Speech and language disorders Books

Book SynopsisFor speech-language pathology students, instructors, and school-based SLPs this textbook is a guide for the role of speech-language pathologists in a school setting. It provides updated lessons on writing IEP goals, behavior management, and assessing multilingual language learners.

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

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

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

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

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

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Book SynopsisThis book is an introductory guide to the origin, definition, and use of evidence-based practice in communication disorders. It serves as a reference for speech-language pathologists and audiologists to the principles and process of evidence-based practice. The volume defines evidence-based practice and describes the origin of the concept. In addition, the book discusses how to evaluate evidence for use in clinical practice, diagnosis and screening, and treatment. It also provides step-by-step guidance for clinical decision-making in speech, hearing, and language disorders.Table of ContentsIntroduction to Evidence-Based Practice; Asking Questions about Evidence; Finding Evidence; Validity: An Overview; Importance: An Overview; CATE: Critical Appraisal of Treatment Evidence; Critical Appraisal of Diagnostic Evidence (CADE); CASM: Critical Appraisal of Systematic Reviews and Meta-analyses; Integrating and Updating Evidence in Clinical Practice; Contributing Evidence: Suggestions for Scientists and Clinicians; Conclusion: A Way Forward.

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Book SynopsisMany children and adults experience impairment of their communication skills. These communication disorders impact adversely on all aspects of these individuals'' lives. In thirty dedicated chapters, The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders. The volume also examines how these disorders are assessed and treated by speech and language therapists and addresses recent theoretical developments in the field. The handbook goes beyond well-known communication disorders to include populations such as children with emotional disturbance, adults with non-Alzheimer dementias and people with personality disorders. Each chapter describes in accessible terms the most recent thinking and research in communication disorders. The volume is an ideal guide for academic researchers, graduate stTrade Review'Dr Cummings has assembled a group of exceptionally well-qualified scholars to generate a volume in the tradition of earlier handbooks on communication disorders - one that brings it to theoretical and clinical modernity. It will become required reading for practising speech-language clinicians as well as researchers and educators within the discipline and across related disciplines such as psychology, linguistics and medicine. This handbook will be a frequently cited volume that summarizes the current state of knowledge in communication science and disorders. It also will serve as a stimulus for the enigmatic in our attempt to understand and manage the myriad impairments of our most complex cognitive function.' Malcolm R. McNeil, University of Pittsburgh'The Cambridge Handbook of Communication Disorders will be a valuable resource. With its comprehensive yet accessible coverage of communication disorders and their management, this volume will provide an excellent introduction for students. However the volume will also enable clinicians and researchers to update or extend their knowledge in less familiar fields. The final section of the handbook (Part V) which explores the interface between communication disorders and theoretical models of communication and cognition is a particularly welcome addition to the field and provides a series [of] thoughtful debates on the state of the art in the areas of speech production, semantics, theory of mind and cognitive modularity.' Lyndsey Nickels, Macquarie University'… an important reference guide, for the layperson and expert alike. It provides a useful and comprehensive overview of communication disorders and how they are best managed. Whilst progress has been made in recent years on understanding and treating communication disorders, there is still a long way to go. I am sure that this Handbook will be an integral part of this process.' Rt Hon John Bercow MP, Speaker of the House of Commons and author of the Bercow Report (2008), a review of services for children and young people with speech, language and communication needsTable of ContentsPart I. Developmental Communication Disorders: 1. Cleft lip and palate and other craniofacial anomalies John E. Riski; 2. Developmental dysarthria Megan Hodge; 3. Developmental verbal dyspraxia Brigid McNeill; 4. Developmental phonological disorder Susan Rvachew; 5. Specific language impairment Susan Ellis Weismer; 6. Developmental dyslexia Catherine Christo; 7. Intellectual disability and communication Katherine Short-Meyerson and Glenis Benson; 8. Emotional disturbance and communication Gregory J. Benner and J. Ron Nelson; 9. Autistic spectrum disorders and communication Courtenay Frazier Norbury; Part II. Acquired Communication Disorders: 10. Head and neck cancer and communication Tim Bressmann; 11. Acquired dysarthria Bruce E. Murdoch; 12. Apraxia of speech Donald A. Robin and Sabina Flagmeier; 13. Aphasia Roelien Bastiaanse and Ronald S. Prins; 14. Right hemisphere damage and communication Yves Joanette, Perrine Ferré and Maximiliano A. Wilson; 15. Dementia and communication Jamie Reilly and Jinyi Hung; 16. Traumatic brain injury and communication Leanne Togher; 17. Psychiatric disorders and communication Karen Bryan; Part III. Voice, Fluency and Hearing Disorders: 18. Functional and organic voice disorders Nadine P. Connor and Diane M. Bless; 19. Stuttering and cluttering Kathleen Scaler Scott; 20. Hearing disorders R. Steven Ackley; Part IV. Management of Communication Disorders: 21. Developmental motor speech disorders Kirrie Ballard and Patricia McCabe; 22. Acquired motor speech disorders Anja Lowitt; 23. Developmental language disorders Laurence B. Leonard; 24. Acquired aphasia Anne Whitworth, Janet Webster and Julie Morris; 25. Disorders of voice Linda Rammage; 26. Disorders of fluency J. Scott Yaruss; Part V. Theoretical Developments in Communication Disorders: 27. Motor speech disorders and models of speech production Karen Croot; 28. Adult neurological disorders and semantic models Tobias Bormann; 29. Language in genetic syndromes and cognitive modularity Vesna Stojanovik; 30. Pragmatic disorders and theory of mind Louise Cummings.

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Book SynopsisLanguage development is a process that starts early in human life, when a person begins to acquire language by learning it as it is spoken and by mimicry. Children''s language development moves from simplicity to complexity. Infants start without language. Yet by four months of age, babies can read lips and discriminate speech sounds. Usually, language starts off as recall of simple words without associated meaning, but as children age, words acquire meaning, and connections between words are formed. In time, sentences start to form as words are joined together to create logical meaning. As a person gets older, new meanings and new associations are created and vocabulary increases as more words are learned. Infants use their bodies, vocal cries and other preverbal vocalisations to communicate their wants, needs and dispositions. Even though most children begin to vocalise and eventually verbalise at various ages and at different rates, they learn their first language without conscious instruction from parents or caretakers. It is a seemingly effortless task that grows increasingly difficult with age. Of course, before any learning can begin, the child must be biologically and socially mature enough. This book presents recent important research in the field from around the world.

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

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Book SynopsisA recent study indicates that 20 million people in the United States have significant sensorineural hearing loss. Approximately 95% of those people have partial losses, with varying degrees of residual hearing. These percentages are similar in other developed countries. What changes in the function of the cochlea or inner ear cause such losses? What does the world sound like to the 19 million people with residual hearing? How should we transform sounds to correct for the hearing loss and maximize restoration of normal hearing? Answers to such questions require detailed models of the way that sounds are processed by the nervous system, both for listeners with normal hearing and for those with sensorineural hearing loss. This book contains chapters describing the work of 25 different research groups. A great deal of research in recent years has been aimed at obtaining a better physiological description of the altered processes that cause sensorineural hearing loss and a better understanding of transformations that occur in the perception of those sounds that are sufficiently intense that they can still be heard. Efforts to understand these changes in function have lead to a better understanding of normal function as well. This research has been based on rigorous mathematical models, computer simulations of mechanical and physiological processes, and signal processing simulations of the altered perceptual experience of listeners with sensorineural hearing loss. This book provides examples of all these approaches to modeling sensorineural hearing loss and a summary of the latest research in the field.Trade Review"...provides a comprehensive overview of a number of approaches to modeling currently used in hearing research....it serves as a good compendium of the recent work of the most active research laboratories. This makes the volume a useful reference source for the reader with some background in hearing research and may be a good collection for a graduate course on hearing loss."—Contemporary PsychologyTable of ContentsContents: Preface. W. Jesteadt, Introduction: Modeling Sensorineural Hearing Loss. Part I: Physiological and Perceptual Models of Sensorineural Hearing Loss.S.T. Neely, Introduction. E. Javel, Cochlear Excitation Patterns in Sensorineural Hearing Loss. R.L. Miller, J.R. Schilling, K.R. Franck, E.D. Young, Representation of the Vowel /eh/ in the Auditory Nerve of Cats With a Noise-Induced Hearing Loss. R.L. Jenison, A Computational Model of Reorganization in Auditory Cortex in Response to Cochlear Lesions. T. Lin, J.L. Goldstein, Implementation of the MBPNL Cochlear I/O Model Using the C Programming Language, and Its Application to Modeling Nonlinear Level Dependence of Auditory Function. J.M. Kates, Using a Cochlear Model to Develop Adaptive Hearing-Aid Processing. Part II: Simulation and Compensation for Reduced Dynamic Range.L.E. Humes, Introduction. J.B. Allen, Derecruitment by Multi-Band Compression in Hearing Aids. D.S. Lum, L.D. Braida, A Psychoacoustic Comparison of Simulations of Sensorineural Hearing Loss Based on Dynamic Expansion and Additive Noise. S.V. De Gennaro, L.D. Braida, Lippmann et al. Revisited: A Study of Multiband Amplitude Compression for Listeners With Hearing Loss Simulated by Masking Noise. E.W. Yund, T.R. Crain, Voiced Stop Consonant Discrimination With Multichannel Expansion Hearing Loss Simulations. Part III: Loudness Growth and Intensity Discrimination as Measures of Nonlinearity.L.D. Braida, Introduction. S. Launer, V. Hohmann, B. Kollmeier, Modeling Loudness Growth and Loudness Summation in Hearing-Impaired Listeners. M. Florentine, S. Buus, R.P. Hellman, A Model of Loudness Summation Applied to High-Frequency Hearing Loss. R.P. Hellman, Growth of Loudness in Sensorineural Impairment: Experimental Results and Modeling Implications. S.T. Neely, J.B. Allen, Relationship Between the Rate of Growth of Loudness and the Intensity DL. W.S. Hellman, On the Role and Structure of the Decision Variable Variance Function in Modeling Intensity Discrimination in Normal Hearing and in Simulated Hearing Loss. R.A. Lutfi, K.A. Doherty, Modeling Level Discrimination of Broadband Signals by Listeners With Sensorineural Hearing Loss. Part IV: Additivity of Masking as a Measure of Nonlinearity.M.R. Leek, Introduction. J.R. Dubno, J.B. Ahlstrom, Additivity of Multiple Maskers of Speech. A.J. Oxenham, B.C.J. Moore, Modeling the Effects of Peripheral Nonlinearity in Listeners With Normal and Impaired Hearing. W. Jesteadt, D.L. Neff, L. Humes, M.R. Leek, Modeling Hearing Loss as an Additional Source of Masking. Part V: Spectral and Temporal Processing in Listeners With Sensorineural Hearing Loss.S. Buus, Introduction. A. Boothroyd, B. Mulhearn, J. Gong, J. Ostroff, Simulation of Sensorineural Hearing Loss: Reducing Spectral Resolution by Linear Frequency Smearing. T. Baer, B.C.J. Moore, Evaluation of a Scheme to Compensate for Reduced Frequency Selectivity in Hearing-Impaired Subjects. M.R. Leek, V. Summers, Timbre Discrimination by Hearing-Impaired Listeners. C. Formby, T.G. Forrest, Measurement and Modelling of Modulation Detection for Normal and Hearing-Impaired Listeners. T.G. Forrest, C. Formby, L.P. Sherlock, Measurement and Modeling of Temporal Gap Detection for Normal and Meniere Listeners. C.W. Turner, Temporal Masking and the "Active Process" in Normal and Hearing-Impaired Listeners. M.L. Hawley, H.S. Colburn, Application of Interaural Difference Models to Binaural Performance by Listeners With Hearing Impairments. Part VI: Speech Perception in Listeners With Sensorineural Hearing Loss.J.R. Dubno, Introduction. C.M. Rankovic, Prediction of Speech Reception by Listeners With Sensorineural Hearing Loss. T. Ching, H. Dillon, D. Byrne, Prediction of Speech Performance From Audibility and Psychoacoustic Abilities of Hearing Impaired Listeners. I. Holube, M. Wesselkamp, W.A. Dreschler, B. Kollmeier, Speech Intelligibility Prediction in Hearing-Impaired Listeners for Steady and Fluctuating Noise. A.R. Needleman, C.C. Crandell, Speech Perception in Noise by Listeners With Hearing Impairment and Simulated Sensorineural Hearing Loss. M.S. Hedrick, W. Jesteadt, Influence of Relative Amplitude and Presentation Level on Perception of the /p/ - /t/ Stop Consonant Contrast by Normal and Impaired Listeners.

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