Speech and language disorders Books

Book SynopsisThis book provides a study of the international literature relating to the efficacy of speech and language therapy with the major client groups.Table of ContentsAcknowledgements. Note to Readers. Chapter 1. Introduction. Chapter 2. Acquired Dysphasia. Chapter 3. Children with Speech and Language Disorders. Chapter 4. Cleft Palate. Chapter 5. Dysarthria. Chapter 6. Laryngectomy. Chapter 7. Learning Disabilities. Chapter 8. Part One: Stammering, Part Two: Chidren's Non-Fluency/Stammering. Chapter 9. Voice Disorders. Chapter 10. Conclusions. Appendix I. Appendix II. Index.

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Book SynopsisDrawing together contributions from a broad selection of internationally recognized experts in the field, this book aims to provide an up-to-date summary of research concerned with speech perception and production in profoundly hearing-impaired children and adults. Following introductory chapters provided by Professor Gunnar Fant of the Department of Speech Communication and Music Acoustics in Stockholm, and Professor Harry Levitt of the City University of New York, the main body of the book is divided into four sections covering tactile aids, cochlear implants, speech perception and speech production.Table of ContentsList of Contributors. Foreword (Gunnar Fant). Preface (Geoff Plant and Karl-ERik Spens). 1. Sensory Aids for Deaf People: Past, Present and Future (Harry Levitt). PART I: TACTILE AIDS. 2. Tactile Aids: A Personal Perspective (James M. Pickett). 3. Tactiling and Tactile Aids: A User's Viewpoint (Gustaf Soderlund). 4. Tadoma: An Overview of Research (Charlotte M. Reed). 5. Design Fundamentals for Eletrotactile Devices. The Tickle Talker Case Study (Robert S.C. Cowan, Karyn L. Galvin, Peter J. Blamey and Julia Z. Sarant). 6. Education of Deaf Children with Tactual Aids: The Miami Experience (D. Kimbrough Oller, Kathleen Vergara and Rebecca E. Eilers). 7. Tactile Aid Usage in Young Deaf Children (Adele Proctor). 8. Toward Future Tactile Aids (Lynne E. Bernstein). PART II: COCHLEAR IMPLANTS. 9. Cochlear Implants: Historical Perspectives (Graeme M. Clark). 10. The Cochlear Implant: A Weapon to Destroy Deafness or a Support for Lipreading?: A Personal View (Anita Wallin). 11. Speech Perception and Production Skills in Children with Cochlear Implants (Mary Joe Osberger). 12. Speech Perception for Adults Using Cochlear Implants, (Richard C. Dowell). 13. Speech Production by Adults Using Cochlear Implants (David House). PART III: SPEECH PERCEPTION AND TESTING. 14. Speech Related to Pure Tone Audiograms (Gunnar Fant). 15. What Makes a Good Speech Test? (Harvey Dillon and Teresa Ching). 16. Speech Perception Tests and Heating-impaired Children (Arthur Boothroyd). 17. Speech Perception Tests for Use with Australian Children (Geoff Plant). 18. What Makes a Skilled Speechreader? (Jerker Ronnberg). 19. Evaluation of Speech Tracking Results: Some Numerical Considerations and Examples (Karl-Erik Spens). PART IV: SPEECH PRODUCTION. 20. Principles for a Complete Description of the Phonological System of Deaf Children as a Basis for Speech Training (Anne-Marie Oster). 21. The Use of Sensory Aids for Teaching Speech to Children who are Deaf (James Mahshie). 22. Speech Pattern Elements in Assessment, Training and Prosthetic Provision (Adrian Fourcin and Evelyn Abberton). 23. Speakers and Hearers are People: Reflections on Speech Deterioration as a Consequence of Acquired Deafness (Roddy Cowie and Ellen Douglas-Cowie). 24. Speech Visualization System as a Basis for Speech Training and Communication Aids (Akira Wartanabe). PART V: COMPUTER-BASED TRAINING. 25. A Multi-media Program for Exercising the Basics in Lipreading, Cued Speech and Sign Language Vocabulary (Birgit Cook). 26. Computer-assisted Interactive Video Methods for Speechreading Instruction: A Review (Donald G. Sims and Linda Gottermeier). Index.

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Book SynopsisThis book is one of a series whose primary aim is to inform the professional speech and language clinicians and their colleagues in the caring professions. The starting point for this series was a systematic review of those topics in human communication which are essential to the development of effective treatment programmes and effective clinicians. This collection of essays is designed to present the speech student and language clinician with an integrated introduction to contemporary thought and practice in the science of speech and language pathology and intervention. It aims to provide a broad coverage of the basic issues in the field written by specialized authors from both sides of the Atlantic.Table of ContentsPart I Intervention Framework. Philosophy in Intervention, M. Leahy. Classification of Communication Disorders, Marie de Montford Supple. Epidemiology of Communication Disorders and Service Planning, P. Enderby. Profession at Work, A. van der Gang et al. Part II Communication Disorders in children. Childhood Language, A. Kamhi. Childhood Phonological Disorders, J. Lambert and D. Waters. Childhood Articulation Disorders of Neurogenic Origins, P. Hall. Childhood Voice Disorders, P. Sloane. Childhood Stuttering, I. Horsley. Cleft Palate and Other Craniofacial Anomalies in Children, J. Russell. Part III Adults. Aphasia - Progress in Theory-based Intervention, R. Lesser. Acquired Speech Dyspraxia, N. Miller. Dysarthria Assessments - Some perspectives for Treatment, J. Abbs and R. Depaul. Voice Disorders in Adults, J. Stemple. Stuttering in Adults, M. Leahy. Surgical Rehabilitation of Adults, J. Logemann.

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Book SynopsisThis book has been written by practicing clinicians and researchers who are closely involved with individuals who have disorders of communication. The first section provides an overview of basic issues and terminology in clinical linguistics; the second section discusses the purpose and value of assessing specific aspects of an individual' s linguistic ability and evaluates mainstream linguistic assessment procedures. The third sectionreviews the impact that modern linguistics is having on clinical intervention. For this 2nd edition, the book has been updated to take into account recent research developments and there is a new chapter on the assessment of speech perception.Table of ContentsPreface to First Edition. Preface to Second Edition. Acknowledgements to Second Edition. Contributors. Section 1. Fundamentals of linguistics for clinicians. Chapter 1. Introduction - Kim Grundy Chapter 2. Terminology - Kim Grundy Section II. Linguistics and assessment of speech and language impairment. Chapter 3. Assessment of Speech Production - Susanna Evershed Martin and Allen Hirson. Chapter 4. Assessment of Speech Perception - Kevin Baker and Kim Grundy. Chapter 5. Assessment of Phonology - Pamela Grunwell Chapter 6. Syntactic Assessment of Expressive Language - Michael Garman and Susan Edwards. Chapter 7. Investigating Comprehension of Syntax - M. Hazel Dewart. Chapter 8. Assessment of Semantics - Jenny Landells. Chapter 9. Assessment of Pragmatics - Gina Conti-Ramsden and Michael F. McTear. Chapter 10. Linguistic Assessment of Prosody - Bill Wells, Sue Peppe and Maggie Vance. Section III. The role of linguistics in the management of clients with speech and language impairments. Chapter 11. Applying Linguistics to Acquired Aphasia - Alison Ross. Chapter 12. Dysfluency and Child Language - Florence L. Myers. Chapter 13. Developmental Language Disorders - Catherine Adams and Gina Conti-Ramsden. Chapter 14. Developmental Speech Disorders - Kim Grundy and Anne Harding. Chapter 15. Acquired Neurogenic Speech Disorders: Applying Linguistics to Treatment - Niklas Miller and Gerry Docherty. Index

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Book SynopsisThis book provides a refreshingly rational guide to the many issues involved in psychological assessment, taking dyslexia to be a remedial cognitive deficit. The author reviews the major tests in use for children and adults, while keeping the scientific purpose for their use firmly in view. Written primarily for assessment professionals, the book will appeal to parents and specialist teachers and all those with an interest in fair and objective methods for dealing with dyslexia.Table of ContentsAcknowledgements. Chapter 1 Introduction. Chapter 2 The Concert of Abilities. Chapter 3 Describing Individual Variation. Chapter 4 Detecting Cognitive Anomaly. Chapter 5 Charting Individual Attainment. Chapter 6 Structures for Reporting. Chapter 7 Recommendations for Specialist Teaching. Chapter 8 Analysis of a Casework Sample. Chapter 9 Testing for Teachers. Chapter 10 Assessment of the Younger Child. Chapter 11 Assessment of the Dyslexic Adult. Chapter 12 Severity: The Case for Resources. Appendix 1: Key to Abbreviations for Tests Used. Appendix 2: A Select Bibliography of Literature on Direct Instruction. Appendix 3: Table of Normal Distribution Values. Some of the Rare Literature that Objectively Evaluates the Effectiveness of Teaching, Specialist of Otherwise. References. Index.

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Book SynopsisClinicians continue to be anxious about the assessment and treatment of dysfluency, but all the evidence suggests that early intervention is of primary importance in preventing long-term chronic stuttering. This practical programme aims to provide the means to assess the child's speech and language and the family life-style, to identify the children at risk and to plan appropriate treatment for the child concerned.

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Book SynopsisAugmentative and alternative communication concerns the use of non-speech communication modes for people unable to use speech and for augmenting communication for people with limited spoken language. This book focuses on the use of manual and graphic communication systems for clinical populations with developmental disorders of speech and language, including children, adolescents and adults with autism, dysphsia, intellectual impairment and motor impairment. Among the topics covered are: augmentative and alternative communication in Europe; joint attention and communication; implications for assessment and alternative language intervention in autism and related disorders; language input and attention strategies; communication functions in aided language use; being an interesting conversation partner; a neurolinguistic approach to graphic language intervention; augmented telecommunication for people with intellectual impairment; improving communication and language skills of children with cerebral palsy; the social world of non-speaking people; and the psychology and sociology of introducing augmentative and alternative communication in Hungary.Table of ContentsContributors. Introduction. Chapter 1 Preliminaries to a comprehensive model of augmentative and alternative communication, Stephen von Tetzchner, Nicola Grove, Filip Loncke, Sarah Barnett, Bencie Woll and John Clibbens. Chapter 2 Situating augmentative and alternative communication interention, Harald Martinsen and Stephen von Tetzchner. Chapter 3 Joint attention and alterantive language intervention in autism: Implications of theory for practice, Encarnacion Sarria, Juan Carlos and Javier Tamarit. Chapter 4 Words and strategies: Conversations with young children who use aided language, Stephen von Tetzchner and Harald Martinsen. Chapter 5 Referring expressions in conversations between aided and natural speakers, Sarah Collins. Chapter 6 The twopword stage in manual signs: Lanaguage development in signers with intellectual impairments, Nicola Grove, Julie Dockrell and Bencie Woll. Chapter 7 The medium or the message: A study of speaking children using communication boards, Martine M. Smith. Chapter 8 Sounds and silence: Interaction in aided language use, Erland Hjelmquist and Annika Dahlgren Sandberg. Chapter 9 A psycholoinguistic approach to graphic language use, Erland Hjelmquist and Annika Dahlgren Sandberg. Chapter 10 Being an interesting conversation partner, Norman Alm and Alan F. Newell. Chapter 11 A Semiotic analysis of the possibilities and limitations of Blissymbols, Serenella Besio and Maria Grazia Chinato. Chapter 12 Augmented telecommunication for people with intellectual impairment - a preview, Jane Brodin and Stephen von Tetzchner. Chapter 13 Enhancing communication skills with children with Down syndrome: Early use of manual signs, Kaisa Launonen. Chapter 14 Early development of symbolic communication and linguistic complexity through augmentative and alternative communication, Margriet J.M. Heim and Anne E. Baker-Mills. Chapter 15 Allowing for developmental potential: A case study of intervention change, Susanne Moller and Stephen von Tetzchner. Chapter 16 Supporting graphic language acquisition by a girl with multiple impairments, Carman Basil and Emili Soro-Camats. Chapter 17 Cleaning lades an broken buses - A case study on the use of Blissymbols and traditional orthography, Manfred Gangkofer and Stephen von Tetzchner. Chapter 18 Improving communication and language skills of children with developmental disorders: Family involvement in graphic language intervention, Lourdes Lourenco, Joaquim Faias, Rosa Afonso, Ana Moreira and Jose M. Ferreira. Chapter 19 Collaborative problem solving in communication intervention, Eva Bjorck-Akesson, Mats Granlund and Cecilia Olsson. Chapter 20 From system to communications: Staff training for attitude change, Elisabete Mendes and Jorge Rato. Chapter 21 Psychological and sociological aspects of introducing augmentative an alternative communication in Hungary: Tales, facts and numbers, Sophia L. Kalman and Andras Pajor. References and citation index. Subject index.

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Book SynopsisThe majority of adolescent stutters have a long history of dysfluency and as they approach the final years of their schooling they may become apprehensive about their future, particulary in relation to further education, career options, job interviews etc. The treatment of this age group is further complicated by the experience of adolescence itself, and the problems presented by this group are very different to those posed by young children or adults who stutter. This book presents a Communication Skills Approach to the treatment of adolescent stuttering which has been developed over many years of clinical experience.Table of ContentsDedication. Foreword. Preface. Acknowledgements. Chapter 1 - Introduction. The therapeutic relationship. The nature of stuttering: an overview. The nature of adolescence. The adolescence who stutters. Chapter 2 - The assessment of the adolescent who stutters. The interview procedure. The diagnostic interview. Language assessemnts. The parental interview. Further assessemtns. Outcome measures. Chapter 3 - Planning interventions. Physiological factors. Cognitive-emotional factors. Behavioural factors. Environmental factors. Four case study presentations. Summary. Chapter 4 - Communication skills approach. Self-concepts and relationships. Components of the communication skills therapy. Chapter 5 - Intensive group management of adolescents who stutter. Intensive course procedure. Criteria for acceptance on the course. Organisation of the course. Cource assessments. Principles of group management. Structure of the course. Week 2. Chapter 6 - Environemntal influences. Family involvement. The role of the speech and language therapist. Child-rearing styles. Family interventions. Parent-centred sessions. Strategies for intervention. Intervention within the school setting. Chapter 7 - Language impairment and the adolescent who stutters - Claire Toppintg. Assessment of language skills. Intervention. Summary. Appendix I Initial assessment form. Appendix II Adolscent interview. Appendix III Facts about stuttering. Appendix IV Assessment booklet. Appendix V Checklist of social skills. Appendix VI Social communication skills. Appendix VII Measurement of change and outcome. Appendix VIII Measurement of change. Appendix IX The communication skills workbook. Appendix X Examples of self-characterisation. Appendix XI Examples of brainstorm exercises. Appendix XII Communication, observation, listening, praise and reinforcement. Appendix XIII Fear of stuttering; ring of confidence. Appendix XIV Adolescents' view of adolescence. Appendix XV How adolescents thing parents' view adolescence. Appendix XVI Parents' view of adolescent. Appendix XVII Family session. Appendix XVIII Review of communication skills course. Reference. Index.

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Book SynopsisThis book looks at the major changes that have occurred in the theory and practice of speech therapy for children with developmental speech disorders. It looks at current issues and their clinical implications, but the overall aim of the book is to set clinical practice firmly in a theoretical framework. While it is therefore essentially a practical book for practitioners, it also engages in the academic investigation of the nature of the different types of developmental speech disorders and their consequences for the children. This discussion provides the framework in which to consider clinical management and specific clinical techniques. A recurrent theme throughout each chapter is the impact of linguistics upon our understanding and management of children' s problems in learning to pronounce. There is no doubt that the linguistic revolution in speech and language pathology has produced an entirely new perspective on these disorders by identifying the phonological dimension of speech development. Of equal importance is the expansion of knowledge about children' s language development. Much more information is now available about phonological development in terms of what the developmental changes are and when they occur. This information is valuable in assessment and diagnosis. The book also includes a number of competing theories explaining how children develop their pronunciation patterns. These theories provide the premises upon which to establish a principled theory of therapy. To reflect these issues and their clinical implications the book is divided into three sections. The first section explores the framework within which to discuss developmental speech disorders. The second section covers three specific types of pathological conditions with which developmental speech disorders are associated. The third section examines the problems of children who have no evident major disabling condition and yet they experience severe difficulties learning to pronounce and subsequently, more often than not, learning to read and write.Table of ContentsPart 1. Issues in Speech Development and Speech Disorders, Processes of Development and Production, Nigel Hewlett. Approaches to Remediation, Janet howell and Elspeth Mccartney. Part 2. Speech Disorders in Children, Cleft Palate and Orofacial Abnormalites, Elizabeth Albery and Jane Russell. Deaf Children's phonological Development, Ann Parker and Helen Rose. Developmental Neurological disorders, Nancy Milloy and Rosemarie Morgan-barry. Part 3. Speech and Language disorders in Children, Specific Language Learning Difficulties, Fiona Gibbon and Pamela Grunwell. Phonological Deficits in Developmental Reading and spelling Disorders, Joy Stackhouse.

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Book SynopsisThis work aims to bring together a wide-ranging set of clinical linguistic case studies covering all levels of linguistic analysis and demonstrating the application of more than one level of linguistic analysis to individual cases. It focuses on "patient-driven" cases. The authors aim to demonstrate the collaborative nature of applied linguistics by illustrating the kind of service that speech and language therapists may reasonably ask of linguists, without feeling that they need have expertize in this area themselves. The case studies include a representative range of communication disorders and involve a wide range of areas of linguistics and phonetics. Most of the studies incoporate complementary analysis at several linguistic levels, and involve a wide variety of analytical techniques including standard assessments and profiling procedures, instrumental and computational procedures, and improvised materials tailored to the specific nature of individual cases.Table of ContentsPart 1. Preliminaries. Principles of Clinical Linguistic Analysis. Part 2. Developmental Communication Disorders. Intransigent Articulation disorder. Using Electropalatography to Assess and Remediate Misarticulated fricatives. Cleft Palate. Perceptual and Instrumental Analysis of a phonological System. Global Language Delay. Analysis of a Sever Central auditory Processing Deficit. Down's Syndrome. Linguistic Analysis of a Complex language. Conversational Disability. Assessment and Remediation. Part 3. Acquired Communication Disorders. Acquired Dysarthria. Segmental Phonological and Prosodic Analyses. Acquired Speech Disorder. Differential Diagnosis Using perceptual and Instrumental Analysis. Aphasia. Assessment and Remediation of a speech Discrimination Deficit. Aphasia. Conversation Analysis of a Non-fluent aphasic Individual. Closed Head Injury. Assessment and Remediation of Topic bias and Repetitiveness.

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Book SynopsisThis book provides a practical guide to the use of Metaphon therapy, the principled approach to phonological therapy, which takes full account of theories of learning and the linguistic nature of phonological disorder in children. The authors explore clearly the theoretical back-ground to Metaphon and translate it into clinical practice. For this second edition the book has been extensively revised and expanded to take account of current research and literature on phonological disorder and linguistic awareness and advances in the development of Metaphon.Table of ContentsPreface. Chapter 1 Introduction. Chapter 2 Current Knowledge of Phonological Disorder. Chapter 3 Linguistic Assessment of Phonological Disorder and Metaphone. Chapter 4 Theoretical Basis: Metalinguistic Ability. Chapter 5 Theoretical Basis: Language and Learning. Chapter 6 Metaphon Therapy Phases. Chapter 7 Metaphon Therapy: Practice. Chapter 8 Does Metaphon Therapy Work? Chapter 9 Wider Applications of Metaphon. Chapter 10 Conclusions. References. Index.

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Book SynopsisA powerful guide to the primary diagnosis of disorders of the external auditory canal, tympanic membrane, middle ear, temporal bone, and skull base Despite the many advances in diagnostic technologies and imaging modalities in recent years, otoscopy remains the first diagnostic option in the diagnosis of otologic disease. This is an easy-to-consult book for residents and specialists, featuring brilliant diagnostic images from the newest generation of endoscopic otoscopes. Written by a renowned team of experts with 30 years of experience, this book helps readers obtain proficiency in otoscopy and in the interpretation of findings. Readers will learn what clinical consequences the diagnoses may have through case examples and treatment suggestions. Key Features: Richly illustrated with over 1000 mostly full-color photographs and many radiological studies Shows a vast range of common and rare pathologies that can be visualized and assessed via endo-otoscopy Juxtaposes, when appropriate, the clinical picture, radiological diagnosis, and intraoperative findings with the endo-otoscopic findings of the patient In each chapter, a surgical summary lists various approaches that may be used to optimally plan treatment of the patient A special final chapter covers the assessment of postsurgical findings as seen in otoscopy, so as to distinguish between normal healing and changes that may require further intervention Color Atlas of Endo-Otoscopy, produced with the support of Mario Sanna Foundation, is certain to become a valuable tool for all physicians involved in the care of patients with ear ailments.Table of Contents1. Methods of Otoscopy 2. The Normal Tympanic Membrane 3. Diseases Affecting the External Auditory Canal 4. Otitis Media 5. Cholesterol Granuloma 6. Atelectasis, Adhesive Otitis Media 7. Noncholesteatomatous Chronic Otitis Media 8. Chronic Suppurative Otitis Media with Cholesteatoma 9. Congenital Cholesteatoma of the Middle Ear 10. Petrous Bone Cholesteatoma 11. Temporal Bone Paragangliomas 12. Rare Retrotympanic Masses 13. Meningoencephalic Herniation 14. Postsurgical Conditions

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Book SynopsisRita Brehm stellt neue Methoden zur Stabilisierung der Sprechwahrnehmung von Schülern vor – wie das „Handlautieren“ oder das „Silbenkonstruieren“ – und erläutert, wie das Silbentrennen, Abschreiben, Diktieren oder Lesen methodisch effizienter zu gestalten ist. Sie zeigt, dass im Zeitalter der Inklusion phonetisch-phonologische Methoden aus der Sprachtherapie zunehmend Eingang in die schulische Förderung gefunden haben. Zur wirksamen Bekämpfung von Lese- und Rechtschreibstörungen benötigt man effiziente Lernmethoden auf der Grundlage wissenschaftlicher Erkenntnisse. Ziel dabei ist, über die Festigung der phonologischen Bewusstheit mit dem eigenen Sprechen gleichermaßen das Lesen und Schreiben anzubahnen und zu festigen. Darüber hinaus erklärt die Autorin, wie das Abschreiben effektiver wird, warum Kurzdiktate unverzichtbar sind und wie Schüler zum beständigen Lesen motiviert werden können.Trade Review“... Der Leser bekommt zunächst einen Einblick in die wichtigsten wissenschaftlichen Erkenntnisse über phonetisch-phonologische Aspekte gesprochener Sprache sowie deren Auswirkungen auf die schriftliche Sprache. ... ein aufschlussreiches, gut verständliches und empfehlenswertes Kurz-Buch für alle, die sich für Lese-Rechtschreibstörungen interessieren und mehr über die Grundlagen sowie den Einsatz wirkungsvoller Methoden bei der Behandlung erfahren möchten.” (Sandra Fuchs, in: Psychologie FoxBlog, sanfuchs1979.wordpress.com, 12. September 2016)Table of ContentsLese-Rechtschreibstörungen aufgrund fehlender phonologischer Basiskompetenzen.- Einsatz phonetisch-phonologischer Methoden zur Stabilisierung des Lesens und Schreibens.

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Book SynopsisDieses Buch beschäftigt sich mit der Entwicklung, Pilotierung und Evaluation eines theoriegeleiteten Steigerungssystems für den Erwerb der Verbzweitstellung bei spracherwerbsauffälligen Kindern auf der Grundlage des DYSTEL-Konzeptes. In zwei empirischen Studien analysiert die Autorin mittels einer Befragung von Sprachtherapeutinnen den Status quo der Anforderungen an das Kind in syntaktischen Therapien. Auf der Grundlage des Emergenz- und Finitheitsmodells leitet sie entwicklungsorientierte und strukturelle Kriterien für eine frühe produktive Erprobungsphase ab. Der Vorschlag zur Steigerung des Niveaus in Verbzweittherapien unterscheidet sich mit seiner Ausrichtung am entwicklungsdynamischen Fähigkeitsprofil der Kinder von den aktuell in der Praxis zugrunde gelegten Maßstäben und belegt in Prä-Post-Testvergleichen, dass das Konzept des Steigerns nach qualitativen Kriterien sinnvoll und erfolgreich ist.Trade Review“... Am Anfang des Buches werden Grundlagen der grammatischen Entwicklung, der bisherigen Forschungen und Therapieansätze auf eine sehr gut lesbare Weise beschrieben. … Optisch lässt das Buch eher einen sehr theoretischen und wissenschaftlichen Text vermuten und beim ersten Durchblättern fallen auch die Tabellen und Diagramme sehr ins Auge. Einmal mit der Lektüre begonnen, gewinnt das Buch jedoch immer mehr ...” (Kathrin Reglinski, in: ForumLogopädie, Jg. 31, Heft 2, März 2017)Table of ContentsSteigerungen in der syntaktischen Therapie: Erhebung des IST-Zustandes.- Entwicklung der Verbzweitstellung.- Theoriegeleitete Steigerungskriterien für den Erwerb der Verbzweitstellung.

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Book SynopsisSabine Degenkolb-Weyers beschäftigt sich mit der Implementierung einer Resilienzentwicklung in Fachberufen des Gesundheitswesens. Ziel ist eine Erhöhung der psychischen Widerstandsfähigkeit der Auszubildenden, um den Ansprüchen in der therapeutischen Rolle gerecht zu werden. Studierende werden während der fachpraktischen Ausbildung in therapeutischen Gesundheitsfachberufen als Novizen in der Therapie mit eigenen Unsicherheiten in Lernkrisen und Stresssituationen konfrontiert und mit Krisen von Patienten in Kontakt kommen. Die Autorin untersucht die Frage, warum es den einen Studierenden gelingt, gestärkt aus diesen Problemsituationen herauszugehen, und warum andere psychisch oder physisch krank werden und das Studium abbrechen. Sie stellt dabei die besonderen Anforderungen und Kompetenzen in den therapeutischen Gesundheitsfachberufen dar und entwickelt Konzepte, die Vermittlung beruflicher Handlungs- und Resilienzkompetenz zu realisieren. Diese Konzepte sollten in Ausbildung sowie Studiengängen in den Gesundheitsberufen integriert werden.Trade Review“… ist eine Fundgruppe an wichtigen Quellen. … kann dieser hervorragenden Arbeit, aber auch der realen Implementierung des Resilienzkonzepts nur eine große Verbreitung wünschen, denn neben der methodisch-inhaltlichen Kompetenz der logopädischen Tätigkeit ist die Auseinandersetzung mit den eigenen Ressourcen von zentraler Bedeutung für ein nachhaltig erfülltes Berufsleben der tätigen Sprachtherapeuten.” (Peter Dicks, in: Forum Logopädie, Jg. 31, Heft 2, März 2017)Table of ContentsTherapeutische Kompetenz in Gesundheitsfachberufen.- Erwachsenenpädagogische Interventionen.- Theorie – Praxistransfer: Konzept zur Resilienzförderung im Studium.

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Book SynopsisAntje Krüger zeigt, dass neben der Aneignung fachlichen Wissens eine Erweiterung der Ausbildung um die Entwicklung der emotionalen Kompetenz erforderlich ist. Die Autorin stellt fest, dass Kompetenzentwicklung gelingen kann, wenn Wechselbeziehungen und Kommunikation zwischen den Lernenden untereinander und zwischen Lernenden und Lehrenden möglich sind. Im zweiten Teil legt die Autorin dar, dass die Ausbildungssupervision ein Instrumentarium ist, das sich durch die gezielte und gesteuerte Verzahnung von Theorie und Praxis auszeichnet. Dadurch wird reflexives Handeln ermöglicht, neue Perspektiven werden aufgezeigt. Die Ausbildungssupervision unterstützt und regt die klinisch-praktische Kompetenzentwicklung an. Sie bietet eine individuelle, persönlichkeits- und entwicklungsorientierte Begleitung im Professionalisierungs- und Rollenfindungsprozess werdender Logopädinnen und Logopäden. Trade Review“... die verschiedenen Begriffe und ihre Zusammenhänge gut erläutert, sodass das noch relativ junge Themengebiet der Kompetenzen und ihrer Entwicklung auch für Leser, die in diesem Bereich noch unerfahren sind, verständlich und nachvollziehbar dargestellt werden ...” (Sarah Gerding, in: Forum Logopädie, Jg. 31, Heft 5, September 2017)Table of ContentsGrundlagen der Logopädieausbildung.- Kompetenzentwicklung und Supervision in der klinisch-praktischen Logopädieausbildung.- Theorie-Praxistransfer – die Ausbildungssupervision.

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Book SynopsisDieses Lehrbuch bietet im Bereich der Kindersprache tätigen Logopäden umfassendes Praxiswissen zur Diagnostik und Therapie kindlicher Aussprachestörungen. Die erfahrenen Autorinnen vermitteln kompakt die Grundlagen zu Phonetik und Phonologie sowie zum physiologischen Lauterwerb und erläutern die genaue Befunderhebung auch unter Aspekten von ICF. Sie stellen bewährte Therapiemethoden vor und zeigen das konkrete Vorgehen in der individuellen Therapiegestaltung. Profitieren Sie von zahlreichen praktischen Anregungen und Spielideen zur Lautbildung und –Verwendung. So gelingt die vielfältige und erfolgreiche Behandlung von Aussprachestörungen, die gleichzeitig die Sprachverarbeitungsfähigkeiten des Kindes miteinbezieht.Table of ContentsKindlicher Lauterwerb und Aussprachestörungen.- Anamnese.- Diagnostik.- Gängige Therapiekonzepte.- Therapieplanung.- Therapiebausteine.- Qualitätssicherung.- Anhang (Anamnesebogen, Lautbefundbogen, Minimalpaare, Zeicheninventar des IPA, Therapiematerialien).- Online-Material.- Stichwortverzeichnis

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Book SynopsisDas Arbeitsbuch bietet eine umfassende Sammlung konkreter Übungsvorschläge und -anleitungen zu den vier Komponenten der stimmtherapeutischen Arbeit: Atmung, Tonus/Haltung, Stimmbildung und Artikulation. Die klare Gliederung erleichtert es, die passenden Übungsvorlagen zu jedem Therapieziel zu finden. Die 3. Auflage wurde aktualisiert und um viele Aspekte erweitert, u. a. um ein Kapitel zur Diagnostik und ein Kapitel mit Übungen für ‚fortgeschrittene’ Klienten. Mit Diagnostikbogen und Übungsvorlagen zum Ausdrucken auf CD.Table of Contents1 Diagnostik.- 2 Einführung in die Therapie. - 3 Atmung.- 4 Haltung - Tonus – Bewegung.- 5 Stimme.- 6 Artikulation (Tonsatz, Stimmansatz, Stimmschlag).- 7 Prosodie.- 8 Satz- und Textbeispiele für Fortgeschrittene.- 9 Literaturverzeichnis.- Stichwortverzeichnis.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisClinical Disorders of Social Cognition provides contemporary neuroscientific theories of social cognition in a wide range of conditions across the lifespan. Taking a trans-diagnostic approach to understanding these disorders, it discusses how they present in different conditions, ranging from brain injury to neurodevelopmental disorders, psychiatric conditions and dementia.Social cognitive disorders directly impact upon individuals' work, leisure and social functioning. This book also collates and critiques the best and most useful assessment tools across the different disorders and coalesces research into intervention strategies across disorders to provide practical information about how such disorders can be assessed and treated so individuals can have meaningful, effective and satisfying social interactions.This book is essential reading for clinicians who work with people with clinical disorders and who are looking for new knowledge to undersTable of ContentsChapter 1Introduction to social cognition Skye McDonald and Fiona KumforChapter 2Research methodologies, brain correlates, cross-cultural perspectivesFiona Kumfor and Skye McDonaldChapter 3 Impact of early brain insult on the development of social competenceVicki Anderson, Mardee Greenham, Nicholas P. Ryan and Miriam BeauchampChapter 4Social cognition in Autism Spectrum Disorder and neurogenetic syndromesAlice Maier, Nicholas P Ryan, Anita Chisholm and Jonathan M PayneChapter 5 Disorders of social cognition in adults with acquired brain injuryTravis Wearne, Michelle Kelly and Skye McDonaldChapter 6Social cognition in psychiatric disordersAmy E. PinkhamChapter 7Social cognition in dementia syndromesStephanie Wong and Fiona KumforChapter 8Social cognition in neurodegenerative diseases: Huntington’s Disease, Parkinson’s Disease and Multiple SclerosisKatherine Osborne-Crowley, Cynthia Honan and Helen M GenovaChapter 9Assessing Social Cognition in adultsMichelle Kelly, Skye McDonald and Amy PinkhamChapter 10Assessing social cognition in childrenLouise Crowe, Simone Darling and Jennifer ChowChapter 11Remediating social cognitionJacoba M. Spikman, Herma J. Westerhof-Evans and Anneli CasselAcknowledgements

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Book SynopsisThis revised and updated second edition of Working with Children's Language has been created to support practitioners who work with young children with delayed language acquisition.Rooted in a developmental theory of language learning, it covers topics such as attention control and listening, the role of play, verbal comprehension and the acquisition of spoken expressive language. Each chapter offers a straightforward overview of current research relating to the specific language skill before introducing a wealth of targeted games and activities that can help support the development of those skills.Key features include: A structured approach to language learning that can be followed as a programme or adapted for informal use by individual practitioners. Accessible activities, games and ideas suitable for small group or individual intervention, linked to specific aims based on developmental norms. Photocopiable and downloadable resources, incTable of ContentsIntroduction Early Communication Skills Attention Control and Listening Skills The Role of Play The Development of Verbal Comprehension The Acquisition of Expressive Language Summary of Developmental Stages Photocopiable Images Resources Useful Addresses Bibliography

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisThis book focuses on appreciating the different language and communication style of autistic youngsters and discusses how therapists can respond to and support this to get the best out of their practice. Each chapter begins with a summary of key points and areas to focus on, includes what to do' ideas and mini case-studies to illustrate points, as well as signposting further reading. The book draws on relevant theory and offers practical insights to allow the therapist to develop confidence, knowledge and skills.Topics covered include: identifying effective support, emotional regulation, working with technology, specific groups such as girls with autism. Linking theory and practice in an engaging and easy-to-follow format, The book provides practical ideas that are immediately helpful for busy professionals to guide clinical decision making and intervention. It is an invaluable additTable of ContentsSection I: Background 1. Introduction 2. Diagnosis & Associated Diagnoses (Embracing Complexity) Section II: What to do 3. Identification of needs 4. Supporting autistic children and young people in school and society 5. Communication 6. Emotions 7. Sensory 8. Mental health 9. Augmentative and Alternative Communication

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Book SynopsisNow in its second edition, Speech and Language Therapy: the decision-making process when working with children reveals how recent research and changes in health and education services have affected the decision-making process in the assessment and management of children with speech and language problems.With individual chapters written by experts in their field, this book: Illustrates how the decisions made by practitioners may vary within different work settings Shows how these decisions may need to be adapted when working with specific client groups Explores how such decisions are part of effective evidence-based practice Offers an overview of the skills required by the developing professional Provides insight into working as a newly qualified therapist in the current job market. Rigorously underpinned with current research and revised legislation, this is an important textbook for speech and language therapy students, potential students and specialist teachers in training. Speech and Language Therapy: the decision-making process when working with children will also be relevant to newly qualified therapists, therapists returning to the profession, specialist teachers and Special Educational Needs Coordinators.Trade Review"...this is highly recommended reading for SENCOs and others getting to grips with managing speech, language and communication needs in the classroom and it provides important insight into evidence-based practice within a collaborative multi-agency approach, consistant with current thinking in special educational needs." - John Perry, nasen Special Magazine.Table of ContentsIntroduction Section I. Learning How to Be a Professional Chapter 1. The Decision-Making Process in Speech and Language Therapy Myra Kersner Chapter 2. Developing As a Speech and Language Therapist Myra Kersner and Ann Parker Chapter 3. The First Job Deanne Rennie Section II. Management in Different Settings Chapter 4. Managing Pre-School Children in Community Settings Kirsty Pullen and Sarah Hulme Chapter 5. The Roles of Speech and Language Therapists Working In Community Clinics, Child Development Centres and Hospitals Sue Roulstone, Mary Gale and Helen Marks Chapter 6. Working With Children with Speech, Language and Communication Needs (SLCN) In School Settings Marie Gascoigne Chapter 7. Managing Children Individually and In Groups Oonagh Reilly Section III. Working With Others Chapter 8. Working With Parents Monica Bray Chapter 9. Working With Other Practitioners Jannet A. Wright Section IV. Assessing and Managing Children With Communication Problems Chapter 10. Working With Children with Specific Speech Impairment (SSI) Sally Bates And Jocelynne Watson Chapter 11. Children With Autism Spectrum Disorders Tom Loucas Chapter 12. Working With Children With Language Delay And Specific Language Impairment (SLI) Janet Wood Chapter 13. Working With Deaf Children Sarah Beazley, Ruth Merritt And Judy Halden Chapter 14. Multicultural Issues In Assessment And Management Carolyn Letts Chapter 15. Children With Communication Problems and Additional Emotional/Behavioural Problems Alison Wintgens Chapter 16. Working With Children With Written Language Difficulties Sarah Simpson Chapter 17. Cleft Palate And Velopharyngeal Anomalies Debbie Sell And Anne Harding-Bell Chapter 18: Children Who Stammer Louise Wright Chapter 19. Children With Severe Learning Disabilities (SLD) Celia Harding Chapter 20. Children With Acquired Speech And Language Problems Janet Lees Chapter 21. Augmentative And Alternative Communication (AAC) Mike Clarke, Katie Price And Nicola Jolleff Chapter 22. Children With Feeding Difficulties Carolyn Anderson References Index

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