Manual signs. Graphic signs. Tangible signs. Chapter 3 Communication aids. Traditional aids. High-technology aids. Artificial speech. Telecommunication aids. Pointing. Keyboards. Switches. Choosing a communication aid. Mobility. Direct selection and scanning. Manual and electronic aids. Some characteristics of aided communication. Articulation. Time. The role of the conversational partner. Chapter 4 Children, adolescents and adults in need of augmentative an alternative communication. Three functional groups. The expressive language group. The supportive language group. The alternative language group. The most common groups in need of augmentative and alternative communication. Motor impairment. Developmental language disorders. Learning disability. Autism. Rett's syndrome. Some common problems. Learning takes time. Generalisation. Learned passivity and dependency on others. Behavioural disorders. Chapter 5 Assessment. The need for toal intervention. Assessment methods. Tests. Checklists. Information from those in contact with the individual. Systematic observation. Experimental teaching. Basic information. Overview of the day. General skills. Interest in objects, activities and events. Attention and initiation of communicative contact with others. Self-help skills. Self-occupancy. Motor skills. Vision and hearing. Diagnosis. The family's need for support, relief and help. Language and communication. Use. Comprehension. Evaluating the language intervention. Specific goals Generalized effects. Information transfer when changing schools, work and home. Defining areas of responsibility. Chapter 6 The teaching situation. Joint attention. Designing the teaching situation. Planning for generalization. Duration and location of teaching sessions. Structuring. Frame structure. Situational structure. Cues. Initiating the intervention. The effect of sign teaching on speech acquisition. Chapter 7 Teaching strategies. Structured overinterpretation and total communication. Implicit and explicit teaching. Comprehension and use of signs. Teaching comprehension. Natural situations. Special training. Teaching sign use. Watch, wait and react. Reacting to habitual behaviour. Build-and-break chains. Reacting to signal-triggered anticipatory behaviour. Fulfilling wants. Focusing on expression and comprehension. Incidental teaching. Structured waiting. Naming. Structured and unstructured situations. Preparatory training. Eye contact. Gaze direction and attentiveness. Sitting still. Behaviour chains. Imitation. Motor skills. Facilitating techniques. Chapter 8 Choosing the first signs. Exisiting communication. General and specific signs. Repetitions. Motor skills. Perception. Iconicity. Manual signs. Graphic signs. Tangible signs. Simple and complex concepts. What to expect. Chapter 9 Further vocabulary development. Alternative and supportive language groups. Contrasts between signs. Signs for proper names. Expanding use. Individual sign dictionaries. The expressive language group. User involment. Expanding the situations in which signs may be used. Increased access to signs. Expanding the vocabulary by using sign combinations. Ready-made vocabularies. From graphic signs to orthographic script. Chapter 10 Multi-sign utterances. Vocabulary. Pivots. Verb island constructs. New sign categories. Inflections. Sentences. Horizontal and verical structures. Topic-comment. Semantic roles. Negation. Fill-in. Chaining. Ready-made sentences. Cognitive effort. Comprehension. Bootstrapping. Perspective. Comprehension of spoken language. Variation. Chapter 11 Conversational skills. Alternative language group. Routines,plans and scripts. Supportive language group. Expressive language group. Environmental strategies. Partner strategies. Conversational strategies. Narratives. Chapter 12 The language environment. Adapting the environment. The simultaneous use of speech and signs. Simplified language. Models. Teaching families. Teaching peers and friends. Cost and benefit. Chapter 13 Overview of case studies. List of sign illustrations. References and citation index. Index.

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Book SynopsisAt a time when dyslexia is being redefined, this book proposes a socially interactive model within the wider framework of specific learning difficulties. The model proposed is flanked by reflective contributions from internationally respected researchers, writers and teachers and each chapter carries messages for educators in all sectors of education. Teachers are challenged to re-examine central issues affecting learning in and beyond compulsory schooling: methods of teaching and provision of learning support; and the integration of meta-affectivity with metacognition.Table of ContentsPart 1: Central issues 1 - Seeing the wood and the trees: specific learning difficulties and dyslexia, Morag Hunter-Carsch 2 - Reflections and research, Tim Miles 3 - Visual difficulties with print, Sue Mailley 4 - Restructuring the structured approach, Morag Hunter-Carsch 5 - Beyond metacognition: the integration of meta-affectivity as a component of metacomprehension, Morag Hunter-Carsch 6 - A social-interactive model of specific learning difficulties, Margaret Herrington and Morag Hunter-Carsch. Part 2: Roots and Branches 7 - Specific developmental dyslexia: back to the future? Peter Pumfrey 8 - Adult dyslexia: research and practice, Hanna Poussu-Olli 9 - Partnerships with parents, Morag Hunter-Carsch 10 - Dyslexia and multilingual matters, Lindsay Peer 11 - Mathematically thinking, Anne Henderson 12 - ICT-based interactive learning, Alan Crombie and Margaret Crombie

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Book SynopsisThis edition has been extensively rewritten in order to reflect the changes in clinical practice and learning methods which have taken place since the 5th edition was published. The seventeen chapters are divided into three sections: normal voice, descriptions of the various types of voice disorders, and the methods of treating abnormal voice. A profile summary of each voice disorder is provided for easy reference and comparison, and tables are used throughout the text. New laryngeal images and electroglottographic interpretations have also been included. The current emphasis on evidence-based practice is addressed in the review and descriptions of intervention strategies used in voice therapy.Table of ContentsPart I - Communicative functions of the voice: an introduction. The larynx and upper respiratory tract. The lower respiratory tract. Normal voice and phonation. Voice mutation: infancy to senescence. Part II - Voice disorders. Presentation and classification. Hyperfunctional dysphonia. Psychogenic voice disorders. Vocal tract structural abnormalities: congenital and acquired. Neurogenic voice disorders. Laryngeal disease, inflammatory conditions and diseases affecting the vocal tract. Part III - Voice therapy: the process. Analysis and evaluation: perceptual and instrumental. Management and treatment: principles and techniques. Specific techniques. Specific intervention: children, the elderly, singers. Laryngeal carcinoma: presentation and management.

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Book SynopsisIn the last few years there have been many papers in vision science journals about visual factors in dyslexia, but these findings have not been widely disseminated to the professionals who care for people with dyslexia. Dyslexia and Vision aims to provide a straightforward summary of work in this field for teachers, educational psychologists, child psychologists, and paediatricians. The primary purpose of the book is to provide these professionals with the information they need in order to offer balanced, insightful advice for people in their care. Eyecare professionals themselves are often bewildered by the plethora of claims and anecdotes in this field. A secondary purpose of the book is to provide, in appendices, a balanced "evidence-based" review of the literature for eyecare professionals.Table of ContentsPreface. Ethical statement. Chapter 1 Introduction. Chapter 2 Ocular health and refractice errors. Chapter 3 Ocular motor factors. Chapter 4 Ocular dominance. Chapter 5 Behavioural optometry and other controversial visual approaches. Chapter 6 Visual processing. Chapter 7 Coloured filters. Chapter 8 Conclusions. Appendices. Useful addresses. Notes. Index.

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Book SynopsisThe Psychology of Dyslexia is an introductory text for teachers undertaking a training course on Dyslexia. The book is based on Mike Thompson's lecture course to the Dyslexia Institute's Postgraduate Diploma in Dyslexia and Literacy. Although primarily for teachers the book will be of interest to other professionals, such as Speech Therapists, who are undertaking a course on dyslexia, as well as parents of dyslexic children. The book covers the basic psychology of, for example, memory, neuro-psychology and reading development, followed by these topics application to Dyslexia. Dr Thompson is a Chartered Psychologist as well as Principal of East Court, a school for dyslexic children, and the book provides the background to the assessment of dyslexia as well as to theoretical topics. There is a guide to further reading at the end of every chapter. Contents: The Nature of Dyslexia Basic Psychometrics and Assessment Assessing the Dyslexic Definition and Discrepancies Basic Neuro-psychology Neuro-psychology of Dyslexia Models of Reading and Spelling Models of Memory Phonological and Memory Deficits in Dyslexia Table of Contents1 The Nature of Dyslexia. 2 Basic Psychometrics and Assessment. 3 assessing The Dyslexic. 4 Definition and Discrepancies. 5 Basic Neuropsychology. 6 neuropsychology of Dyslexia. 7 Models of Reading and Spelling. 8 Models of Memory. 9 Phonological and Memory Deficits in Dyslexia.

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Book SynopsisThis dictionary provides clear and concise explanations of terms used in the field of speech, therapy pathology and relevant terms in related fields including augmentative, alternative communication, hearing, linguistic, medicine, phonetics/phonology and psychology/psychiatry. Those working with people who have communication disorders and those who may be returning to this field will find the explanations easy to understand. Terms include assessments, therapy programmes and current theories in these fields. This edition has been thoroughly updated. It includes useful website addresses for manufacturers and suppliers of communication aids and publishers of assessments, and where to find useful information on the internet for various conditions.Trade Review"...libraries catering for speech therapists will obviously find this essential..." (Reference Reviews, Sept 05) "… provides a valuable resource that is especially suitable for students or people new to the field … according to our students, a ‘must-have’!" (Child Language Teaching and Therapy, May 2006)Table of ContentsPreface. The Dictionary. Appendix I: Assessments by age groups and client groups. Appendix II: Speech and language development. Appendix III: The International Phonetic Alphabet (revised to 1989) Appendix IV: Acknowledgements of trademarks and UK suppliers of AAC devices, computer hardware, peripherals and software. Bibliography.

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Book SynopsisThis text provides speech and language therapists and language researchers with a state-of-the art review covering all aspects of speech and language development in individuals with Down syndrome. Written by leading experts in the field, it includes chapters on: the principles which should guide intervention; prelinguistic development; pragmatics and communication; literacy and language; augmentative communication; intervention with adolescents and adults; maintenance of skills for older adults; and a perspective on pertinent issues. Each chapter summarizes research and provides guidelines for effective interventions. This book should be a valuable guide to those working in the field who wish to be able to provide evidence-based interventions for individuals with Down syndrome and to contribute to their quality of life by improving their communication skills.Table of ContentsPreface v Jean A Rondal Contributors vii Chapter 1 Principles of language intervention 1 Jean A Rondal, Sue Buckley Chapter 2 Prelinguistic training 11 Jean A Rondal Chapter 3 Phonological working memory difficulty and related interventions 31 frances A Conners Chapter 4 Speech acquisition and approaches to intervention 49 Carol Stoel-Gammon Chapter 5 Lexical development and intervention 63 Carolyn B Mervis, Angela M Becerra Chapter 6 Morphosyntactic training and intervention 86 Jean A Rondal Chapter 7 Pragmatic development and communication training 98 Leonard Abbeduto, Yolanda Keller-Bell Chapter 8 Augmentative communication 116 Gaye Powell, John Clibbens Chapter 9 Literacy and language 132 Sue Buckley Chapter 10 Continues language intervention with adolescents and adults with down syndrome 154 Christine Jenkins Chapter 11 Maintenance training in older ages 166 Jean A Rondal Conclusion 184 Sue Buckley, Jean A Rondal Appendix 1: Major acquisitions in morphosyntactic development 188 Jean A Rondal Appendix 2: Bilingual and multilingual issues 195 Jean A Rondal Index 207

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Book SynopsisThis book explores the intricate relationship between culture and communication before moving on to intercultural health care, including a detailed look at perception of illness and disability. Two chapters on intercultural speech pathology look at clinical practice, including culturally-focussed assessment and management approaches. Interpreter-mediated speech pathology is covered in detail, including an overview of the process of interpreting, debate on professional versus untrained interpreters, discussion of pre-session briefing, a look at potential barriers to the interpretation process and introduction to a collaborative partnership model for working with interpreters. The final chapter explores the author's thoughts on the future directions in research and education in the field of intercultural and interpreter-mediated speech pathology. The book provides a comprehensive and practical insight into intercultural and interpreter-mediated speech pathology. With its easy to read and practical content, it should be of significant use to undergraduate students and qualified speech-language pathologists new to multicultural/multilingual contexts. However, it would also be suitable for experienced clinicians who find themselves tackling the challenges of intercultural speech pathology everyday.Table of ContentsIntroduction. Chapter 1 Communication and culture. Chapter 2 Miscommunication. Chapter 3 Intercultural health care. Chapter 4 Intercultural speech-language pathology. Chapter 5 Assessment and treatment approaches. Chapter 6 Different culture, different language. Chapter 7 Issues in interpreting - pre-session briefing. Chapter 8 Issues in interpreting - potential barriers. Chapter 9 Models of partnership. Chapter 10 Future directions. References. Index.

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Book SynopsisThis book is written for concerned parents and teachers. It describes all the basics needed for an insight into dyslexia and covers description, assessment, diagnosis, parental rights, legislation and the statutory "Statementing" process. This second edition has been fully revised, expanded and updated to incorporate latest research findings and modern practices, the Green Paper'Meeting Special Educational Needs', the DFES National Literacy Strategy, the new (2002) Code of Practice (Special Educational Needs) together with the latest recommendations of professional bodies and supportive agencies. The book is descriptive and informative. Its aim is to assist, enable and support involved adults in their efforts best to meet the specialised needs of dyslexic children. Any controversial aspect of the subject is described objectively and impartially, both sides of the case being presented without bias. Dyslexia is described against the general background of the normal teaching and learning of reading in the mainstream education system. The Second Edition, generously illustrated throughout with drawings, diagrams, tables, flowcharts and graphs, contains an additional chapter, more appendices and an expanded glossary.Table of ContentsThe Measurement of Reading. Reading Difficulties Explained. The influence of Intelligence. The Importance of Mental Age. The Teaching of reading. The Learning of Reading. Dyslexia Examined. The Dyslexic Child. Assessment of The Dyslexic Child. Possible Causes I, Biological Bases. Possible Causes II, Phonological Awareness. Help for The Dyslexic. Advice for parents. Other Issues. Questions. Useful Information. A Brief History of dyslexia. Appendices. Glossary.

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Book SynopsisThis text promotes the view that the clinical education process offers both clinical educators and students opportunities for personal and professional development. It guides the reader through the clinical education process, from pre-placement preparation to assessment of learning that supports and encourages personal and professional development. Included are resources for supporting the clinical education process, such as checklists, case studies and proformas, and vignettes illustrate the richness of students' and clinical educators' learning experiences.Table of ContentsPreface. Chapter 1 Clinical education as professional development for both clinical educators and students. Chapter 2 Preparing for clinical education. Chapter 3 Learning together. Chapter 4 Development of personal skills. Chapter 5 Development of cognitive skills. Chapter 6 Development of learning processes. Chapter 7 The art of learning from assessment. Chapter 8 A continuum of professional development in clinical education. References. Index.

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Book SynopsisReading and writing skills were once confined to only a few people. Today, a person facing problems with acquiring literacy skills will run the risk of being excluded from fully participating in society New information tends to imply even more demands on mastering reading and writing than ever before. Dyslexia was used early as a descriptive term for characterising problems of reading and writing. Since the introduction of the term, research has made impressive progress and interdisciplinary fields have been created including social studies, behavioural studies, biology, education and remediation. Above all, dyslexia research has taken a step from being descriptive to suggesting theoretical models for explaining the empirical phenomena observed. This book presents contributions from some of the world leading researchers on these issues in honour of one of the main scholars in the field, Professor Ingvar Lundberg.Table of ContentsBeyond Literacy, Earland Hjelmquist. Dyslexia - how it Started and some of The Steps on The way Toward The Present, Curt von Euler. Literacy in the Past Millennium, David R. Olson. Reading Disabilities Among Very low Birth weight Children - Implications for Using Different Exclusion Criteria in defining Dyslexia, Stefan Samuelsson. Word Recognition - The Impact of phonological and Orthoraphic Components, Torleiv Hoien. Components of Reading comprehension as Predictors of Educational Achievement, Carsten Elbro and Elisabeth Arnbak. Shadows Over Phonological Training - Resistant Learners and dissipating Gains, Pekka Niemi and Elisa Posliparta. Phoneme Awareness and reading - From The old to The new Millennium, Richard K. Olson. The Reading rate Deficit of German Dyslexic Children has Little to do With Surface dyslexia, Heinz Wimmer and Heinz Mayringer. Phonological Processing in Learning to Read Chinese - in Search of a Framework, Che Kan Leong and Li Hai Tan. Persistence of Phonological Deficits 20 Years Later on - a Revisit of Lundberg's Sample of Poor Readers, Ake Olofsson. Neuromagnetic Correlates of impaired Reading in Developmental Dyslexia, Paivi Helenius and Riita Salmelin. Culture, Brain and Dyslexia, Uta Firth. The Role of Genetic in Understanding memory, Lars-goran Nilsson. Twenty Five Years of Reading Research as a Basis for Prediction of Future Development, Ingvar Lundberg.

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Book SynopsisThis text introduces therapists and speech pathologists to the principles of evidence-based practice and guides readers to the best available evidence regarding the management of a range of disorders within speech pathology. It should be applicable to speech pathologists at any stage of their clinical career, as well as being of use to speech pathology students and other health care professionals. The book is organized into three sections. In the first, the subject of evidence-based practice is introduced. Its application to the profession of speech pathology is addressed and types and levels of evidence are described. The second part focuses on a number of sub-specialist areas of speech pathology practice (dysphagia; paediatric motor speech disorders; aphasiology; voice; paediatric language and AAC). In the third section of the book the authors demonstrate how to apply the principles of evidence-based practice to clinical practice, to research and to education.Trade Review"...recommended reading..." (Child Language Teaching and Therapy Journal, August 2005; Issue 21)Table of ContentsPart One -Introducing Evidence-based Practice. The Move to evidence-based Practice Within Speech Pathology. What Constitutes Evidence. Part Two - Presenting The Evidence. The Evidence Base for The Treatment of cognitive or Communicative Disorders After Traumatic Brain Injury in Adults. The Evidence Base for Treatment of Stuttering. The Evidence Base for The management of Individuals Wtih Voice Disorders. The Evidence Base for The management of Dysphagia. The Evidence Base for The Diagnosis of Developmental language Disorders. Research in Clinical Practice. The Evidence Base for The management of "late Talkers". The Evidence Base for The Evaluation and management of Motor Speech Disorders in Children. The Evidence Base for The treatment of Phonological and Articulation Disorders in Children. The Evidence base for The Treatment of Phonological and Articulation Disorders in Children. The Evidence Base for Augmentative and Alternative Communication. Part Three - examining Practice and Future Directions. Translating Evidence Into Practice. Evidence-based Practice in Speech Pathology - Future Directions.

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Book SynopsisThis text describes the development of augmentative and alternative communication. The focus is not on disabilities, although the atypical developmental paths to language described in this book are caused by a variety of disabilities, but on the developmental achievements of children using augmentative and alternative communication systems. This book is a first attempt to look at the achievements of children using alternative language forms from a broad developmental perspective and discuss how their semantic, grammatical and pragmatic development is promoted through social interactions, both planned and incidental in nature, that take place in particular sociocultural circumstances. The authors use small group data and dialogues to show how the children use grammatical structures and strategies to convey meaning and solve communicative challenges. The overall aim of the book is to inspire a shift towards a developmental understanding of augmentative and alternative communication in both research and clinical practice, leading to new knowledge and a better basis for intervention practices, and thereby to improved social and societal participation for children using augmentative and alternative communication.Table of ContentsThe Development of Alternative Language Forms. Joint Attention and lexical Development in Typical and Atypical Communication. Memory and Strategic demands of Electronic Speech-output Communication Aids. The Development of communication With Alternative Means From Vygotsky's Cultural-historical perspective. Manual of Signing as a Tool of Communicative Interaction and language - The Development of Children With Down Syndrome and Their Parents. Aa longitudinal Study of Sign and Speech Development in a boy With Down Syndrome. Environmental Influences on Aided Language Development - The Role of Partner adaptation. Co-construction in Graphic Language Development. Child-driven development of Alternative Communication - a Case Study. Narratives in Manual sign by Children With Intellectual Impairments. Aided Communication and The development of Personal Story Telling. Late Development of Independent conversation Skills With Manual and Graphic Signs Through Joint Acitivities. Supporting The Development of Alternative Communication Through Culturally significant Activities in Shared Educational Settings. Patterns of Language use in Hindi Speaking Children With Cerebral Palsy - Natural Speakers and Aided communicators. Blissymbol Learners. Their Language and Their Learning Partners - Development Through Three Decades.

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Book SynopsisThere have been important developments in the study and treatment of selective mutism during the ten years since the first edition of this book was published. Understanding of the subject has improved more dramatically than in any period since the phenomenon of children who talk readily in some situations but not in others was first recognised over a century ago. The second edition of this practical book reports recent developments in medication and combined therapies. New findings on the links between social anxiety, biological and genetic factors and selective mutism are described. At the same time the authors remain committed to understanding this pattern of behaviour in its full social context in family and community and to employing behavioural approaches to intervention alongside other methods. This is the fullest and most authoritative book-length account of selective mutism in print.Trade Review"...I thoroughly recommend this book...a solid and important contribution to the literature...an essential resource..." (Child Language Teaching and Therapy Journal, August 2005; Issue 21)Table of ContentsIntroduction. The Child. The Family and The Community. The development of Selective Mutism. Education, The Development of Non-behavioural approaches. A Historical View. Linking Assessment and Intervention. Contemporary Combined Approaches. Research. Index.

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Book SynopsisThough a good deal is known about the remediation of dyslexics of all ages, there is growing awareness among teachers and others that there is much more to their work that teaching literacy skills. Most of us experience stress at some point in our lives, but experience suggests that dyslexics are particularly vulnerable to it. This book presents documented evidence on the subject. The second edition has been substantially rewritten and contains contributions from both dyslexics and non-dyslexics. Many of the contributors to the first edition have substantially rewritten their original chapters. Among the new contributors are Morag Kiziewicz, herself dyslexic and a learning support manager at the University of Bath; Michael Lea, a professional musician; and Julian Cox, who, in the editor' s view, was unjustly convicted of murder by the courts when the whole event leading to this was a tragic accident brought about by his disabilities. All describe the ways in which dyslexia has influenced their lives. There are also chapters by Lindsay Peer, who writes from her standpoint as education office of the British Dyslexia Association and Melanie Jameson, who is advisor to the Adult Dyslexia organization and speaks of the way dyslexics' stresses in the lawcourts sometimes lead to serious miscarriages of justice.Table of ContentsLetter From a Mother, Karen Dodd. Stress Factors in Early Education, Patience Thomson Stress Factors in Adolescence, Steve Chinn. Stress Factors in the College Student, Dorothy Gilroy. Deadlines - Collision, Confusion, collapse, Morag Kiziewicz. Stress Factors in The Workplace, Gerald Hales. Dyslexia and The Law, Melanie Jameson. Stress Factors in Gifted Dyslexic children, Peter Congdon. Stress Factors Within The Family, Roger Saunders. Stress - The Hidden Side of Dyslexia, Lindsay Peer. Living With Dyslexia - a personal Account, Dave Alexander. Disruptive Dyslexic Cycle of Stress, Joy Aldridge. Dyslexia Without Stress, Michael Newby. The Positive and The negative, Brother Matthew Sasse. A Letter, Sheena Harrison. I am a Singer, Janet Coker. How Dyslexia has Affected my Life, Brenda Millward. The Stresses of a Dyslexic Professional Musician, Michael Lea. The Stresses of a Dyslexic entrepreneur, Julian Cox. Individual Case Studies and Recent Research, Angela Fawcett. Some Final Thoughts, Tim Miles.

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Book SynopsisThe methods by which a student becomes a speech and language therapist have developed since the 1970s and have been influenced by different models of higher and professional education. Although it is comparatively easy to change an aspect of course content, for example to increase the number of learning hours on autism, the means by which the student learns to become a competent professional in practice are more complex. This text discusses some of the exciting ways we are examining issues in professional education. It covers actual content (for example the introduction of dysphagia to the curriculum), new methods for learning (problem-based learning and information technology developments), how speech and language therapists develop competence and what is critical in the transition to becoming a qualified therapist. The longstanding placement problem is addressed by innovative work using different professional learning models, such as peer placements and school-based placements. The reader is provided with detailed practical advice about how to approach these models. The book represents some of the current work in universities and speech and language services in the UK and reveals the creativity and commitment to an expanding subject area.Table of ContentsPerspectives in Professional Education, Part One. Aspects of The process. Education for Competent Speech and Language Therapy Practice. Case based Problem Solving for Speech and Language Therapy Students. Peer placements. The Transition From Speech and Language Therapy Students to qualified Professional. Part Two. Fit for Practice. New Models for Clinical placement. Approaches to Teaching Dysphagia to Speech and Language Therapy students. Part Three. Information Technology. Developments and Applications. Getting Professional Education Online. Case Based Teaching and Clinical reasoning. Seeing how Students Think With Patsy. Index.

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Book SynopsisThis text asserts the value of problem solving within a holistic approach to human communication, which considers culture, ethnicity and psychosocial issues. It is concerned with drawing out commonalities that exist in practice with people with a range of communication disabilities. As such, it represents a departure from more traditional texts on intervention with communication disability that "pigeon hole" therapy practice according to the particular client group or presenting condition. Articulation of the core conceptual frameworks and processes involved in intervention provides the foundation for clinical reasoning and implementation. This includes examining the different levels at which intervention is pitched and identifying the core therapeutic techniques used by speech and language therapists across the client spectrum. The text is supported by examples drawn from clinical practice.Trade Review"...a brave and thought-provoking book." (Child Language Teaching and Therapy Journal, August 2005; Issue 21)Table of ContentsFrameworks of Intervention. Cycle of Intervention. Cultural diversity, Identity and Psychological State. Construction of Intervention. Enactment of Intervention. Process of Intervention/ Therapeutic Interaction with The Individual. Enhancing The Communication Partnership. Restructuring The social Environment. A Place in Society Through Advocacy. Integrated intervention.

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Book SynopsisThis book highlights the most recent developments in the area of research, policy and practice. All the authors are well known in the field of dyslexia and they will offer significant contributions at the forthcoming BDA conference ' Dyslexia: the dividends from research to policy and practice' to be held at Warwick University in March 2004. In addition to the opening chapter, which provides an overview of developments in dyslexia, there are also chapters on the research associated with neurological factors, the cerebellum, genetics and the links between research and practice. The policy section provides insights into policy developments from Europe, the UK and the United States, as well as polic developments relating to both children and adults. The practice section is comprehensive with chapters on multilingualism, the range of specific learning difficulties, ICT, mathematics, the implications for the classroom from the science of learning and the features of dyslexia friendly schools.Trade Review"... essential reading for parents, teachers, policy makers and researchers." (Dyslexia, July 2006)Table of ContentsThe Context - Today and Tommorrow, an Overview of Developments. Insights and Innovations in Dyslexia. The Role of The Cerebellum. The Dynamics of Dyslexia. How to Develop Flexible Mapping in an Inflexible System. Genetics and Dyslexia. Brain-based Assessment and Instructional Intervention. Understanding and Challenging The Constaints in Functional Reading and Writing systems. Policy for Inclusion on Both Sides of The Atlantic - Dimensions and developments. Policy for Inclusion in The UK and Usa. Dyslexia and The workplace - Policy for an Inclusive Society. Ld?dyslexia and Employment. A united States Perspective. Dyslexia - Early Identification and Intervention - UK and Usa. The Case for Dyslexia Friendly Schools. Dyslexia Friendly Schools - policy and Practice. Learning fom The Science of Learning. Inmplications for the Classroom. Baseline Assessment and The Early Identification of Dyslexia. Dyslexic Pupils and The key Objectives of The National Numeracy Strategy. ICT and Dyslexia, The Co-occurence of Specific Learning Difficulties. The co-occurence of Specific Learning Difficulties. Implications for Identification and Assessment.

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Book SynopsisThis book demonstrates novel ways of working across a wide variety of clinical areas, including children, people with learning difficulties and adults with acquired communication disabilities. It explores the paradigm shifts beyond technical rational approaches to professional artistry underpinned by reflective practice and user involvement. It discusses values, understanding expectations of clients, the commonalities of therapy, the Care Aims model and the biopsychosocial model in dysphasia management. The contributors look at the three elements of competence, knowledge, skills and attitudes and attributes, to demonstrate the relationship between observable skills and the hidden influential aspects of competence that play a vital role in making a practitioner professionally competent. By bringing together constructs and challenges from differing areas of practice, the book will stimulate readers to think about their work in new ways by learning from experts outside their own scope of practice.Table of ContentsContributors vii Preface viii Chapter l The geography of professional practice: swamps and icebergs 1Anna van der Gaag and Carolyn Anderson Chapter 2 Values in professional practice 10Anna van der Gaag and Chris Mowles Chapter 3 Understanding expectations 27Margaret Glogowska Chapter 4 The Care Aims model 43Kate Malcomes Chapter 5 Implementation of the Care Aims model: challenges and opportunities 72Pauline Beirne Chapter 6 Learning to be common in therapy 86Karen Bunning Chapter 7 Journeys with aphasia: personal reflections 111Kate Swinburn Chapter 8 Dysphagia: combining conflicting models? 131Karen Krawcazyk Chapter 9 Reflection in practice 155Carolyn Anderson Index 175

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Book SynopsisThis authoritative handbook presents current ideas on the relationship between spoken and written language difficulties. It provides clinical and educational perspectives on the assessment and management of children's reading and spelling problems. The book begins with a theoretical overview. The second edition continues the theme of linking theory and practice. It is aimed at practitioners in the fields of education, speech and language therapy, and psychology. All original chapters have been updated and new chapters are added to reflect current developments.Trade Review"... the second edition offers sufficient new and updated information to make its purchase worthwhile." (Dyslexia Review, September 2006)Table of ContentsPreface to the Second Edition. Preface to the First Edition. Contributors. Chapter 1: Language skills and learning to read: the dyslexia spectrum (Margaret J. Snowling). Chapter 2: Speech and spelling difficulties: what to look for (Joy Stackhouse). Chapter 3: The dyslexic brain (W.A. Lishman). Chapter 4: The prediction and screening of children’s reading difficulties (Valerie Muter). Chapter 5: Assessing speech and language skills in the school-age child (Hilary Gardner). Chapter 6: Assessing reading and spelling skills (Nata K. Goulandris). Chapter 7: Assessing children’s reading comprehension (Kate Nation). Chapter 8: Short-term memory: assessment and intervention (Maggie Vance and Jane E. Mitchell). Chapter 9: Phonological awareness and reading intervention (Peter J. Hatcher). Chapter 10: Spelling: challenges and strategies for the dyslexic learner and the teacher (Claire Jamieson and Sarah Simpson). Chapter 11: Developing handwriting skills (Jane Taylor). Chapter 12: Managing the needs of pupils with dyslexia in mainstream classrooms (Janet Hatcher). Chapter 13: The assessment and management of psychosocial aspects of reading and language impairments (Poppy Nash). Chapter 14: Supporting language and literacy in the early years: interdisciplinary training (Jannet A. Wright and Janet Wood). Chapter 15: Current themes and future directions (Maggie Snowling and Joy Stackhouse). References. Author index. Subject index.

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Book SynopsisThis practical text brings together well-known writers from the UK, USA and Australia. It sets out to discuss the assessment and treatment of the young school aged child who stutters, aged approx. 7 to 12 years. A number of differing treatment approaches for this client group are presented in the one volume. The contributors, as well as describing their treatment approaches, have considered the theoretical models on which their approaches are based and ways of measuring outcomes, an important topic in an age of evidence based practice. In order to gain a more comprehensive view of the school aged child, one chapter considers epidemiology of stuttering, whilst two chapters address the issue of concomitant problems such as other language problems and ADHD. This text is written for students and clinicians working with children who stutter. It will also be of interest to researchers.Trade Review‘…a varied and interesting book with chapters by well known people from the UK, the USA and Australia.’ (Speaking Out, May 2007) "A comprehensive overview…This text should prove to be a very useful resource to many clinicians and students…" (Signal-Issue 25, Spring 2006)Table of ContentsList of Contributors. Foreword. Introduction. Chapter 1 Epidemiology of stuttering Ashley Craig and Yvonne Tran. Chapter 2 The assessment of children who stutter Roberta Lees. Chapter 3 Does it work? Cameron Stark and Roberta Lees. Chapter 4 Considerations and overview of treatment approaches Roberta Lees. Chapter 5 Combination treatment for the older child: fluency shaping and speech muscle feedback therapy within a behavioural regimen Ashley Craig. Chapter 6 Family-based approach to therapy with primary school children: throwing the ball back Frances Cook and Willie Botterill. Chapter 7 Improving communicative functioning with school-aged children who stutter Kenneth Logan. Chapter 8 Use of an adapted form of the Lidcome programme in conjunction with intensive group therapy Roberta Williams. Chapter 9 Stuttering and concomitant problems Nan Bernstein Ratner. Chapter 10 Treating children who stutter with co-existing learning, behavioural or cognitive challenges E Charles Healy, Robert Reid and Joseph Donaber. Chapter 11 Conclusion Cameron Stark and Roberta Lees. References. Index

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Book SynopsisFully updated and expanded, the second edition of this popular text covers all the main causes of acquired speech and language disorders in childhood. 25 cases of children with these disorders are described and their management explained in detail, most from onset and including long term outcomes. New features of the book include a chapter on speech and language disturbance due to cerebral tumour and the treatment of childhood cancers, as well as an expanded chapter on cerebral infection that includes recent work on children surviving cerebral malaria, one of the largest causes of cerebral infection world-wide. The book is suitable for all who want to update and expand their knowledge of these conditions, both undergraduates and postgraduates, particularly speech and language therapists, but also psychologists, teachers and others.Trade Review"... an academic text that presents a good overview of the current state of knowledge about acquired aphasia in childhood." (Speech & Language Therapy in Practice, March 2006) "... the book provides an accessible introduction to (aphasias) field... a valuable spotlight...." (Child Language Teaching and Therapy, July 2006)Table of ContentsForeword (B.G.R. Nevile). Preface. Acknowledgements. List of cases. Abbreviations. Part One. Chapter 1. Introduction to the acquired aphasias of childhood. Chapter 2. Assessment of acquired speech and language problems in children. Chapter 3. Management of acquired speech and language problems in children. Part Two: Specific causes of ACA. Chapter 4. Paediatric stroke. Chapter 5. Head injury. Chapter 6. Cerebral neoplasm. Chapter 7. Cerebral infections. Chapter 8. Cerebral anoxia and prolonged coma. Chapter 9. Landau-Kleffner syndrome. Chapter 10. Other Epileptic aphasias. Chapter 11. Other deteriorating conditions of childhood affecting speech and language. Chapter 12. Conclusions. Appendix 1. Norms for the graded Naming test. Appendix 2. Story telling. References. Index.

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Book SynopsisThis book demonstrates how students can apply what they have learned to bridge the gap between theory and therapy as they begin their professional practice. The authors argue that the only way to be ready to face the demands of professional practice and life-long learning is to acquire a thorough understanding of the process and practice of clinical work. Fully revised, this second edition incorporates: new standards of service delivery and clinical competencies registration of the profession under the Health Professions Council collaborative working with shared client programmes and records client-centred philosophy and social models of intervention The authors emphasize the need to have a sound knowledge of what the profession is and who it encompasses; the awareness of the concepts that underpin decision-making, planning and choice of activities; and understanding of the philosophies that drive the choice of working practices.Table of ContentsPreface to first edition. Preface to Second edition. Chapter 1. The Speech and Language Clinician. Chapter 2. Intervention. Chapter 3. Assessment: Process and Practice. Chapter 4. Therapy: Process and Practice. Chapter 5. Enabling, Collaborating and Educating. Chapter 6. The Work Environment. Chapter 7. Record Keeping and Reporting. Chapter 8. Conclusions and Beginning. References. Index.

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Book SynopsisThis book offers a concise, readable explanation of the theory of dysphagia and bridges that with material on clinical application. Covering both adult and paediatric swallowing assessment, treatment and management, the book will provide clinicians with common clinical presentations of dysphagia and a framework for a problem based learning approach.Table of ContentsContributors vii Part I Foundations of Swallowing 1 1 Applied Anatomy and Physiology of the Normal Swallow 3Jonathan Cichero 2 Swallowing from Infancy to Old Age 26Julie Cichero 3 Variations of the Normal Swallow 47Julie Cichero and Peter Halley 4 Respiration and Swallowing 92Julie Cichero 5 Medical Management of Patients at Risk of Aspiration 112Rodd Brockett 6 Saliva Management 126Hilary Johnson and Amanda Scott Part II Assessment of Swallowing Disorders 147 7 Clinical Assessment, Cervical Auscultation and Pulse Oximetry 149Julie Cichero 8 Imaging Assessments 191Julie Cichero and Susan Langmore Part III Aetiologies and Treatment of Adults with Swallowing Disorders 2359 Conditions Commonly Associated with Dysphagia 237Julie Cichero 10 Developmental Disability and Swallowing Disorders in Adults 299Justine Joan Sheppard 11 Improving Swallowing Function: Compensation 319Julie Cichero 12 Swallowing Rehabilitation 342Julie Cichero Part IV Aetiologies, Assessment and Treatment of Children with Swallowing Disorders 389 13 Clinical Signs, Aetiologies and Characteristics of Paediatric Dysphagia 391Angela Morgan and Sheena Reilly 14 Assessment Techniques for Babies, Infants and Children 466Nathalie Rommel 15 Management of Paediatric Feeding Problems 487Sarah Starr Part V Measuring Outcomes of Swallowing Disorders 541 16 Oropharyngeal Dysphagia Outcome Measurement 543John Rosenbek and Neila Donovan Index 567

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Book SynopsisThis work deals with the effect of hearing development - impaired and normal - on the child's acquisition of language skills. Emphasis is placed on the importance of the early educational and social management of the hearing-impaired child.Table of ContentsAcknowledgements. General preface. Introduction 1. Auditory and speech perception in the normally hearing adult: an overview. 2. Development of auditory and speech perception: an overview. 3. Development of language in the normally hearing child: an overview. 4. Hearing disorders in children: an overview. 5.Auditory perception in sensorineural hearing loss. 6. Language disability and sensorineural hearing loss. 7. Fluctuating conductive hearing loss. 8. Reading disability in sensorineural hearing loss. 9. Unilateral hearing loss. 10. Central auditory dysfunction. Concluding remarks. References. Index.

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Book SynopsisThough working with people with learning difficulties has become an increasingly important speciality for the speech therapist, much of the rationale for this work has yet to be established. Practitioners are still evaluating their role in working with the learning disabled, and are trying to develop appropriate models of assessment and intervention. This book is intended to aid speech therapists in this task by providing ideas based on an ideology in keeping with the current trends in services to people with learning difficulties. After critically examining existing methods, the authors draw on their combined experience in linguistics and ethnography to provide a rationale and operational guidelines to deal with assessment, intervention, establishing criteria for entry to and exit from therapy, developing shared perspectives and manipulating the environment in order to facilitate communications in context. The concluding part of the book looks at service provision in health, education, social services and private establishments, suggesting ways in which speech therapists may best utilize their skills and time in these settings.Table of ContentsPart I. Current Issues in Assessment. Issues in Assessment. Communicaiton Assessment. Recent Developments in Communication Assessment and intervention. Part II. Current Issues in Management. Issues in Intervention. Issues in Service Delivery. Issues in Service Delivery - 2. Part III. Future directions. An Integrated Model of Communication Assessment. Research directions.

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