Speech and language disorders Books

Book SynopsisThe role of parent-child and teacher-child shared story telling and storybook reading is a key vehicle for supporting children's development of emergent literacy and early language skills. This highly usable and practical book brings the advantages of sharing books and stories to educational and clinical settings, effectively demonstrating how it may be used to support: print knowledge phonological awareness vocabulary inferential language abilities grammatical and narrative skills With contributions from notable scholars who actively conduct research in the areas of education, developmental psychology, speech language pathology, reading, and early literacy, this unique resource synthesizes and applies current theory and research on uses of sharing books and stories in educational and intervention contexts.Trade ReviewJane Oates, SLT, Bulletin, Journal of the Royal College of Speech and Language Therapists, (2008): "...Practical and highly usable... I recommend van Kleeck's own explicit strategy for developing inferencing..."Table of ContentsForeword by Laura M. Justice About the Editor Contributors Introduction A Matter of Emphasis: Different Ways to Share Books and Stories to Foster Different Language and Literacy Skills, Anne van Kleeck Section I: Fostering Skills Related to Decoding Print Fostering Phonological Awareness Using Shared Book Reading and an Embedded Explicit Approach, Lisa Hammett Price and Kendall Young Ruscher Fostering Print Awareness Through Interactive Shared Reading, Anita McGinty, Amy Sofka, Margaret Sutton, and Laura Justice Fostering Letter Knowledge in Prereaders During Book Sharing: New Perspectives and Cultural Issues, Anne van Kleeck Section II: Fostering Language Skills and Promoting Text Comprehension Optimizing the Effects of Shared Reading on Early Language Skills, Colleen E. Huebner Cultural Issues in Promoting Interactive Book Sharing in the Families of Preschoolers, Anne van Kleeck Bringing Words to Life: Optimizing Book Reading Experiences to Develop Vocabulary in Young Children, Annemarie H. Hindman and Barbara A. Wasik Fostering Inferential Language During Book Sharing with Prereaders: A Foundation for Later Text Comprehension Strategies, Anne van Kleeck Fostering Narrative and Grammatical Skills with "Syntax Stories", Lizbeth H. Finestack, Marc E. Fey, Shari Baron Sokol, Sophie Ambrose, and Lori A. Swanson Index

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Book SynopsisThis seminal text provides a scholarly overview of current evidence-based approaches to emergent literacy intervention as a necessary component of clinical practice in speech-language pathology. Numerous books are available on the topic of emergent literacy, yet few are developed specifically for the speech-language pathologist. This book fulfills this important need. The scope of this book is comprehensive yet focused: it is tailored to identify state-of-the-art approaches on a range of topics in the area of emergent literacy, yet focuses its emphasis on children from toddlerhood to kindergarten. This period corresponds to the emergent literacy years, which precedes children's transition to beginning reading. Each chapter provides scientifically cited background information relevant to the content of the chapter before discussing the "How To" and the "Why." Figures, tables, and charts throughout the text are easily accessible to the busy practicing clinician.By providing a usable integration of theory and research, it encourages readers to think about building early foundations in literacy to promote healthy early development, and emphasizes the specific approaches speech-language pathologists need to employ when targeting literacy in childhood intervention. Designed for speech-language pathologists at both pre-professional and post-graduate levels, the book will also be of value to reading specialists, literacy coaches, special educators, preschool and kindergarten teachers, and others.Trade ReviewAnita R. Kraft, PhD, CCC-SLP, Advance for Speech-Language Pathologists and Audiologists, (July 2007): "'Clinical Approaches to Emergent Literacy Intervention"' edited by Laura M. Justice, PhD, is part of the Emergent & Early Literacy Series by Plural Publishing. The purpose of the series, according to Dr. Justice, "is to provide clinical and educational professionals with usable, practical and evidence-based resources for enhancing their ability to include literacy as an integral part of their services to toddlers, preschoolers and school-age children." The series is a response to the guidelines from the American Speech-Language-Hearing Association (ASHA) that suggest speech-language pathologists work with students on reading and writing. As stated in this volume, speech-language pathologists' knowledge of developmental language and literacy milestones, as well as their expertise in facilitating attainment of these milestones through linguistically responsive interactions with children, equips them to provide appropriate support and consultation to early childhood educators.1 This is stated in the Individuals with Disabilities Education Act (IDEA) Amendments of 2004. This attractive paperback edition fulfills its objective of providing practical, evidence-based tools for making literacy an integral part of speech and language intervention. The book is divided into two sections: "Program Design Considerations" and "Clinical Approaches." Each chapter addresses a particular area or approach to emergent and early literacy development and discusses difficulties with direct linkages to everyday practices. There are suggestions on how to work with children who need augmentative and alternative communication (AAC) systems, as well as students who are at risk for reading failure. The book includes programs that stress prevention rather than remediation, although it is accepted that some problems only can be lessened and not completely eliminated even with early appropriate intervention. Of particular interest are the chapters on phonemic awareness. Educators are now becoming cognizant of the need for this skill when treating reading disorders. However, there is no mention of Dynamic Indicators of Early Literacy Skills (DIBELS), a set of measures being used in some schools for Response to Intervention to offer help to students at risk of failing. This should be added in updated versions of the series. Clinical Approaches to Emergent Literacy Intervention will be useful for speech-language pathologists and professionals who work with young children and teach reading. It effectively contributes to answering the question, 'What can speech-language pathologists do to include literacy as a target in childhood intervention?'"Table of ContentsProgram Design Considerations Fundamentals of Emergent Literacy Intervention Laura M. Justice Meeting the Needs of Culturally and Linguistically Diverse Families in Early Language and Literacy Intervention Susan M. Moore, Clara Perez-Mendez, and Karin Boerger Using Assistive Technology to Support Literacy Development in Young Children with Disabilities Amelia K. Moody Clinical Consultation with Teachers for Improved Preschool Literacy Instruction D. Sarah Hadden and Robert B. Pianta Clinical Approaches Adult Responsiveness as a Critical Intervention Mechanism for Emergent Literacy: Strategies for Preschool Educators Elaine Weitzman, Luigi Girolametto, and Janice Greenberg Phonological Awareness Instruction in Early Childhood Settings Barbara Culatta and Kendra M. Hall Using Emergent Writing to Develop Phonemic Awareness Teresa A. Ukrainetz Integrating Phonological Sensitivity and Oral Language Instruction into Enhanced Dialogic Reading A. Lynn Williams Supporting Storybook Reading Participation for Children Who Use Augmentative and Alternative Communication Systems Gloria Soto (in collaboration with Elena Dukhovny and Tove Vestli) Recruiting Children's Attention to Print during Shared Reading Sharon R. Stewart and Sherri M. Lovelace Integrating Word Study into Clinical Interventions Latisha L. Hayes Literacy Intervention in a Culturally and Linguistically Diverse World: The Linking Language and Literacy Project Peggy Rosin Index

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Book SynopsisAssessment in Emergent Literacy is a practical guide to identifying preschool and early school-aged children's strengths and needs across multiple domains of emergent and early literacy, to include phonological awareness, print awareness, narrative, vocabulary, and motivation. Specific approaches to assessing and monitoring growth in "high priority" areas of literacy are provided. This handbook also provides guidance for evaluating children's learning environments, including supports with the home and classroom.This user-friendly manual: Discusses the importance of supporting children's learning and development through assessment Presents special considerations for assessment, including information regarding assessing children who are English Language Learners, assessing children who have disabilities, and assessing children in unique classroom and home contexts Provides practical recommendations for how early literacy professionals might use the information they gain from assessments to make decisions regarding the amount and types of professional development that teachers require or the kinds of activities and practices toward which early literacy professionals should direct additional attention Written to serve as the ideal resource for early literacy professionals at both pre-professional and post-graduate levels, it is also an essential volume for reading specialists, literacy coaches, special educators, speech-language pathologists, preschool teachers, kindergarten teachers and others involved with planning and conducting assessments in programs serving children who have not yet begun formal reading instruction.Table of ContentsAssessing Contexts of Learning and Development Introduction: Measuring Contexts of Learning and Development and Children's Early Literacy Growth Khara L. Pence, Ph.D. Assessing Classroom Language and Literacy Richness Alice K. Wiggins, M.Ed., Kelly A. Marshall, M.Ed., and Sarah A. F. Friel, BSC, MSC, CCC-SLP Assessing Professionals' Knowledge and Skills Marcia R. Davidson, Ph.D. and Paula F. Moore, Ed.D. Assessing Home Supports for Literacy Tricia A. Zucker, B.B.A, M.Ed. and Staci L. Grant, M.Ed. Assessing Implementation of Literacy Curricula Sharon Walpole, Ph.D. and Katrin L. Blamey, M.A. Assessing the Quality of Storybook Reading Margaret M. Sutton, M.Ed., Amy E. Sofka, M.Ed., Kathryn E. Bojczyk, Ph.D., and Stephanie M. Curenton, Ph.D. Assessing Children's Growth and Development. Assessing Phonological Awareness C. Melanie Schuele, Ph.D., Lori E. Skibbe, Ph.D., and Prema K.S. Rao, Ph.D. Assessing Print Knowledge Sonia Q. Cabell, M.Ed., Anita S. McGinty, M.A., CCC-SLP, and Laura M. Justice, Ph.D., CCC-SLP Assessing Narrative Development Stephanie M. Curenton, Ph.D. and Tamika D. Lucas, M.Ed., CCC-SLP Assessing Vocabulary Development Khara L. Pence, Ph.D., Kathryn E. Bojczyk, Ph.D., and Rihana S. Williams, Ph.D. Assessing Literacy Motivation and Orientation Erin M. McTigue, Ph.D., Angela R. Beckman, M.S., CCC-SLP, and Joan N. Kaderavek, Ph.D., CCC-SLP

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Book SynopsisIt is very possible for children with a hearing loss to achieve and develop a fluent and intelligible spoken language when their residual hearing is applied to the fullest extent in an interactive language learning environment. Based on twenty five years of advisory and hands-on research and experience across fourteen countries in five continents, this book is a practical guide for those seeking to lead children with hearing impairment to fluent intelligible spoken language by engaging in quality interaction at the language learning stage. Morag Clark draws directly from the cases in her own work experience all over the world and challenges professionals to examine their existing approach to early intervention in the life of families of children with a hearing loss in light of recent advances in audiology, technology, medical science, and psycholinguistics. THIS BOOK: Challenges professionals to examine their existing approach to early intervention in the lives of families of children with hearing loss in light of recent advances in audiology, technology, medical science, and psycholinguistics.Stresses the importance of drawing on the patterns of early language learning in children with normal hearing as a model for those with a hearing loss. Presents the necessary components, as well as the practical solutions to the problems experienced, for creating a rich, language-enabling environment. This title is also available in a German translation.Trade ReviewDoody Enterprises, Inc.: "**** Four stars from Doody's Review Service!" James W. Hall III, Ph.D., From the Foreword by James W. Hall III, Ph.D., University of Florida, Gainesville, Florida: "The Practical Guide to Quality Interaction with Children Who Have a Hearing Loss is a timely and important contribution to the worldwide effort to provide optimal habilitation for children with auditory dysfunction - Ms. Clark presents a readable and practical guide to effective education and development of language in children with hearing loss - Filled with real-world examples of listening situations and activities, and a lifetime of experience gained in developed and developing countries around the world, this small Book fills a large gap in the literature on education and intervention for children with hearing impairment."Table of ContentsForeword by James W. Hall, III Introduction The Natural Auditory Oral Approach. Hearing as the Basis of the Development of Spoken Language Factors that detract from the use of hearing. Language through daily living. Parent guidance. Lessons learned from observation of interaction of adults with children with a hearing loss worldwide. Educational placement. The way forward. Appendix A: Overview of Developments from Mid-20th Century Onward. Appendix B: Parent Guidance Report Form. Index.

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Book SynopsisClinical Evidence engages the reader with discussions on the neurobiological and clinical aspects of emotions in the human voice. Newest information on production, perception and dysfunctions affecting these aspects of vocal emotions are presented.

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Book SynopsisThe last volume of Emotions in the Human Voice presents the reader with information on the application of vocal emotions in the daily interaction with technology and whether the vocal emotions are universal or culture specific. This volume presents noteworthy data on cross-cultural vocal emotions and the emerging silicon technology struggles.

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Book SynopsisThe Behavior Assessment Battery CAT-Communication Attitude Test Reorder Set includes 25 copies of the CAT, one of the test procedures included in the Behavioral Assessment Battery. The Behavior Assessment Battery (BAB) is a multi-dimensional set of inter-related, evidence-based, self-report tests that provide normative data for children between the ages of six and fifteen. The Battery has evolved and been refined over many years and has been used with an innumerable number of clients all over the world.The test procedures include: The Speech Situation Checklists (SSC-ER and SSC-SD) - for evaluating a child's emotional reaction to, and speech disruption in a range of speech situations The Behavior Checklist (BCL) - reveals the particular coping responses that a child uses to deal with dysfluency The Communication Attitude Test (CAT) - for measuring a child's attitude about his or her speech These self-report test procedures provide speech pathologists and their professional colleagues - including teachers, psycho- and neurolinguists, clinical and educational psychologists, behavior therapists, and pediatricians - with a multi-dimensional view of how a child is affected by how he or she feels, reacts to, and thinks about his or her speech. Through the eyes of the child whose fluency is problematic, the BAB test procedures provide a picture of the speech-related aspects of the child's world that only the child can validly supply. By evaluating a child's overall score on the SSC-ER, SSC-SD, BCL and CAT and his or her reaction to the particular items that make up these test procedures, clinicians can determine the most successful treatment strategies and tactics.This battery serves to shape therapy and it provides the therapist with clear-cut indications of a child's speech-associated strengths and weaknesses and his or her particular needs.

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Book SynopsisThe Behavior Assessment Battery SSC-ER-Speech Situation Checklist Reorder Set includes 25 copies of the SSC-ER, one of the test procedures included in the Behavioral Assessment Battery. The Behavior Assessment Battery (BAB) is a multi-dimensional set of inter-related, evidence-based, self-report tests that provide normative data for children between the ages of six and fifteen. The Battery has evolved and been refined over many years and has been used with an innumerable number of clients all over the world.The test procedures include: The Speech Situation Checklists (SSC-ER and SSC-SD) - for evaluating a child's emotional reaction to, and speech disruption in a range of speech situations The Behavior Checklist (BCL) - reveals the particular coping responses that a child uses to deal with dysfluency The Communication Attitude Test (CAT) - for measuring a child's attitude about his or her speech These self-report test procedures provide speech pathologists and their professional colleagues - including teachers, psycho- and neurolinguists, clinical and educational psychologists, behavior therapists, and pediatricians - with a multi-dimensional view of how a child is affected by how he or she feels, reacts to, and thinks about his or her speech. Through the eyes of the child whose fluency is problematic, the BAB test procedures provide a picture of the speech-related aspects of the child's world that only the child can validly supply. By evaluating a child's overall score on the SSC-ER, SSC-SD, BCL and CAT and his or her reaction to the particular items that make up these test procedures, clinicians can determine the most successful treatment strategies and tactics.This battery serves to shape therapy and it provides the therapist with clear-cut indications of a child's speech-associated strengths and weaknesses and his or her particular needs.

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Book SynopsisThe Behavior Assessment Battery BCL-Behavior Checklist Reorder Set includes 25 copies of the BCL, one of the test procedures included in the Behavioral Assessment Battery. The Behavior Assessment Battery (BAB) is a multi-dimensional set of inter-related, evidence-based, self-report tests that provide normative data for children between the ages of six and fifteen. The Battery has evolved and been refined over many years and has been used with an innumerable number of clients all over the world.The test procedures include: The Speech Situation Checklists (SSC-ER and SSC-SD) - for evaluating a child's emotional reaction to, and speech disruption in a range of speech situations The Behavior Checklist (BCL) - reveals the particular coping responses that a child uses to deal with dysfluency The Communication Attitude Test (CAT) - for measuring a child's attitude about his or her speech These self-report test procedures provide speech pathologists and their professional colleagues - including teachers, psycho- and neurolinguists, clinical and educational psychologists, behavior therapists, and pediatricians - with a multi-dimensional view of how a child is affected by how he or she feels, reacts to, and thinks about his or her speech. Through the eyes of the child whose fluency is problematic, the BAB test procedures provide a picture of the speech-related aspects of the child's world that only the child can validly supply. By evaluating a child's overall score on the SSC-ER, SSC-SD, BCL and CAT and his or her reaction to the particular items that make up these test procedures, clinicians can determine the most successful treatment strategies and tactics.This battery serves to shape therapy and it provides the therapist with clear-cut indications of a child's speech-associated strengths and weaknesses and his or her particular needs.

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Book SynopsisThe Behavior Assessment Battery SSC-SD-Speech Situation Checklist Reorder Set includes 25 copies of the SSC-SD, one of the test procedures included in the Behavioral Assessment Battery. The Behavior Assessment Battery (BAB) is a multi-dimensional set of inter-related, evidence-based, self-report tests that provide normative data for children between the ages of six and fifteen. The Battery has evolved and been refined over many years and has been used with an innumerable number of clients all over the world.The test procedures include: The Speech Situation Checklists (SSC-ER and SSC-SD) - for evaluating a child's emotional reaction to, and speech disruption in a range of speech situations The Behavior Checklist (BCL) - reveals the particular coping responses that a child uses to deal with dysfluency The Communication Attitude Test (CAT) - for measuring a child's attitude about his or her speech These self-report test procedures provide speech pathologists and their professional colleagues - including teachers, psycho- and neurolinguists, clinical and educational psychologists, behavior therapists, and pediatricians - with a multi-dimensional view of how a child is affected by how he or she feels, reacts to, and thinks about his or her speech. Through the eyes of the child whose fluency is problematic, the BAB test procedures provide a picture of the speech-related aspects of the child's world that only the child can validly supply. By evaluating a child's overall score on the SSC-ER, SSC-SD, BCL and CAT and his or her reaction to the particular items that make up these test procedures, clinicians can determine the most successful treatment strategies and tactics.This battery serves to shape therapy and it provides the therapist with clear-cut indications of a child's speech-associated strengths and weaknesses and his or her particular needs.

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Book SynopsisDesigned for busy clinicians, these stimuli are designed for use as standalone resources, or in conjunction with the authors' Treatment of Articulation and Phonologic Disorders. Plural's Sound Stimuli are presented as handy ringbound cards that cover a range of sounds or phoneme clusters. In all there are 8 stimuli, available singly or as a set.

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Book SynopsisDesigned for busy clinicians, these stimuli are designed for use as standalone resources, or in conjunction with the authors' Treatment of Articulation and Phonologic Disorders. Plural's Sound Stimuli are presented as handy ringbound cards that cover a range of sounds or phoneme clusters. In all there are 8 stimuli, available singly or as a set.

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Book SynopsisThis How To Series provides specific and programmatic information on how to complete Vocal Function exercises and incorporate them in your clinical care of voice patients. Watch Stemple work one on one with detailing every step of the exercises.

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Book SynopsisThe authors have produced a comprehensive two-volume set with a combination of text and video demonstrating the clinical features of Velo-Cardio-Facial Syndrome (VCFS); the communication phenotype in VCFS; the natural history of speech and language in VCFS; diagnostic procedures necessary for assessing speech and language disorders in VCFS.

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Book SynopsisAs a consequence of the disability movement, the thinking generated by the World Health Organization's classification of disability and functioning, and an upturn in concern for the long-term consequences of aphasia, it has become apparent that two distinctive pathways for the treatment of aphasia have emerged over the past decade. The first (and most traditional) involves assessment and management directed toward lessening the effects of the impairment of aphasia, while the second pathway focuses less on specific language than on the psychosocial consequences of aphasia. This unique text specifically contrasts impairment- and consequences-focused treatment with the aim of providing clinicians with a level playing field that permits them to evaluate for themselves the relative contributions that each approach provides, to evaluate their relative strengths and weaknesses, and finally to seek common ground. An opening chapter sets the scene, while the heart of the book, based on real cases, concerns five meticulously described, yet hypothetical individuals with aphasia.In each of the cases, detailed descriptions and assessment results are provided and clinical management plans, representing each approach, are presented by internationally recognized experts in aphasia rehabilitation.Trade ReviewKerry Lenius, PhD, CCC-SLP, Florida State University, Doody's Review Service: "This book is unique in that it discusses two theoretical approaches to aphasia rehabilitation. To my knowledge there are no other books on the market that present both types of approaches in a collaborative way. I would highly recommend this both for graduate students planning evidence-based treatment in supervised learning environments and experienced clinicians who want to learn about the distinctions and benefits of each treatment approach."Table of ContentsSECTION I 1. Approaches to Aphasia Treatment Cynthia K. Thompson and Linda Worrall SECTION II 2. A Case of Fluent Aphasia Anna Basso and Audrey L. Holland 3. Treatment for Fluent Aphasia from a Cognitive-Impairment Perspective Anna Basso 4. Concentrating on the Consequences: Consequence-Oriented Treatment for MS Audrey L. Holland 5. Impairment and Life Consequences Approaches for Fluent Aphasia: Convergences and Divergences Audrey L. Holland and Anna Basso SECTION III 6. A Case of Severe Apraxia of Speech and Aphasia David Howard and Nina Simmons-Mackie 7. Intervention for a Case of Severe Apraxia of Speech and Aphasia: A Functional-Social Perspective Nina Simmons-Mackie 8. Treatment for a Case of Severe Apraxia of Speech and Aphasia: An Impairment-Based Perspective David Howard 9. Impairment and Functional-Social Approaches for Severe Apraxia of Speech and Aphasia: Convergences and Divergences Nina Simmons-Mackie and David Howard SECTION IV 10. A Case of Nonfluent Aphasia and Agrammatism Cynthia K. Thompson and Linda Worrall 11. Impairment-Based Treatment for Agrammatism from a Neurolinguistic Perspective Cynthia K. Thompson 12. Intervention for Agrammatism from a Consequences Perspective Linda Worrall 13. Impairment and Life Consequences Approaches for Treatment of Nonfluent Aphasia with Agrammatism: Convergences and Divergences Linda Worrall and Cynthia K. Thompson SECTION V 14. A Case of Anomic Aphasia Nadine Martin and Jacqueline Hinckley 15. Intervention for Anomic Aphasia from a Functional Perspective Jacqueline Hinckley 16. Intervention for Anomic Aphasia from a Cognitive Impairment-Based Perspective Nadine Martin 17. Cognitive and Functional Interventions for Anomic Aphasia: Convergences and Divergences Jacqueline Hinckley and Nadine Martin SECTION VI 18. A Case of Letter-by-Letter Reading Linda Garcia 19. A Treatment Plan for a Letter-by-Letter Reader: Intervention from an Integrated Perspective Linda Garcia 20. The State of Impairment- and Consequences-Based Approaches to Treatment for Aphasia: Final Commentary Argye Hillis, Linda Worrall, and Cynthia K. Thompson Index

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Book SynopsisScience of Successful Supervision and Mentorship is a must-read for all speech-language pathology supervisors, whether in practice, returning to the workplace, or seeking to advance their abilities. Today's standards in the healthcare industry demand cutting edge skills. With a global perspective, this book addresses the huge gap faced by students in the leap to clinical practice, drawing on the latest research, and contains commentary from leadership of the American Speech-Language-Hearing Association. Currently, there is no other book, and little in the way of curricular guidance for this growing and critical area of professional training. The author covers the scientific underpinnings of successful supervision and mentorship and, uniquely, uses a case study approach to present each of the teaching/supervision exemplars. With competencies and strategies for clinical education at the highest level, Science of Successful Supervision and Mentorship is original and comprehensive in its accounts of practitioners and their practice. Mentoring, Supervision, and Cultural Considerations: Interview with Linda Carozza, PhD Douglas L. Beck, AuD, speaks with Dr.Carozza about mentoring, supervision, reflective practice, multicultural considerations, experiential learning theory, and more.Trade ReviewMonica Gordon Pershey, Ed.D., CCC-SLP, Associate Professor and Speech and Hearing Program Director, Cleveland State University, (September 2010): "Science of Successful Supervision and Mentorship reads as if a seasoned professional has opened up her heart to share her wisdom with others. The author's enthusiasm and empathy are palpable. Recounts of interviews with professionals in the field are beautiful in their first-person intimacy. Engaging clinical scenarios from the author's own experience personalize the writing and acknowledge cultural diversity. Dr. Carozza has consulted the literature of other relevant disciplines, such as psychology of the self, to give dimension to two unique constructs, supervision and mentoring. A summary of the varied foundational literature supports the author's description of models of supervision and mentoring. An inventory of competencies and strategies is provided. This book will be useful to professionals new to supervision or mentoring as well as to seasoned supervisors, mentors, and clinical educators looking to expand their repertoire of evidence-based strategies for success." Melanie Hudson, National Director, EBS Healthcare, (October 2010): "Dr. Linda Carozza's Science of Successful Supervision and Mentorship offers the clinician a new and updated look at supervision and mentoring. Practitioners with experience and those new to their roles as supervisors and mentors will benefit from the overview of history in supervision research and current trends in models of supervision included in this book. The author provides an in-depth discussion of the differences between mentoring and supervision, reflective practice (self supervision), multi-cultural issues, professional ethics, and the need for evidence-based practice with application to supervision. By providing case studies and reflective exercises, the reader is able to fully explore competencies and strategies for effective supervision and mentoring in any clinical setting. Throughout her book, Dr. Carozza provides the reader with excellent references, citing the works of key contributors to the area of supervision. Science of Successful Supervision and Mentorship should be a primary resource for anyone engaged in this most important aspect of the profession. Melanie Hudson National Director, EBS Healthcare" Beatrice Williams-Rude, NMBC - The National Minority Business Council, Inc., (2011): "This is a text book that is particularly well written. It is clear, comprehensible, and broken into easily digestible segments."Table of ContentsPreface Acknowledgements Dedication ASHA Interviews Section One - Understanding the Issues Chapter 1: Introduction: Definitions and Introduction to concepts Chapter 2: Issues in Supervision Research: A Case Study Approach Chapter 3: Current Approaches to Issues in Supervision Research Chapter 4: Multiple Perspectives Contributing to Supervision and Mentorship Chapter 5: Ethical Considerations in Supervision and Mentorship Section Two - Developing Knowledge and Skills as a Supervisor and Mentor Chapter 6: Supervisory Competencies and Strategies Chapter 7: Evidence Based Practice: Interplay between Research and Practice Chapter 8: Insights into Mentorship and Supervision Chapter 9: Model of Mentorship: Expert Practice Andrea Moxley Section Three - Creating Supportive Contexts for Supervision and Mentorship Chapter 10: Learning from Experience: Future Directions for Clinical Supervision Patrick Walden Chapter 11: Conclusions Appendix KASA Student/Supervisor Rating Forms Behrens & Carozza Case Study References Additional Resources

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Book SynopsisIn the past decade, there has been an explosion of research on the neurological basis of developmental disorders and the application of this research to the learning process. However, to date, much of this information has been presented at a level that is beyond most students and many clinicians. Williams' new book is deliberately targeted at the clinician and student, and is grounded in the belief that the most effective intervention for developmental disorders is based on an understanding of the underlying neurobiology and neurofunctional basis of the disorder - in a clear and accessible form. Here, she focuses on the current knowledge base, neurological development (prenatal, through childhood, to young adulthood), neuroimaging techniques, research on the neurological basis of developmental language disorders, autism, reading (dyslexia), and genetic conditions associated with mental retardation. Most importantly, she focuses on what is currently known about the effects of the environment on brain organization and learning, and the translation of neurological findings to the design of intervention for disordered language.Trade ReviewShari Pitterman, Advance for Speech-Language Pathologists and Audiologists, (February 2011): "Developmental Language Disorders: Learning, Language and the Brain" is an interesting and useful book. The author not only provides a solid neuroscience background in the field of language development but takes the crucial step of translating the science into clinical practice. This dual-pronged goal is explicitly stated at the end of Chapter 2: "The more we understand.the more we can design interventions that will maximize the positive developments and minimize the negative ones." While the book easily could be used as a textbook in a graduate-level course, the information presented is valuable for speech-language pathologists already in the field. In keeping with the widespread professional trend, it is based heavily on research. The references at the end of each chapter run to as many as 10 pages. All in all, "Developmental Language Disorders" is both informative and practical."Table of ContentsBrain Development for Learning How the Brain is Organized for Learning Language The Cortical Basis of Learning Language Measuring the Brain-Behavior Relationship Neurobiological Research on Developmental Language Disorders Introduction Brain Processing in Developmental Disorders of Spoken and Written Language Learning and Using Language with Autism Learning and Using Language with Genetic Conditions Associated with Mental Retardation: Down Syndrome, Williams Syndrome, & Fragile X Brain-Based Intervention Brain-based Learning Brain-based Assessment and Intervention Early in the Developmental Process Brain-based Assessment and Intervention with Older Children and Adolescents

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Book SynopsisDesigned for SLPs in the workplace, this eminently practical book covers material often lacking in clinical preparation, including a review of the ASHA Code of Ethics and its relationship to various workplace settings; interpersonal skills including teamwork, time and stress management, conflict resolution, and burnout; supervision; personal liability; clinical decision making, legislation affecting service delivery, and client advocacy. Also included is a chapter on business practices.Trade ReviewAli Tempest, Speech and Language Therapy in Practice, (2010): "I found it is easy to read and particularly liked the insightful section on leadership with strategies for time management and burn-out avoidance." Lynn Ellwood, Canadian Journal of Speech-Language Pathology and Audiology, (2010): "... Vinson has developed an in-depth understanding of the broad scope of information needed by professional graduate students and beginning clinicians for the practice context. In this textbook, she brings together widely varied yet important content areas in one convenient resource."Table of ContentsIntroduction Section 1: Getting the Job Chapter 1: Resume Preparation and Interviewing Section 2: Things You Should Know Chapter 2: Information to Know Chapter 3: Universal Precautions Against Bloodborne Pathogens and Other Potentially Infections Material Chapter 4: Case Law Chapter 5: Legislation Related to the Profession of Speech-Language Pathology Chapter 6: Ethics in Speech-Language Pathology Chapter 7: Professional Standards Section 3: Work-Place Skills Chapter 8: Clinical Decision-Making Chapter 9: Goal Setting Chapter 10: Counseling Patients and Caregivers Living with a Communication Disorder Chapter 11: The Supervisory Process Chapter 12: Leadership Chapter 13: Time Management Chapter 14: Group Dynamics Chapter 15: Professionalism and Conflict of Interest Chapter 16: Conflict Resolution Chapter 17: Stress and Burn-out: How to Recognize It and How to Tackle It

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Book SynopsisDevelopmental Speech Disorders is a CD-ROM that has been designed as a flexible resource for classroom and clinical use. Using an intuitive navigation chart, the CD-ROM demonstrates typical speech development beginning at the early stages of vocal development in infancy and continuing through age four. These clips can be compared with video clips of clients with mildly disordered, moderately disordered, and severely disordered speech development in the following age categories: 1-3 years, 3-5 years, 5-8 years, and 8+ years of age. Each video clip is accompanied by written descriptions of a brief case history, diagnosis, and other relevant information. There is also an assessment practice section that allows viewers to assess various video clips of clients according to severity. This clinical archive can be used to support clinical teaching at the graduate and undergraduate levels of Communication Sciences and Disorders. It can also be used for support of clinical teaching related to student practicum experiences at the Master's degree level in CSD.Practicing clinicians can use this tool as a reference for themselves, as well as for the families of patients, to demonstrate the various degrees of developmental speech disorders.Trade ReviewJanet P. Simpson, MS, S-LP(C), Winnipeg Regional Health Authority and University of Winnipeg, Canadian Journal of Speech-Language Pathology and Audiology, (2009): "... The CD-ROM is easy to navigate ... All the videos are good examples of typical and delayed/disordered development... The authors provide ample documentation and additonal reading references."

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Book SynopsisThough technological improvements have been steady in the field of speech development for children with hearing loss, training remains difficult, often frustrating, for clinicians and speech therapists. This 160 page guide is a handy resource for clinicians. Its contents include diagrams and descriptions, which blend pictures, words and sentences together; worksheets; lesson plans; sensory cues and aids for shaping speech; syllable drills; progress and final report forms; guidelines for parents; and a list of suggested reading to follow up on related subjects. This is a time-proven curriculum, which has resulted in a high rate of speech improvement in children with hearing loss.Table of ContentsPreface Speech Mechanism Speech Problems Speech Development Sensory Cues and Aids Speech Shaping Target Syllable Drills Speech Transfer Speech Transfer Record Sample Lesson Plan Progress Reports Guidelines for Parents Appendix References Subject Index

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Book SynopsisDisorders in communication, hearing, or swallowing are almost universally associated with HIV/AIDS, making this book an indispensable resource for health care professionals, including physicians, nurses, speech-language pathologists, and audiologists. It combines the accumulated experience and knowledge of a multidisciplinary group of internationally recognized authors. Information is structured for easy access with concise updates on the current understanding of communication, hearing, and swallowing disorders associated with HIV/AIDS and includes clinical strategies for identification, diagnosis, and intervention across all ages. It also incorporates novel chapters on aspects such as HIV/AIDS-associated balance disorders, clinical ethics, psychosocial impact, and infection control, making it the complete reference and clinical resource in the field.

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Book SynopsisThe English word infant is derived from the Latin word meaning unable to speak, reflecting the general sense that the transition from infancy into childhood is marked by the production of the child's first word. However, modern methods for measuring infant behavior and brain activity suggest that there is a great deal of language learning that goes on before first word production. The book, Language Development, by LouAnn Gerken, Ph.D. examines both classic and current studies that trace the development of human language from before birth to the early childhood years. By focusing on areas of language development in which a unified set of theoretical issues has been explored, the book presents a theoretically and empirically more coherent approach to language development than other books in this discipline. The book also considers the theoretical questions that drive language scientists to pursue these studies: What are the biological underpinnings of language? Why has it proven so difficult to build a computer that learns language? Is language learning like or unlike learning of other abilities such as math or music? How should we best characterize developmental language disorders?This book is aimed at the junior and senior undergraduates and the graduate students enrolled in Language Development across psychology, linguistics, and communication disorders. For practitioners engaged in working with language development/disorders, this is the perfect book to "stay up-to-date." Each chapter in this book includes valuable highlights of "thought questions" to help students ponder the content of the chapter. Lucid narration of contents has been significantly augmented by ample usage of tables and illustrations.Table of ContentsChapter 1. Introduction Why Study Language Development? The Nature of Language Meaning Units Combinable Meaning Units Combinable Submeaning Units The Combinatorial System Used in Human Language Phonology (Submeaning Units) Lexical Semantics (Meaning Units) Morphology and Syntax Grammar Theories of Language Development What Are We Trying to Explain? Why Are Theories Important? Overview of the Theories Ruling Out an Unconstrained Learner Associative Learning - Making Connections Among Experiences Hypothesis Testing - The Learner as Scientist Triggering - A Minimal Role for Experience Summary of Theories Organization of the Book Chapter 2. Overview of Phonology What Is Phonology? Segmental Phonology Phones and Phonemes A Note About Notation Articulatory Features Acoustic Manifestations of Articulatory Features Variability in Acoustic Manifestations of Articulatory Features Orderings of Phonemes Prosody Summary Chapter 3. Phonological Perception Prenatal Speech Perception Infant Speech Sound Discrimination Early Exploration Some Puzzling Findings Lead to a Reananlysis How Does Speech Perception Change Over Development? Finding Phonological Patterns in Auditory Words Phonological Perception of Words Summary Chapter 4. Phonological Production Precursors to Linguistic Production Oral Babble Manual Babble Protowords and Early Words Sound Properties of Early Words Early Words by Signing Children The Relation of Children's Early Words Productions and Adult Forms Substitution Processes Assimilation Processes Syllable and Word Shape Processes Other Important Relations Between Adult and Child Forms Theories of the Relation Between Adult and Child Forms Perceptual Theories Articulatory Theories Innate Phonology Theories Experience with the Target Language Theories Summary of Theories of the Relation Between Adult and Child Forms Prosodic Properties of Early Productions Language Disorders Involving Phonology Disorders Involving the Production of Consonants and Vowels *:Disorders Involving the Production of Prosody Summary Chapter 5. The Lexicon What Is the Lexicon? The Segmentation Problem Single-Word Utterances Words at Ends of Utterances Statistical Cues Occurrence of Words Adjacent to Frequent Function Morphemes Language-Specific Stress Patterns Language-Specific Typical Sound Sequences The Mapping Problem The Whole Object Assumption The Taxonomic Assumption The Mutual Exclusivity Assumption The Shape Bias Statistical Constraints Syntactic Constraints Children's Mapping Errors The Mapping Problem Across Languages Summary Chapter 6. Overview of Syntax and Morphology What Is Morphosyntax? Four Components of Morphosyntax Syntactic Constituents Syntactic Categories Structural Positions Thematic Roles Four Debates Concerning the Development of Morphosyntax Far Do Children Generalize from Morphosynctactic Input? Can Associative Learning Models Account for Generalization? Do Children Make Generalizations That Are Not Supported by the Input? Do Children's Morphosyntactic Errors Reflect Possible Human Grammars? Summary Chapter 7. Children's Sensitivity to Sentence Forms Syntactic Constituents Syntactic Categories Children's Early Utterances as Evidence for Syntactic Categories Children's Use of Distributional Cues to Discover Syntactic Categories Are Syntactic Categories Innate? Word Order Word Order in Child Production Word Order in Infant Perception Phrase Order in Infant Perception Summary Chapter 8. Assigning Meaning to Sentence Forms and Four Debates About Morphosyntactic Development Assigning Thematic Roles Using Word Order to Assign Thematic Roles Using Sentence Type to Assign Thematic Roles Using Morphological Case Markers to Assign Thematic Roles Learning the Thematic Role Requirements of Particular Verbs Summary of Assigning Thematic Roles to Structural Positions **How Far Do Children Generalize from Morphosyntactic Input? Can Associative Learning Models Account for Generalization? Past Tense Overgeneralization Children's Generalization of Abstract Patterns Do Children Make Generalizations That Are Not Supported by the Input? Hierarchilcal Structure in Question Format Anaphoric One Do Children's Morphosyntactic Errors Reflect Possible Human Grammars? English-Speaking Children's Subjectless Sentences Children's Pronoun Case Errors Summary of Children's Morphosyntactic Errors Summary Chapter 9. Issues in the Biology of Language We Need More Data What Do We Know so Far? The Raw Materials for Language Learning About the Form of the Input Mapping Forms to Meanings The Development of Language in Two Atypical Populations Specific Language Impairment Williams Syndrome Summary of Two Atypical Populations Age Effects on Language Learning Age Effects in Second Language Learning Age Effects in First Language Learning Creating Language Structure Summary Chapter 10. Some Methods Used in Language Development Research Some Behavioral Methods Focusing on Infant Form Discrimination Contingent Sucking Rate Procedure High Amplitude Sucking Procedure Headturn Preference Procedure Central Fixation Preferential Listening Procedure Visual Habituation Procedure Conditioned Head Turn Procedure Behavioral Methods Focusing on Infants' Ability to Associate Form and Reference Intermodal Preferential Looking Procedure Looking While Listening Procedure Switch Procedure Methods Measuring Brain Activity Event-Related Potentials Magnetoencephalography (MEG) Functional Magnetic Resonance Imaging (fMRI) Near Infrared Spectroscopy (NIRS) Methods for Testing Child Comprehension and Sensitivity to Morphosyntax Picture Selection Procedure Act-Out Procedure Grammaticality Judgments Truth-Value Judgments Methods for Testing Language Production Spontaneous Speech Imitative Speech Elicited Production Index

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Book SynopsisSpeech Practice Material: From Sounds to Dialogues features materials that are not based on or related to any particular treatment program. They are intended to be versatile, flexible, and used in many ways for many populations. Some of the stimuli are tried-and-true with some new variations. Some particular therapy techniques and variations on how to use and alter the material are suggested in this book, but no particular theory or step-by-step approach is recommended or supported. Decisions about whom to use it with, how, and why, are in the hands, judgment, and creativity of the clinician. This book invites therapists to think critically and study and apply the best evidence and practice guidelines from the current professional literature. "Jack Thomas provides the materials for building treatment or clinical research tasks for a wide variety of speech problems. There is a wealth of materials here - more than needed for any single patient or speech disorder. They range from nuts and bolts (sounds and words) to major arches and frames (common expressions, figurative language, dialogues).Users of this manual should know that it has been developed by an outstanding, expert clinician who has treated a wide variety of communication disorders long enough to know what stands the test of time. This manual is a well-stocked toolbox, one assembled by a clinician for clinicians and clinical researchers. Keep it handy. Use it wisely." --From the Foreword by Joseph R. Duffy, Ph.DTrade ReviewLinda Siegfriedt, MEd, CCC-SLP (George Washington University), Doody's Review Service, (2009): "The author covers stimuli presentation from the most basic reflexive level to the higher levels of more functional and abstract communication. The best feature of the book is the fact that it is useful in a variety of contexts. ... This book has made my job as a clinical instructor so much easier, as much of what we in the clinic need to provide clients is available in one place."Table of ContentsForeword by Joseph R. Duffy Automatic Speech Tasks Consonants Vowels and Diphthongs Word Grids Common Expressions Figurative Expressions Speaking with Exaggerated Articulatory Movements Dialogues Contrastive Stress Drills Keeping on Track in Therapy with Base-10 Response Forms References Index

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Book SynopsisIntroduction to Communication Sciences and Disorders: The Scientific Basis of Clinical Practice is designed for undergraduate students who are taking a first course in the discipline of Communication Sciences and Disorders (CSD). The textbook presents students with the range of communication impairments in society, the consequences of those impairments for the persons who have them as well as for their family members, and the treatments that are available to lessen or remediate the effects of the disorders. The text is organized into three sections on Language, Speech, and Hearing. Each chapter is concise and written to convey the core information for each topic. The material is presented in a way that maintains the interest of the student through expository clarity and brevity in a course that treats so many different facets of a complex discipline. The textbook also serves the needs of the instructor by organizing the material in a teachable way. Introduction to Communication Sciences and Disorders emphasizes the scientific basis of the field by presenting specific clinical examples to demonstrate the translation of laboratory science to clinical aspects of speech, language, and hearing disorders. Students will leave the course a good deal more knowledgeable and sensitive about what it means to be communicatively impaired in contemporary society. Key Features: • Consistency of presentation across chapters as well as clearly-stated relationships between information in different chapters • Features beautiful original, full-color illustrations designed to be instructive learning tools • Each chapter begins with an introduction and ends with a summary to present and review key concepts • Modern and up-to-date treatment options written for the needs of the field of communication sciences and disorders • Covers the core essentials of the subject concisely and to the point • Structured to aid the instructor with sections easily assimilated into extant lectures • A PluralPlus companion website with ancillary resources for instructors and studentsTable of ContentsPreface Acknowledgments Reviewers Chapter 1. Introduction to Communication Sciences and Disorders Introduction: Communication Sciences and Disorders as a Discipline Communication Sciences and Disorders: The Whole is Greater than the Sum of Its Parts An Interdisciplinary Field Translational Research Does the Basic Science Work? Does the Clinic Work? Evidence Based Practice A Typical Undergraduate Curriculum Who are the Professionals in Communication Sciences and Disorders? Preparation for, and the Profession of, Speech-Language Pathology Preparation for, and the Profession of, Audiology Order of Chapters in the Text Chapter Summary References Chapter 2. The Nervous System: Language, Speech, and Hearing Structures and Processes Introduction Central and Peripheral Nervous Systems The Neuron The Synapse Tour of Gross Neuroanatomy Frontal Lobe Occipital Lobe Temporal Lobe Parietal Lobe Hidden Cortex Subcortical Nuclei Brain Stem, Cerebellum, and Spinal Cord The Auditory Pathways The Dominant Hemisphere and the Perisylvian Language Areas Arcuate Fasciculus (Dorsal Stream) and Ventral Stream Functional Magnetic Resonance imaging (fMRI) and Speech and Language Brain Activity Functional MRI (fMRI) Diffusion Tensor Imaging (DTI) Chapter Summary References Chapter 3. Language Science Introduction What is Language? Language: A Conventional System Language: A Dynamic System Language is Generative Language Uses Mental Representations Language is Localized in the Brain Components of Language Form Social Use of Language (Pragmatics) Language and Cognitive Processes Why How When How do We Know the “How”? Chapter Summary References Chapter 4. Communication in a Multicultural Society Introduction Why It Matters Accent, Dialect, and Culture Bilingualism and Multilingualism Chapter Summary References Chapter 5. Preverbal Foundations of Speech and Language Development Introduction Some Preparatory Notes on Developmental Chronologies 0-3 Months: Production 0-3 Months: Perception and Comprehension 3-8 Months: Production 3-8 Months: Perception and Comprehension 8-12 Months: Production 8-12 Months: Perception and Comprehension Gesture and Preverbal Language Development Chapter Summary References Chapter 6. Typical Language Development Introduction 12-18 Months 18-24 Months Three Years (36 Months) Multiword Utterances, Grammatical Morphology Expanding Utterance Length: A Measure of Linguistic Sophistication Grammatical Morphology Typical Language Development in School Years Metalinguistic Skills Pragmatic Skill: Discourse Complex Sentences Sample Transcript Chapter Summary References Chapter 7. Pediatric Language Disorders I Introduction Specific Language Impairment/Developmental Language Disorder Language Characteristics of Children with SLI/DLD Summary of the Language Disorder in SLI/DLD Theories of SLI/DLD: What Causes the Disorder? The Role of Genetics in SLI/DLD Language Delay and Autism Spectrum Disorder Language Characteristics in ASD Language Delay and Hearing Impairment Epidemiology of Hearing Loss Language Characteristics in Hearing Impairment Speech and Language Development and Hearing Impairment Chapter Summary References Chapter 8. Pediatric Language Disorders II Introduction Criteria for a Diagnosis of Intellectual Disability Down Syndrome (DS): General Characteristics Epidemiology and the DS Phenotype Language Characteristics in DS Fragile X Syndrome (FXS): General Characteristics Epidemiology of FXS Language Characteristics in FXS Chapter Summary References Chapter 9. Language Disorders in Adults Introduction Review of Concepts for Brain Speech Structure and Function for Speech, Language and Hearing Cerebral Hemispheres Lateralization of Speech and Language Functions Language Expression and Comprehension are Represented in Different Cortical Regions of the Left Hemisphere Connections Between Different Regions of the Brain Perisylvian Speech and Language Areas of the Brain Adult Language Disorders: Aphasia Classification of Aphasia Aphasia Due to Stroke: A Summary Traumatic Brain Injury and Aphasia Nature of Brain Injury in TBI Language Impairment in TBI Dementia Brain Pathology in Dementia Language Disorders in Dementia Chapter Summary References Chapter 10. Speech Science I Introduction The Speech Mechanism: A Three-Component Description Respiratory System Component (Power Supply for Speech): Functional Anatomy and Physiology The Chest Wall and Vegetative Breathing Speech Breathing Clinical Applications: An Example The Larynx (Sound Source for Speech): Functional Anatomy and Physiology Laryngeal Cartilages Laryngeal Muscles and Membranes Phonation Clinical Applications: An Example Upper Airway (Shaper of Speech Sounds): Functional Anatomy and Physiology Muscles of the Vocal Tract Vocal Tract Shape and Vocalic Production Velopharyngeal Mechanism Valving in the Vocal Tract and the Formation of Speech Sounds Voicing Contrasts for Consonants Coarticulation Clinical Applications: An Example Chapter Summary References Chapter 11. Speech Science II Introduction The Theory of Speech Acoustics The Sound Source The Sound Filter Vowel Sounds Result from the Combination of Source and Filter Acoustics Resonant Frequencies of Vowels are Called Formants: Spectrograms The Tube Model of Human Vocal Tract Makes Interesting Predictions and Suggests Interesting Problems A Spectrogram Shows Formant Frequencies and Much More Speech Synthesis Speech Recognition Speech Acoustics and Assistive Listening Devices Speech Perception The Perception of Speech: Special Mechanisms? The Perception of Speech: Auditory Theories Motor Theory and Auditory Theory: A Summary Top-Down Influences: It’s Not All About Speech Sounds Speech Intelligibility Chapter Summary References Chapter 12. Phonetics Introduction International Phonetic Alphabet Vowels and their Phonetic Symbols Consonants and their Phonetic Symbols Clinical Implications of Phonetic Transcription Chapter Summary References Chapter 13. Typical Phonological Development Introduction Phonetic and Phonological Development: General Considerations Phonetic and Phonological Development Phonetic Development Phonological Development Typical Speech Sound Development Determination of Speech Sound Mastery in Typically-Developing Children Possible Explanations for the Typical Sequence of Speech Sound Mastery Phonological Processes and Speech Sound Development Phonological Development and Word Learning Chapter Summary References Chapter 14. Motor Speech Disorders in Adults Introduction Classification of Motor Speech Disorders Dysarthria Subtypes of Dysarthria The Mayo Clinic Classification System for Motor Speech Disorders The Dysarthrias: A Summary Apraxia of Speech Chapter Summary References Chapter 15. Pediatric Speech Disorders I Introduction Speech Delay Diagnosis of Speech Delay Quantitative Measures of Speech Delay and Speech Intelligibility Speech Delay: Phonetic, Phonological, or Both? Additional Considerations in Speech Delay and Residual and Persistent Speech Sound Errors Speech Delay and Genetics Childhood Apraxia of Speech CAS Compared with Adult Apraxia of Speech CAS: Prevalence and General Characteristics CAS: Speech Characteristics CAS and Overlap with Other Developmental Delays CAS and Genetics Chapter Summary References Chapter 16. Pediatric Speech Disorders II Introduction Childhood Motor Speech Disorders: Cerebral Palsy Types of Cerebral Palsy Dysarthria in Cerebral Palsy Childhood Motor Speech Disorders: Traumatic Brain Injury and Tumors Traumatic Brain Injury Brain Tumors Treatment Options and Considerations Chapter Summary References Chapter 17. Fluency Disorders Introduction Incidence and Prevalence of Stuttering Genetic Studies Diagnosis of Developmental Stuttering The Natural History of Developmental Stuttering Stage I: Typical Dysfluencies Stage II: Borderline Stuttering Stage III: Beginning Stuttering Stage IV: Intermediate Stuttering Stage V: Advanced Stuttering Recovery of Fluency Possible Causes of Stuttering Psychogenic Theories Learning Theories Biological Theories Acquired (Neurogenic) Stuttering Symptoms of Neurogenic Stuttering Compared with Developmental Stuttering Treatment Considerations Chapter Summary References Chapter 18. Voice Disorders Introduction Epidemiology of Voice Disorders Initial Steps in the Diagnosis of Voice Disorders Case History Perceptual Evaluation of the Voice Viewing the Vocal Folds Measurement of Basic Voice Parameters Classification/Types of Voice Disorders The Hypo-Hyperfunction Continuum Phonotrauma Organic Voice Disorders Functional Voice Disorders Neurological Voice Disorders Pediatric Voice Disorders Prevalence of Childhood Voice Disorders Types of Childhood Voice Disorders Treatment of Childhood Voice Disorders Chapter Summary References Chapter 19. Craniofacial Anomalies Introduction Definition and Origins of Craniofacial Anomalies Embryological Development of the Upper Lip and Associated Structures Embryological Errors and Clefting: Clefts of the Lip Embryological Errors and Clefting: Clefts of the Palate Cleft Lip with or Without a Cleft Palate; Cleft Palate Only (Isolated Cleft Palate) Epidemiology of Clefting Speech Production in CL/P and CP Diagnosis of VPI VPI and Hypernasality VPI, Consonant Articulation, and Speech Intelligibility Clefting and Syndromes Cleft Palate: Other Considerations Chapter Summary References Chapter 20. Swallowing Introduction Anatomy of Swallowing Esophagus Stomach The Act of Swallowing Oral Preparatory Phase Oral Transport Phase Pharyngeal Phase Esophageal Phase Overlap of Phases Breathing and Swallowing Nervous System Control of Swallowing Role of the Peripheral Nervous System Role of the Central Nervous System Variables That Influence Swallowing Bolus Characteristics Development Age Measurement and Analysis of Swallowing Videofluoroscopy Endoscopy Client Self-Report Health Care Team for Individuals with Swallowing Disorders Chapter Summary References Chapter 21. Hearing Science I: Acoustics and Psychoacoustics Introduction Oscillation Waveform Spectrum Waveform and Spectrum Resonance Psychoacoustics Pitch Loudness Sound Quality Chapter Summary Chapter 22. Hearing Science II: Anatomy and Physiology Introduction Temporal Bone Peripheral Anatomy of the Ear Outer Ear (Conductive Mechanism) Middle Ear Inner Ear (Sensorineural Mechanism) Chapter Summary References Chapter 23. Diseases of the Auditory System and Diagnostic Audiology Introduction Hearing Evaluation Case History Otoscopy Immittance Tympanometry Acoustic Reflex Thresholds (ART) Audiometric Testing Physiological Responses Vestibular Assessment Audiometric Results Type, Degree and Configuration of Loss Hearing and Balance Disorders Chapter Summary References Chapter 24. Assistive Listening Devices Introduction Hearing Aids Steps in Selecting and Fitting a Hearing Aid Types of Hearing Aids Hearing Aid Components Auditory Implantable Devices Bone-Anchored Implant (BAI) Middle Ear Implant (MEI) Cochlear Implant (CI) Chapter Summary References Chapter 25. Aural Habilitation and Rehabilitation Introduction Aural Habilitation Assessment of Pediatric Communication Needs Pediatric Intervention Components of a Family-Centered Intervention Auditory Training Communication Options Outcome Measures for Pediatrics Aural Rehabilitation Introduction to Aural Rehabilitation (AR) Assessment of Communication Needs in Adults Intervention Speechreading Adult Outcome Measures Group Aural Rehabilitation Chapter Summary References Index

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Book SynopsisEmergent Literacy: Lessons for Success is a flexible tool designed for speech-language pathologists to enhance emergent literacy intervention for preschool and kindergarten-age children. The book includes 90 lessons addressing key areas of emergent literacy: phonological awareness, print concepts, alphabet knowledge, emergent writing, inferential language, and vocabulary. These lessons are suitable for use in clinical settings as well as in collaboration with classroom teachers. Also included are an overview of emergent literacy, differentiation recommendations, and suggestions for lesson integration across the key areas.Table of ContentsPart I: Overview 1. Overview of Emergent Literacy 2. Differentiating Emergent Literacy Instruction 3. How to Use This Book Part II: Code-Related Lesson Plans 4. Phonological Awareness 5. Print Awareness 6. Alphabet Knowledge 7. Emergent Writing Part III: Oral Language Lesson Plans 8. Inferential Language 9. Vocabulary References Index

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Book Synopsis

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Book SynopsisUntil recently, congenital hearing loss was a condition that generally curtailed a child's ability to develop the language of the ambient community and to succeed in mainstream educational settings. Two technological advances have radically changed that outlook for children with hearing loss: methods for screening hearing at birth and cochlear implants. This new book, based around a large-scale study, examines how closely the developmental trajectories of children with hearing loss matches those of children with normal hearing. While the two changes described above have altered prognoses for children with hearing loss, the author also discusses results from relevant areas of psycholinguistic study where there has also been a shift in perspective among psycholinguists studying the processing of speech that could, and perhaps should, affect intervention. The book unpacks many ideas that have been cornerstones of intervention for young children with hearing loss, and the source of much controversy.It comes at a time when there have been many developments regarding treatment options for children with hearing loss that are difficult to interpret within the context of traditional approaches.Table of ContentsPreface Acknowledgements Chapter 1 A Shared History: Putting This Book in Cultural Perspective Chapter 2 The Emergence of Language Chapter 3 Development of Children with Hearing Loss: State of Our Knowledge Chapter 4 Participants and Procedures: How Independent Sources of Variability Were Handled Chapter 5 Behavior, Personality, and Cognition Chapter 6 Basic Language Measures: Comprehension, Vocabulary, and Intelligibility Chapter 7 Language in the Real World: What We Learn From Natural Samples Chapter 8 Real-World Language: Developing Native Competencies Chapter 9 Treatment Effects Chapter 10 All About Parents Chapter 11 Putting It All Together: A Latent Measure of Language Acquisition Chapter 12 Considering the Past, Planning For the Future Appendix A Educational and Occupational Scales For Indexing Socio-Economic Status Appendix B: Decision Tree For Scoring Children's Language Samples Appendix C: Communicative Acts Used For Scoring Children's Language Samples Appendix D: Communication Acts Used For Scoring Parental Language Samples Appendix E: A Slightly Different Version of Figure 12-1 Index

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Book SynopsisA number of books and studies have shed light on the value of professionals working together to address the language and literacy needs of English learners (ELs) with communication differences and/or disorders. However, few resources have directly and intentionally addressed the merging of the two disciplines.

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Book SynopsisThis much-anticipated scholarly volume promises to be an essential/must-have resource for anyone who is interested in natural language acquisition, the development of reading, and academic achievement of deaf and hard of hearing children. It is a compilation of research and practical applications of cued speech and cued language, authored by 39 authors from nine different fields of study (speech science, hearing science, linguistics, psycholinguistics, neurolinguistics, cognition, transliteration, computer science, and deaf education) in four countries. This theoretically and empirically based volume is a vital source of information to any advocate, professional, or parent of a deaf child. It promises to be a required book in graduate courses in deaf education programs as well as libraries of schools serving deaf children across the country. Readers of this book will learn that cueing has moved far beyond Cornett's 1966 invention of Cued Speech.This is true in terms of its use (by whom, how, and for what purposes); its status as a means of first-order language transmission; and cross-disciplinary contributions to numerous other fields of study, including: linguistics, psycholinguistics, cognition, speech science, hearing science, reading, and deaf education. Our understanding of visual language and communication has been enhanced by the inclusion of Cued Speech in academic dialogues by highlighting the similarities and differences among spoken, signed, and cued language. Readers will learn of the latest computer-generated aids to communication, which are either being developed for use with Cued Speech or were conceived because of Cued Speech. Readers will also learn of the expanding role of Cued Speech in the lives of hearing and deaf individuals (e.g., developmental, social, academic). Finally, readers of this book will understand how the case of Cued Speech lends further support to the notion that children, regardless of hearing status, have an irrepressible predisposition to acquire language, whether signed, spoken, or cued, whether alphabetic or tonal.Trade ReviewPatricia Spencer, PSpencer Consulting LLC, Rockport, USA, International Journal of Audiology 2011, (2011): "The editors of this volume clearly hope to encourage more research on and the use of CS/L. They have, toward these ends, compiled chapters (and some full or partial reprints of previous publications) from authors in Belgium, France, Spain, and the USA to provide a data base upon which to build ... If you want to learn about Cued Speech/Language - or if you are interested in the possible integration of visual and auditory information for acquisition of language - this is a book you should read ... This is a unique volume however, and readers will find it interesting at a number of levels. It could provoke re-thinking of some long-held attitudes about the language potential of deaf children, processing of multi-modal language input, and even the nature of the relation between languages and the modalities through which they are represented. And, it provides in one location what is known, thought, and hoped about the contributions of Cued Speech and Language to deaf children's development. I recommend this book to anyone who wants to learn more about these topics."Table of ContentsSECTION 1: CUED SPEECH AND CUED LANGUAGE Chapter 1: Why a Book about Cued Speech and Cued Language and Why Now? Carol LaSasso Chapter 2 Fundamental Principles of Cued Speech and Cued Language Thomas Shull & Kelly Lamar Crain Chapter 3 Cued Language: What Deaf Native Cuers Perceive of Cued Speech Melanie Metzger & Earl Fleetwood Chapter 4 Psycholinguistic Study of Phonological Processes in Deaf Adult Cuers Daniel Koo & Ted Supalla SECTION II: CUED SPEECH FOR PHONOLOGICAL PERCEPTION Chapter 5 Audiovisual Phonology: Lipreading and Cued Lipreading Jesus Alegria Chapter 6 Cued Speech for Enhancing Speech Perception of Individuals with Cochlear Implants Jacqueline Leybaert, Cecile Colin, & Catharine Hage SECTION III: CUEING FOR NATURAL LANGUAGE ACQUISITION Chapter 7 Early Linguistic Input Received by a Deaf Child Exposed to la Palabra Complementada During the Pre-Linguistic Period Ignacio Moreno-Torres & Santiago Torres Chapter 8 Early Language Development of Congenitally Deaf Twins of Deaf Parents who are Native Cuers of American English Kelly Lamar Crain Chapter 9 Experiences and Perceptions of Cueing Deaf Adults in the U.S. Kelly Lamar Crain and Carol LaSasso Chapter 10 A Bilingual (ASL and Cued American English) Program for Deaf and Hard of Hearing Students: Theory to Practice Kitri Larson Kyllo SECTION IV: CUED LANGUAGE FOR THE DEVELOPMENT OF READING Chapter 11 Cued Speech for the Development of the Alphabetic Principle Jacqueline Leybaert, Stephanie Colin, & Carol LaSasso Chapter 12 Cued Language for the Development of Reading Comprehension Carol LaSasso and Kelly Lamar Crain Chapter 13 Phonological Awareness, Short Term Memory, and Fluency in Hearing and Deaf Individuals of Different Communication Backgrounds Daniel Koo, Kelly Lamar Crain, Carol LaSasso, and Guinevere Eden Chapter 14 Generative Rhyming Abilities of 10-14 Year Old Readers who are Deaf Kelly Lamar Crain and Carol LaSasso SECTION V: CUED SPEECH FOR ATYPICAL POPULATIONS Chapter 15 Children with Auditory Neuropathy/Auditory Dys-synchrony: The Value of Cued Speech in the Face of an Uncertain Language Development Trajectory Michelle Arnold & Charles Berlin Chapter 16 Applications of Cued Speech with Deaf Children with Additional Disabilities Affecting Language Development Donna Morere Chapter 17 Cued Spanish as L1: Teaching la Palabra Complementada to Spanish-Speaking Parents of Deaf Children in the U.S. Claire Klossner & Kelly Lamar Crain SECTION VI: CUED SPEECH/CUED LANGUAGE ON THE HORIZON Chapter 18 Lipreading, the Lexicon, and Cued Speech Lynne Bernstein, Edward Auer, & Jintao Jiang Chapter 19 Analysis of Cued Speech Production and Perception: Toward a Complete Text-to-Cued Speech Synthesizer Virginie Attina, Guillaume Gibert, Marie-Agnes Cathiard, Gerard Bailly & Denis Beautemps Chapter 20 Development of Speechreading Supplements Based on Automatic Speech Recognition Paul Duchnowski, David Lum, Jean Krause, Matthew Sexton, Maroula Bratakos, and Louis Braida Chapter 21 Automatic Cued Speech Jean Krause, Paul Duchnowski, & Louis Braida Chapter 22 An Automatic Visible Speech Supplement for Deaf Individuals' Speech Comprehension in Face-to-Face and Classroom Situations Dominic Massaro, Miguel Carreira-Perpinan, & David J. Merrill Chapter 23 A Version of the Educational Interpreter Performance Assessment for Cued Speech Transliterators: Prospects and Significance Jean Krause, Brenda Schick, & Judy Kegl Chapter 24 How Cued Speech is Processed in the Brain: Directions for Future Research Mario Aparicio, Philippe Peigneux, Brigitte Charlier & Jacqueline Leybaert Index

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Book SynopsisThis text provides teachers, speech-language pathologists, and others working with young children with methods for providing systematic and engaging literacy instruction. The approaches it treats are evidence based, being examined and refined by classroom implementation. They cover the array of important early literacy and language skills, both print based and meaning based (phonological awareness, print awareness and letter knowledge, story comprehension and vocabulary, and oral and written language). In a casual style and tone, easily accessible to a wide variety of readers, each chapter presents underlying research, applied principles, and illustrations of a variety of contexts and activities for instructional purposes. Ideas for school-home connections are included as well.While there are a number of texts that focus on emergent and early literacy curriculum (defining curricular components and developmental progression), assessment, and instructional delivery models, this book contains innovative content not found elsewhere, including: Strategies and procedures for coordinating class-wide literacy instruction and activities with supplemental literacy services provided by support personnel Specific ways to use paraeducators and parent or community volunteers to increase instructional opportunities Procedures for conducting effective professional development Integrated arts curriculum and procedures Mechanisms for embedding literacy learning in all classroom contexts with varied participant structures in order to provide intense and frequent opportunities for children to practice literacy skills Primarily targeted at early childhood educators and speech-language pathologists at preservice and practicing professional levels, the content will also be relevant to any education professionals involved with literacy instruction in early childhood settings, including reading specialists, special educators, and teachers of English as a second language. The book is also appropriate for undergraduate or graduate level classes dealing with early language and literacy instruction or with intervention in early childhood education, speech-language pathology, or special education programs.Table of ContentsChapter 1. Laying Foundations: Principles and Practices to Guide Early Literacy Programs Sharon Black Chapter 2. Dynamic Systems Theory Applied to Language and Literacy Learning Carol Westby Chapter 3. Learning What Print Means: Print Awareness in School, Home, and Community Sharon Black Chapter 4. Exploring Squiggles on Paper: Teaching and Practicing Letter Knowledge Skills Gary Eldon Bingham, Sharon Black, and Barbara Culatta Chapter 5. Recognizing and Manipulating Sounds: Phonological and Phonemic Awareness Kendra M. Hall-Kenyon and Barbara Culatta Chapter 6. Putting Letters and Sounds Together: Phonics and Decoding Strategies Barbara Culatta, Kendra M. Hall-Kenyon, and Sharon Black Chapter 7. Using Sounds and Letters to Form Words: Developmental Spelling Kendra M. Hall-Kenyon, Ann C. Sharp, and Brenda L. Sabey Chapter 8. Bringing Stories to Life: Approaches to Understanding and Enjoying Narratives Barbara Culatta, Kendra M. Hall-Kenyon, and Sharon Black Chapter 9. Learning About the World: Exploring and Comprehending Expository Texts Sharon Black, Kendra M. Hall-Kenyon, and Barbara Culatta Chapter 10. Working with Parents: Ways to Involve Parents in Early Literacy at Home and at School Gary Eldon Bingham, Byran Korth, and Esther Marshall Chapter 11. Enriching Language and Literacy: Integrating Visual Arts, Music, Dance, and Drama Sharon Black Chapter 12. Assessing Students' Needs and Progress: Use of Data to Adjust Instruction Barbara Culatta and Kendra M. Hall-Kenyon Chapter 13. Learning and Improving Together: Collaborative Professional Development John Wilkinson and Barbara Culatta Chapter 14. Applying Systematic and Engaging Practices: Planning Units and Lesson Activities Kendra M. Hall-Kenyon and Barbara Culatta

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Book SynopsisWritten for SLPs who care for children with vocal disorders, this is the second book by the team who wrote Pediatric Voice Disorders. This new publication is specially designed for SLPs to have access to the medical information at a special price. To that end, certain chapters have been removed from Pediatric Voice Disorders, which focuses on the techniques of surgical care, and other chapters have been reshaped to highlight issues of office based diagnosis and intervention. Several new chapters have been added, including a fascinating and comprehensive chapter by Katherine Verdolini which reviews the literature regarding voice therapy in children as well as an additional chapter on the work-up and treatment of children with Velopharyngeal Insufficiency. The authors have provided a cross-fertilization of thoughts and ideas that comes from putting together a seemingly diverse group of specialists and having them focus on specific pediatric disease-based and pediatric voice pathology-based topics.Within this book, members of each specialty attend to these questions and comment upon how the specialties can best work together towards obtaining diagnoses and rendering unified and comprehensive treatment.Trade ReviewAdrienne B. Hancock, PhD, Doody's Review Service, (2010): "... A high quality book and valuable resource for clinicians working with children who have voice disorders, particularly medically involved pathologies." Martin L. Spencer, MA, CCC-SLP, Advance for Speech-Language Pathologists and Audiologists, (March 2011): "Speech-language pathologists who specialize in clinical voice pathology are the target audience for a handsome new text titled "Clinical Management of Children's Voice Disorders" by Christopher Hartnick, MD, and Mark Boseley, MD. The focus is on medical and surgical interventions, rather than behavioral. The book features 25 authors contributing to 16 chapters on such welcome and well-covered topics as laryngeal electromyography (LEMG), pulmonology, airway reconstruction and singing."Table of ContentsChapter 1: Developmental, Gross, and Histologic Anatomy of the Larynx Mark E. Boseley and Christopher J. Hartnick Chapter 2: Pediatric Laryngology: The Office and Operating Room Set-Up Mark E. Boseley and Christopher J. Hartnick Chapter 3: Evaluation of the Child With a Vocal Disorder Shirley Ghersonand Barbara M. Wilson Arboleda Chapter 4: Voice Quality of Life Instruments Mark E. Boseley and Christopher J. Hartnick Chapter 5: Laryngopharyngeal Reflux and the Voice Stephen C. Hardy Chapter 6: The Role of the Pediatric Pulmonologist Kenan E. Haver Chapter 7: Lryngeal Electromyography in Pediatric Patients Al Hillel Chapter 8: Pediatric Laryngeal Electromyography Andrew R. Scott and Christopher J. Hartnick Chapter 9: Voice Therapy for Children Katherine Verdolini Abbott, nicoleYee-Key Li, Rita Hersan, and Leslie Kessler Chapter 10: Working With the Pediatric Singer: A Holistic Approach Robert Edwin Chapter 11: Benign Lessons of the Pediatric VocalFolds: Nodules Webs, and Cysts J. Scott McMurray Chapter 12:Juvenile Onset Recurrent Respiratory Papillomatosis Matthew T. Brigger and Christopher J. Hartnick Chapter 13: Vocal Fold Immobility Matthew T. Brigger and Christopher J. Hartnick Chapter 14: Pediatric Airway Recontruction and the Voice Karen B. Zur Chapter 15: Functional and Spasmodic Dysphonia's in Children Marshall E. Smith, Nelson Roy, and Cara Sauder Chapter 16:Diagnosis and Treatment of Velopharyngeal Insufficiency Matthew T. Brigger, Jean Ashland, and Christopher J. Hartnick Chapter 17: Paradoxical Vocal Fold Motion Venu Divi, Mary J. Hawkshaw, and Robert T. Sataloff Chapter 18: Psychiatric and Psychological Interventions for Pediatric Voice Disorders Abigail L. Donovan and Bruce J. Masek Index

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Book SynopsisThis book is designed for beginning and seasoned speech-language pathologists and others in regular and special education who work with students demonstrating oral and written language problems. The intent of this book is to provide a resource of excellence, a schema of good practice.

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Book Synopsis"Ma and Yiu's Handbook for Voice Assessments is a handbook par excellence, certainly destined to be a landmark in the field of voice disorders. It is a concise volume that puts valuable information in the hands of readers. The contributions by experts from around the world provide a coverage of voice assessments that is extraordinary in its range and precise in its delivery." --From the Foreword by Ray D. Kent, PhD. Handbook of Voice Assessments embraces current best practice and the latest research on the assessment of voice by leading international clinicians and scholars in the professions. Each chapter focuses on one area of voice assessment and starts with a succinct list of the purposes of the assessment. Next, the procedure is described in an easy-to-understand and systematic format. Finally, guidelines on how to analyze the voice samples and interpret results are included. Special features of the book include: Theoretical background is restricted to a simple paragraph. Detailed instructions for each voice assessment are provided, allowing the clinician to immediately implement the assessment with patients. All chapters are consistent in format and terminology.Each chapter begins with the purpose of the assessment, followed by the description of procedures. The book is written in a lucid and straightforward manner, to be understood readily by student speech-language pathologists and laryngologists with a variety of backgrounds and levels of expertise. Each assessment method is illustrated by a case study that accompanies each chapter. Handbook of Voice Assessments maximizes students' and clinicians' competence, knowledge, and effectiveness. This text is a necessary and invaluable sourcebook for every undergraduate student, graduate student, and clinician in his/her early career.Trade ReviewBarbara Prakup, PhD, Cleveland State University, Ohio, USA, Voice Foundation, (June 2011): "This is a well-organized, practical manual for the practicing clinician or the advanced student of voice. The book is organized into seven sections covering aerodynamics, vocal fold movements, laryngeal muscle activities, acoustics, resonance, auditory-perceptual evaluation and quality of life evaluation. Each chapter is written by established experts and presents theoretical background, description of system/approach, equipment and materials, test procedures, normative data and an illustrative case study. The chapters are clearly written and give helpful "how to" information regarding the use of instrumental and non-instrumental assessment of voice. Section II is unique in that it includes international perspectives on the use of stroboscopy in the clinical setting, enabling us to learn from colleagues in various regions of the globe. Handbook of Voice Assessments is suitable as a trusted reference for practicing professionals as well as a textbook for advanced courses in voice disorders. It is a welcome and valuable contribution to the field of voice."Table of ContentsForeword by Ray D. Kent, Ph.D. Preface Contributors 1. Introduction Estella P.-M. Ma and Edwin M.-L. Yiu Section One: Aerodynamics 2. Aerodynamic Measurement of Vocal Function: Phonatory Aerodynamic System Joseph Stemple, Barbara Weinrich, and Susan Baker Brehm 3. Monitoring Oral Airflow and Air Pressure during Speech Production: Aerophone II Estella P.-M. Ma 4. Assessment of laryngeal airway resistance and phonation threshold pressure: Glottal Enterprises Nancy Pearl Solomon 5. Kinematic Respiratory Analysis: Respiratory Inductance Plethysmography Petrea Cornwell 6. Maximum Phonation Performance Edwin M.-L. Yiu Section Two: Vocal Fold Movements 7. Stroboscopy in the Clinical Setting: Sweden Perspective Per-Ake Lindestad 8. Videostroboscopy: USA Perspective VyVy N. Young and Clark A. Rosen 9. Stroboscopy in the Voice Clinic: United Kingdom Perspective John S. Rubin and Ruth Epstein 10. Laryngoscopic Examination: China Perspective Demin Han and Wen Xu 11. Videokymographic Examination of Voice Jan G. Aevec and Frantisek Aeram 12. Quantitative Analysis of High-speed Laryngoscopic Images Jiangping Kong and Edwin M.-L. Yiu. 13. Electroglottography: Speech Studio Laryngograph Ruth Epstein Section Three: Laryngeal Muscle Activities 14. Assessing Vocal Hyperfunction Using Surface Electromyography Amy Y.-H. Wong and Estella P.-M. Ma 15. The Applications of Surface Electromyography to Assess Stressor-Evoked Changes in Extralaryngeal Functioning Maria Dietrich and Richard D. Andreatta 16. Laryngeal Electromyography Wen Xu and Demin Han Section Four: Acoustics 17. Multi-dimensional Analysis of Voice: Computerized Speech Lab Adam P. Vogel 18. Acoustic Analysis using Freeware: Praat Cate Madill and Patricia McCabe 19. Voice Range Profile: Phog Estella P.-M. Ma Section Five: Resonance 20. Nasometry in the Evaluation of Resonance Disorders Alice Lee and Tara L. Whitehill Section Six: Auditory-perceptual Evaluation 21. Perceptual Assessment of Voice Quality: Past, Present, and Future Jody Kreiman and Bruce R. Gerratt 22. Evaluating Voice Quality Rahul Shrivastav 23. Auditory-Perceptual Voice Evaluation: A Practical Approach Karen M.-K. Chan Section Seven: Quality of Life Evaluation 24. Patient Reported Outcomes in Voice Disorders Barbara Jacobson and Richard I. Zraick Index

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Book SynopsisHere's How Children Learn Speech and Language: A Text on Different Learning Strategies is an effective resource for speech-language pathologists working with children at the level of prekindergarten through high school. The author provides diagnostic tools to help clinicians assess underlying speech and/or language disorders that are impeding students' academic success. Once the underlying diagnoses are obtained, the author assists the clinician with identifying goals and developing strategies to meet those goals and improve academic performance. The strategies allow the SLP to incorporate the content of the child's school lessons, and they can be used across all curriculum areas. By basing the strategies on the student's individual speech and language abilities, the clinician will be best able to assist the student with following written and oral directions, reading fluency and comprehension, critical thinking, and retrieval. Here's How Children Learn Speech and Language: A Text on Different Learning Strategies is an essential resource for school-based SLPs and educators who work with children with speech and language disorders in the educational setting.Table of ContentsForeword xiii Preface xv Chapter 1 Just the Facts 1 Introduction 1 Here Are Important Definitions 1 Here Are Some Facts 3 Fact #1: Percent of Students With Learning and Language Disabilities 3 Fact #2: (Central) Auditory Processing Disorder (APD), Language Impairment, and Reading Disorder 3 Fact #3: Childhood Apraxia of Speech, Language, and Learning Disorders 3 Fact #4: Word-Finding, Language Impairment, and Learning Disabilities 3 Fact #5: Percent of Students With Learning Disabilities 3 Fact #9: Language-Based Learning Disability Is a Better Descriptor Than Dyslexia 4 Here Are Some Signs for Students Who May Be at Risk of a Learning Disability 4 Here Are the Laws That Guarantee an Equal Education for All 5 Introduction to Individuals With Disabilities Education Act (IDEA 2004) 5 Here's Information Regarding Reauthorization of IDEA 2008 5 Here's Information Regarding the NCLB Act of 2001 8 Introduction to Section 504 of the Rehabilitation Act (1998) 9 Here Are the Agencies That Enforce the Laws 13 Office for Civil Rights (OCR) 13 The Office of Special Education and Rehabilitative Services (OSERS) 13 State Educational Agencies 14 Conclusion 14 References 14 Chapter 2 Diagnostics 17 Introduction 17 Preschool/Kindergarten Children 18 Morphology Introduction 19 Phonology Introduction 19 Auditory Short-Term Memory Skills Introduction 19 Word Finding Introduction 19 Possible Assessment Tools 20 School-Age Assessment Essentials Introduction 21 Rating Scales 21 Receptive and Expressive Vocabulary Measures 22 Word-Finding Measures 23 Receptive and Expressive Language Testing 23 Central Auditory Processing Disorder (C)APD 25 Written Language Expression 27 Phonological Awareness Assessment 28 Problem Solving 28 Determining the Significance of the Testing Results 29 Possible Profiles 29 What Happens After the Evaluation 30 Conclusion 38 References 38 Chapter 3 Getting Started: Preliteracy Skills 41 Introduction 41 Auditory Short-Term Memory Introduction 44 Area: Auditory Short-Term Memory 44 Auditory Short-Term Memory Strategies 45 Sequencing Events Introduction 51 Area: Sequencing of Events 52 Sequencing Strategies 52 Phonological Awareness Introduction 55 Area: Phonological Awareness 55 Strategies for Phonological Awareness 56 Narrative Skills Introduction 63 Area: Narrative Skills 64 Developing Narrative Skills Strategies 64 Preschool Language Skills and Possible Academic Effects 65 Conclusion 66 References 67 Chapter 4 Reading Is Rocket Science 69 Introduction 69 Early Reading Introduction 70 Area: Early Reading 70 Early Reading Strategies 70 Building Reading Success Introduction 79 Area: Building Reading Success 79 Building Reading Success Strategies 79 Conclusion 86 References 87 Chapter 5 Across the Curriculum 89 Introduction 89 Symbols and Abbreviations in Note Taking Introduction 90 Vocabulary Introduction 91 Vocabulary Goals 91 Vocabulary Strategies 91 Information Presented Orally Introduction 95 Spoken Directions and Lecture Information Goals 95 Spoken Directions and Lecture Information Strategies 96 Following Written Directions Introduction 97 Following Written Directions Goals 97 Following Written Directions Strategies 97 Reading Comprehension Introduction 100 Reading Comprehension for Paragraph-Length Information Goals 101 Paragraph-Length Material Strategies 101 Reading Comprehension for Subject-Based Information Goals 103 Subject-Based Information Strategies 103 Reading Comprehension for Literature Goals 108 Reading Comprehension for Literature Strategies 108 Reading Comprehension and Critical Thinking Goals 112 Reading Comprehension and Critical Thinking Strategies 112 Reading Comprehension for Test-Taking Strategies 114 Reading Comprehension for Test-Taking Strategies 114 Conclusion 118 References 118 Chapter 6 Expressing Oneself Through Writing 119 Introduction 119 Assessment Tools Review 121 Strategies to Improve Writing Skills Introduction 122 Here's How to Use Strategies to Assist With Written Language 122 Here's How to Use Webs, Venn Diagrams, and Other Graphic Organizers 123 Here Are Programs for Writing 123 Basic Concepts for Written Language Introduction 124 Here Are the Basic Mechanics for Written Language 124 Grammar Introduction 126 Here's How to Assist With Understanding Grammar 126 Here's Additional Grammar Information for Older Students 128 Remediation, Modifications, Accommodations, and Bypass Strategies Introduction 130 Here Are Some Accommodations for Written Language 130 Here's How to Use the Computer and Writing Software/Tools 130 Editing Checklist 132 Here's How to Use an Edit Checklist for Writing 132 Conclusion 133 References 133 Chapter 7 Publishers Provide What? 135 Introduction 135 Here Are the Resources That Publishers Offer for Teachers 135 Resources for Students 137 Here Are Some Advantages for Students With Language-Based Learning Disabilities 138 Reference 139 Chapter 8 Classroom Strategies 141 Introduction 141 Introduction to a Consistent Environment 142 Prekindergarten/Kindergarten 142 Schedule Boards 142 Visual Reminders for Behavior 143 Phonological Awareness, Phoneme Awareness, and the Alphabet Principle 144 First and Second Grades 145 Third Grade Forward 146 Webs 146 T Charts 147 Venn Diagrams 147 Cornell Notes 147 Written Directions and Paragraph-Length Materials 147 Written Language Expression 148 Math 149 Accommodations for Students Introduction 151 Here's How Accommodations Can Assist a Student 151 Consistency Across Grades and Educators Checklist 156 Conclusion 158 References 158 Chapter 9 Strategies for Home 159 Introduction 159 Home Strategies for Preliteracy Skills Introduction 160 Here's How Parents Can Assist Their Child With Preliteracy Skills 160 Home Strategies for Literacy Skills Introduction 161 Here's How Parents Can Work With Their Student on Developing Literacy Skills 162 Home Strategies to Increase Auditory Short-Term Memory and Comprehension Introduction 163 Home Strategies for Reading Comprehension Introduction 164 Here's How to Work on Reading Comprehension at Home 164 Home Strategies for Critical Thinking Introduction 166 Here's How to Work on Critical Thinking at Home 166 Written Expression Introduction 167 Here's How Parents Can Assist Their Student With Written Expression 167 Home Strategies for the Concepts and Language of Math Introduction 168 Here's How to Work on Math at Home 168 Conclusion 170 References 170 Chapter 10 The Greatest Resources 171 Introduction 171 Childhood Apraxia of Speech (CAS) 171 Here's How to Treat Childhood Apraxia of Speech 172 American Speech-Language-Hearing Association (ASHA) 172 Kaufman Children's Center 172 The Late Talker: What to Do If Your Child Isn't Talking Yet 172 Apraxia-KIDS 172 Word Finding 172 American Speech-Language-Hearing Association (ASHA) 173 Word-Finding Difficulties 173 Word Finding Intervention Program 2 (WFIP 2) 173 The Brain and Language 173 Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention (Practical Intervention in the Schools) 174 BrainGym.com 174 Brain-Based Learning: The New Science of Teaching and Training 174 How the Brain Learns to Read 174 How the Brain Learns 174 How the Special Needs Brain Learns 174 The Leadership Brain: How to Lead Today's Schools More Effectively 175 Developmental Language Disorders 175 Literacy 175 American Speech-Language-Hearing Association (ASHA) 175 Carl's Corner 175 abcteach.com 175 Sing Me a Story 176 National Institute for Literacy (NIFL) 176 Road to Reading: A Program for Preventing and Remediating Reading Difficulties 176 ClickN READ Phonics(R) 176 Earobics 176 HearBuilder's Phonological Awareness 177 Discover Lexercise 177 Hubbard's Cupboard 177 Reading Rockets 177 Kidzone 177 Phonics 177 Reading A-Z 177 ReadWriteThink 178 PreLiteracy.com 178 Written Language Expression 178 Step Up to Writing 178 The Writing Lab Approach to Language Instruction 178 The Story Grammar Marker 178 Draft Builder 178 Writing Tools 179 Inspiration Software, Inc. 179 Math 179 TouchMath 179 Math Helpers 179 Classroom Organizers/Schedules 179 Make a Schedule 180 Board Maker 180 Images/Sounds and Pictures 180 Graphic Organizers 180 Cause and Effect Graphic Organizers 180 Freeology.com 180 Inspiration Software, Inc. 181 Using Visual Maps 181 Study Skills and Test-Taking Strategies 182 Study Skills 182 Test-Taking Strategies 182 E-Z Test Readiness (Study Skills) 182 Classroom Amplification 182 The Laws 183 Americans with Disabilities Act (ADA) 183 Individuals with Disabilities Education Act (IDEA) 183 U.S. Department of Education Home Page 183 General Information 183 LD OnLine 183 National Assessment of Educational Progress (NAEP) 184 Conclusion 184 References 184 Glossary 187 Index 191

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Book SynopsisAssessment of Motor Speech Disorders brings together a wide range of researchers to present a current summary of assessment and evaluation techniques for disordered speech, with both a clinical and a research focus. This unique resource reviews research evidence pertaining to best practice in the clinical assessment of established areas such as intelligibility and physiological functioning, as well as introducing recently developed topics such as conversational analysis, participation measures, and telehealth. In addition, new and established research methods from areas such as phonetics, kinematics, imaging, and neural modeling are reviewed in relation to their applicability and value for the study of disordered speech. Based on the broad coverage of topics and methods, the textbook represents a valuable resource for a wide ranging audience, including clinicians, researchers, as well as students with an interest in speech pathology and clinical phonetics.Trade ReviewDr. Nicole Lallini, SLT, Lecturer in SLP, Newcastle University (2011), Royal College of Speech & Language Therapists, (December 2011): "This book is an excellent resource, mostly for clinicians and researchers, but can also be used by speech and language therapy students interested in the area of acquired motor speech disorders. Highly-acclaimed experts, including Nick Miller, Wolfram Ziegler and Deborah Theodoros, have written the 16 chapters. What makes this book such a valuable resource is the fact the chapters are written from a perspective that includes the International Classification of Functioning, Disability and Health framework, which is then applied to the assessment of motor speech disorders. The information is presented in an accessible style and provides the reader with useful information, such as online resources and names/location of relevant tests andassessment tools. This book is also an excellent resource because it gives an up-to-date comprehensive summary for the assessment and evaluation of motor speech disorders considering well-known areas such as intelligibility, physiological assessment and prosody. It also includes recently established areas such as telerehabilitation and conversation analysis." Claire Bagness, Speech-Language Therapist, Northumberland, Speech & Language Therapy in Practice, (Winter 2011): "This is an up-to-date comprehensive overview of holistic assessment of motor speech disorders. Phonetic and physiological assessment are thoroughly detailed as well as evaluation of the impact of motor speech disorders on an individual through adoption of the ICF framework (International Classification of Functioning, Disability and Health). Conversation analysis, tele-health, imaging and neural modelling are also covered. Although some chapters are relevant to developmental motor speech disorders, the focus is primarily on acquired disorders. Some aspects of assessment are more applicable for research, however much is relevant for clinical assessment of this complex range of disorders. This text is accessible and would be use to newly qualified and experienced clinicans alike." Ellika Schalling, PhD, SLP, Karolinska Institutet Karolinska University Hospital, Sweden, International Journal of Language & Communication Disorders (2014): "The chapters are generally written in an easily accessible style and provide a wealth of updated information and references of interest both for clinicians and researchers in the field. There are many useful summaries as well as references to valuable sources of further information. Many of the test-materials and studies discussed in the book are of course based on English-speaking populations, but a lot of the information is general and useful for professionals also in other parts of the world. This is a well-written and informative book that provides a comprehensive overview of assessment in the area of motor speech disorders, including both areas with a more long-standing tradition and more recent topics such as e.g. telerehabilitation and functional neuroimaging. I warmly recommend this textbook to all readers with an interest in motor speech disorders."Table of ContentsClinical Assessment The ICF Framework and its Relevance to the Assessment of People with Motor Speech Disorders Assessment of Intelligibility Physiological Assessment Assessment of Prosody The Impact of Dysarthria on the Individual Measurement of Communication Participation Dysarthria: The Cognitive Dimension Conversation Analysis and Acquired Dysarthria in Everyday Interaction Assessment of MSD within the Context of Telehealth Research Techniques Kinematic Assessment Assessment of Rhythm Assessment of Intonation Variability Indices and their Applicability to MSD Imaging Techniques Assessment of Apraxia of Speech Defective Neural Motor Speech Mappings as a Source fo Apraxia of Speech

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Book SynopsisSurvey research reveals that SLPs feel poorly prepared to treat children and adults who stutter. Here's How to Do Stuttering Therapy serves as a practical guide to provide stuttering therapy, based upon a well-articulated philosophy of the disorder. The book is a practical guide that provides readers with a solid rationale for assessment and treatment, but does not dwell on theories, philosophies, or specific programs. Rather, the orientation is toward application, while providing a justification based upon research and the information we know about stuttering. The uniqueness of the book is the focus on applied practice and functional applications. While other books present theory and structure of therapeutic approaches, Here's How to Do Stuttering Therapy offers a hands-on, eclectic approach centered on the needs of the client, rather than the structure of any specific treatment program.Table of ContentsForeword by Thomas Murry, PhD vii Preface ix Acknowledgments and Dedication xi Chapter 1 Basic Clinical Skills for Stuttering Therapy 1 Introduction 1 Getting Oriented 3 Basic Clinical Skills 6 Treatment Basics 10 First Session Advice 15 Meeting the Client for the First Time 18 Another Perspective on Stuttering 19 Clients Who Have Had Therapy Before 22 Where to Start 25 Consumers of Our Services 25 References 27 Chapter 2 Childhood Stuttering 29 An Overview of Childhood Stuttering 30 Developmental Levels of Stuttering 31 Pertinent Facts About Stuttering 32 Components of Evaluation and Treatment 34 Characteristics of Childhood Stuttering 36 Evaluating Stuttering in Children 39 Treatment Approaches 45 Working with Parents 53 The Clinical Teaching Paradigm 57 Treatment Activities 62 Sample Treatment Plans 64 Support Resources 68 References 69 Chapter 3 Stuttering in Adolescents and Adults 71 An Overview of Adolescent and Adult Stuttering 72 Assessing Adolescents and Adults Who Stutter 74 Speech Characteristics of Adolescents and Adults Who Stutter 77 Affective Characteristics of Stuttering 78 Treatment Approaches 79 Working with Emotions, Anxiety, Fear, Negative Past Experiences 87 Working with Covert Stuttering 93 Determining a Starting Point for Therapy 97 Therapy Techniques (Targets) 98 Signs of Progress in Therapy 127 Sample Therapy Session 141 Organizations/Support Groups 144 References 145 Chapter 4 Activities for Stuttering Therapy 147 Introduction 148 Speech Activities 149 Emotive Activities 152 Some Activities for Speech Goals 163 Some Activities for Emotive Goals 174 Index 187

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Book SynopsisMild Traumatic Brain Injury proposes that there is a diagnosable and treatable sub-type of Persistent Post-Concussive Syndrome (PPCS) following mild Traumatic Brain Injury (TBI). This sub-type of PPCS is characterized by: (a) multiple intermittent (or "partial seizure-like") symptoms in the absence of a conventional epileptic syndrome; (b) untriggered, ego-dystonic mood-swings in the absence of clear environmental precipitants; (c) memory lapses and brief gap of "lost time;" and a high prior probability of responding well to treatment with anti-convulsant mood-stabilizers, such as valproic acid (Depakote, Divalproex) and carbamazepine (Tegretol). Both pediatric and adults patients may suffer from this loosely-defined syndrome and may go untreated for months or even years following one or more instances of mild TBI. The authors and contributors, from diverse professional backgrounds - including Adult Neuropsychology, Child Neuropsychology, Sports Medicine, and Neuropsychiatry - present a valuable, expert insight into the needs and methods of treatment for this large and often underserved population.Clearly written, practical, and requiring little knowledge of brain structure and function, Mild Traumatic Brain Injury provides all involved in client care with the tools they need to ensure good outcomes. Of particular value will be the near-unique coverage of the the mechanisms underlying blast-induced neuro-trauma, a subject of great concern to military personnel, care-providers, and their families. AudienceTable of ContentsChapter One: Brain injury due to Blunt-Force Trauma Chapter Two: Illustrative Case History of a Patient with MIND Chapter Three: Navigating the Healthcare System following Mild TBI Chapter Four: Evidence for the Existence of MIND-like Neuropsychiatric Patients Chapter Five: Living with Untreated Symptoms of MIND Chapter Six: Reviewing the Evidence for Treatment Efficacy Chapter Seven: Mood-Stabilizing Medications with Anticonvulsant Properties Chapter Eight: Blast Trauma: an Ominous "New" Risk Factor for MIND Chapter Nine: Blast Trauma II: Symptomatic Treatment in the Short-Run Chapter Ten: Using Effective Coping Behaviors Chapter Eleven: MIND in Pediatric Patients Chapter Twelve: Unanswered Questions and Issues Requiring Further Study Chapter Thirteen: A Summing Up Appendices Technical Appendix A: The Iowa Interview (13,337) Technical Appendix B: Making the Diagnosis of MIND in Adults Technical Appendix C: Making the Diagnosis of MIND in Children and Adolescents Technical Appendix D: Conservative Clinical Neuropsychologists and Mild TBI: Is Anyone Ever Hurt?

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Book SynopsisThis educational text is based on the premise that university faculty preparing students in communication disorder disciplines need to rely on the evidence-base of literature regarding effective teaching in much the same way that they are expected to rely on evidence-based practice as clinicians. By sharing what evidence-based education (EBE) methods are available, authors seek to increase the efficacy of clinical education in a variety of fields and at the same time, provide valuable insights to these faculty members as to how they can contribute to the growing body of evidence regarding teaching, often referred to as the scholarship of teaching and learning (SOTL). This text is a valuable resource for faculty and doctoral students teaching in communication sciences and disorders programs. The book introduces those in higher education to the concepts key to SOTL, how to use SOTL for professional development to improve learning outcomes, and how to begin engaging in SOTL.Coverage highlights how instructors can make use of existing SOTL research to improve teaching through the use of specific, evidence-based education strategies described in depth using specific classroom application vignettes.Table of ContentsForeword by L. Dee Fink, PhD Foreword by Elizabeth McCrea, PhD Chapter 1: Good Teaching, Scholarly Teaching, and Scholarship of Teaching Fundamental Scholarship of Teaching and Learning Concepts Dual Professions Professional Educator Continuing Education A Framework of Educator Development Developing as Professional Educators: Working Toward Each Level Chapter 2: EBP in Clinical Practice versus EBE in Classroom Teaching Evidence-Based Practice as the Foundation for Clinical Service Delivery Evidence-Based Education as the Foundation for Classroom Teaching Linking to Levels of Evidence in EBP to EBE Why do we need EBE? Where do I Find the Evidence? Now What do I do? Chapter 3: The "Learner Centered-Active Learning" Paradigm Bloom's Taxonomy Learner-Centered Instruction Concluding Thoughts Chapter 4: Before You Teach: Course Design and Preparation Backward Design Evidence for Backward Design Applying Backward Design: A Practice Example Creating Significant Learning Evidence for Creating Significant Learning Application of Fink's Creating Significant Learning Concluding Remarks Chapter 5: Communication in the Classroom Instructional Communication Competence Immediacy and Clarity Teacher Transparency Social Presence Chapter 6: Engaging the Learner Collaborative Learning Techniques Problem-Based Learning Academic Service Learning Technology for Engaged Learning Chapter 7: Assessing Student Learning Overview of Assessment Assessment Approaches Tools for Assessment Chapter 8: Moving Forward Toward SOTL Why We Need to Support Good, Scholarly Teaching and SOTL Mechanisms of Support for Professional Development Toward SOTL Teachers Researching Teaching: Action Research for SOTL Ethical Considerations and SOTL Dissemination of SOTL Work Chapter 9: SOTL as Part of Your Research Agenda Planning Your SOTL Research Agenda The Value of SOTL on Your Campus? What Can Be Done? Final Thoughts Index

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Book SynopsisThe growing emphasis on evidence-based practice has increased the importance of using clinical studies for empirical demonstration of the efficacy of clinical interventions. As a result, speech-language pathologists and audiologists must be well-versed in research methods and statistical analysis. In fact, a demonstrated knowledge of statistics (including a stand-alone course in statistics) is a requirement of ASHA certification effective September 1, 2014. Statistical Methods and Reasoning for the Clinical Sciences is the ideal textbook to meet the need for a solid understanding of statistics for communication sciences and disorders. The author clearly defines and illustrates the foundational concepts of statistics, including statistical vocabulary, population parameters, sampling methods, and descriptive methods like measures, correlation, and regression. Emphasis is placed on the topic of probability because a firm grasp of the probabilistic approach is essential for any clinician to generate a precise diagnosis.The readers of this textbook will: Comprehend how clinical research reflects a series of steps that conform with the scientific method of problem solving (observation, hypothesis formation, hypothesis testing, verification, and evaluation). Appreciate the importance of including rationales in a research study that entail three interrelated tasks: description (why it was done), explanation (what was done and to whom), contextualization (how the results relate to other bodies of knowledge). Distinguish between "statistical significance" and "clinical significance." Value the importance of scientific literacy as a major ingredient of evidence practice. With its comprehensive scope and timely content Statistical Methods and Reasoning for the Clinical Sciences is the ideal text for students of communication sciences and disorders who wish to engage in truly evidence-based practice.Trade Review"The material is presented in the best style and depth, and is written in the most clear, explanatory way that I have ever seen in 30 years in this field. Dr. Satake provides the first truly excellent text in the area. Bravo!" -Amir Aczel, PhD, Research Fellow at the Boston University Center for Philosophy and History of Science; "The book is designed primarily for readers without a statistical background who would like to grasp the important aspects of statistics required for the appropriate interpretation of medical literature. The author has contributed to many statistics books... Each chapter ends with multiple-choice questions which serve as feedback and reinforcement. Some statistical processes, such as the organization of data into graphs and the calculation of simple statistical measures, etc., are explained in a stepwise fashion which is very helpful for beginners. This is an excellent resource for the proper understanding and interpretation of basic statistical concepts used in the medical literature from the perspective of evidence-based practice." -- Pooja Sethi, MD, Doody's Review ServiceTable of Contents1 What Is Statistics? Descriptive and Inferential Statistics 2 Organizing and Graphing Data 3 Descriptive Methods: Measures of Central Tendency and Variability 4 Foundation of Standard Normal Distribution: Describing Individual Scores 5 Measuring the Strength of Association and Making Predictions: Correlation and Regression Part 1. Measuring Relationships: Correlation 6 Measuring the Strength of Association and Making Predictions: Correlation and Regression Part 2. Making Predictions: Regression 7 The Standard Normal Distribution 8 Probability 9 Hypothesis Testing: One Sample Case for the Mean 10 Hypothesis Testing: Two Sample Cases for the Mean 11 Making Inferences about Population Proportions 12 Estimating Population Parameters 13 Analysis of Variance: One-Way 14 Categorical Analysis: Chi-Square Tests 15 Not the Most Widely Used Methods but Important to Know for Determining "Practical and Personal Significance" 16 Useful Research Designs for Clinical Studies: Fundamental Concepts,Foundations, and Procedures Appendix A. Review of Basic Mathematics Appendix B. Some Statistical Applications and Questions (Adapted from Literature): Several Case Studies Appendix C. Calculation of the Power of a Statistical Test Appendix D. Evidence-Based Medicine: Calculations of Various Probabilities with Nomogram Appendix E. Measures of Disorder/Disease Occurrence Appendix F. Flowchart for Classical Statistics versus Bayesian Statistical Approach in Hypothesis Testing Appendix G. Sampling Techniques Appendix H. Writing a Proposal of ASHA Convention Paper Appendix I. The Fisher's p-Value Method for Hypothesis Testing(aka Combined Method) Appendix J. Single-Subject Designs Appendix K. Area Under the Standard Normal Curve for Values of z Appendix L. Standard Scores Corresponding to Percentile from 0.5000 to 0.9995 Appendix M. Critical Values of the t-Distribution Appendix N. The F Distribution Values of F0.05, F0.025, and F0.01 Appendix O. Critical Values of Q Appendix P. The Chi-Square Distribution Appendix Q. Critical Values for the Wilcoxon Signed-Rank Test for n = 5 to 50 Appendix R. Critical Values for a Mann-Whitney U-Test Appendix S. Statistical Inference: A Bayesian Perspective

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Book SynopsisThis book should help conductors adjust expectations and methods to suit the condition and abilities of older singers. Maintaining one's vocal skill in later years is the goal, since getting better may not be possible. Knowing that every choral conductor hopes a choir will improve from season to season, a new paradigm for the aging choir must be established. Once involved, the conductor of older singers is certain to reap the benefits of making music with people whose appreciation of the text, the music and the act of singing is deeper than in any younger ensemble.Trade ReviewPatricia Henshaw, Principal SLT, Voice, York Teaching Hospital NHS Foundation Trust, RCSLT Bulletin (Sept. 2012): "The resurgence in the popularity of choral singing and the increasing expectation of active participation in a range of activities are combining to encourage more people to enjoy singing well into older age. This American book is designed to help choir conductors adjust their expectations and methods to suit the condition and abilities of older singers. It supports this with a wealth of information about the ageing voice and how to look after it and use it well. SLTs working with older people who run into difficulties with both their speaking and singing voices will find this book of immense interest. The chapters on medical and vocal health are clear and accessible and particularly helpful. They bring together familiar and new information on anatomy, physiology, conditions, factors affecting the voice and approaches and treatments. This is a treasure trove, well worth a look. My copy is already well thumbed."Table of ContentsForeword Preface About the Authors Contributors I. Introduction 1. Working with Older Singers 2. Choral Pedagogy and Vocal Health II. Vocal Technique For The Older Singer 3. The Basics of Singing III. Aspects Of Vocal Technique For Older Singers 4. Range, Stamina, and Voice Quality 5. Tone, Pitch Matching, and Tuning 6. Age- and Size-Appropriate Singing 7. Warm-Up and Cooldown Procedures 8. Special Considerations for Teaching Older Singers 9. Rhythm, Discipline, and Brain Function 10. Vibrato Rate IV. Vocal Health and Pedagogy 11. Anatomy and Physiology of the Voice 12. Medical Care of Voice Disorders 13. Performing Arts Medicine and the Professional Voice User: Risk of Nonvoice Performance 14. Seating Problems of Vocalists V. Vocal Health and the Older Singer 15. Vocal Health and the Older Singer 16. The Use of Nutrition and Integrative Medicine or Complementary and Alternative Medicine (CAM) for Older Choral Singers 17. Vocal Exercise Physiology: Training for a Lifetime VI. Repertoire For All Ages 18. Content and Language 19. Manner of Performance 20. Choral Diction VII. Choral Rehearsal And The Older Singer 21. The Rehearsal Process 22. Choral Rehearsal and the Older Singer 23. Men and Singing 24. Women and Singing VIII. Conclusion 25. Singing and Aging Bibliography Glossary Index

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Book SynopsisVideofluoroscopy: A Multidisciplinary Team Approach is a timely volume that helps to meet the growing need for multidisciplinary team knowledge of the videofluoroscopic swallowing study (VFSS). Clinicians increasingly rely on the objective examination of swallowing to create a baseline as part of the patient's diagnosis and treatment. Much of the current literature focuses on the speech and language therapist working alongside a radiologist. However, the radiologist is increasingly no longer involved in the investigation, highlighting the need to amplify the multidisciplinary team knowledge of the procedure. Increasing demand for new and established diagnostic and interventional procedures has encouraged innovative models of service delivery, resulting in an extended range of health professionals crossing the traditional practice boundaries. In particular, the radiographers who complete the examination, along with the speech and language therapists, need to learn more about the swallowing function. Likewise, it is essential that speech and language therapists increase their knowledge base on the radiographic aspects of the examination.Authored by numerous highly regarded scholars, Videofluoroscopy: A Multidisciplinary Team Approach serves as a crucial resource to help all members of the videofluoroscopy service team acquire the knowledge and skills they require. The book is divided into two parts: Part One provides an overview of swallowing and an introduction to the VFSS. Part Two covers various clinical indications for VFSS, including stroke, neuromuscular conditions, pediatric disorders, learning disabilities, dementia, and head and neck cancers.Trade ReviewCameron Sellars, SLT, Site and Team Lead, NHS Greater Glasgow and Clyde, Royal College of Speech and Language Therapists, (July 2013): "This ambitious textbook and DVD is clearly designed for the SLT who is relatively new to the field of videofluoroscopy of swallow studies (VFSS). [I]t has much to offer the team considering establishing a new VFSS service and those who consider themselves 'experts' will also find much that is instructive. It offers a comprehensive range of topics, across many clinical fields and clinical indications. The authors, many of whom are highly regarded in the world of dysphagia, are non-medical and include our radiography colleagues. The book includes many gems, not least the reminders by Huckabee, and Doeltgen, and Coyle to avoid a simple descriptive narrative of the VFSS and consider the underlying neurology and biomechanics..."Table of ContentsPART I: OVERVIEW 1. Introduction to the Videofluoroscopic Swallowing Study Roger D. Newman 2. Alternative Investigations Justin Roe 3. Improving Patient Experience and Minimizing Risk Julie M. Nightingale, Tracy Lazenby-Paterson and Hannah Crawford 4. Anatomy and Physiology of Swallowing Claire Butler and Paula Leslie 5. The Neurophysiology of Swallowing Maggie-Lee Huckabee and Sebastian H. Doeltgen 6. Biomechanical Analysis James L. Coyle 7. The Normal Aging Swallow Margaret Coffey 8. Effective Use of Imaging Technology Elizabeth Judson and Julie M. Nightingale PART II: CLINICAL INDICATIONS 9. Stroke Stephanie K. Daniels and Joseph Murray 10. Neuromuscular Conditions Julie Regan and Margaret Walshe 11. Pediatric Videofluoroscopy Joanne Marks and Rebecca Howarth 12. Videofluoroscopy in Learning Disabilities Tracy Lazenby-Paterson and Hannah Crawford 13. Dementia Pamela A. Smith and Paula Leslie 14. Head and Neck Cancers Jo Patterson and Margaret Coffey 15. Structural Causes of High Dysphagia Roger D. Newman 16. Standardized Clinical Reporting: Writing for the Reader Martin B. Brodsky

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Book Synopsis"Videofluoroscopic Review of Swallowing: Biomechanics, Physiology, and Pathology" is a full-length DVD that shows real-time videofluoroscopic swallowing study (VFSS) images of the normal swallow and abnormal swallows seen in a variety of disorders, ranging from neurological to structural. A full radiological narrative accompanies the X-ray image sequences displayed in the DVD to assist the viewer interpret the images and enhance his or her own learning of the biomechanics of swallowing. A VFSS is a modification of the standard barium swallow and enables the oropharyngeal, hypopharyngeal and proximal esophageal phases of swallowing to be functionally examined in fine detail. Visualizing the swallowing mechanism in action often assists in the diagnostic process and provides a baseline upon which the multidisciplinary team can create a treatment plan. However, simply reading a text or viewing static videofluoroscopic images does not facilitate full engagement of advanced learning of the technique, the different presenting disorders, and the potential swallowing modifications available to clinicians. It is essential that all professionals involved in the procedure demonstrate an enhanced knowledge and understanding of the interpretation of the VFSS, something which can only be achieved through real-time functional image interpretation. "Videofluoroscopic Review of Swallowing: Biomechanics, Physiology, and Pathology" is an essential tool for the development of crucial diagnostic and treatment skills of the entire multidisciplinary VFSS team.Trade ReviewCameron Sellars, SLT, Site and Team Lead, NHS Greater Glasgow and Clyde, Royal College of Speech and Language Therapists, (July 2013): "This ambitious textbook and DVD is clearly designed for the SLT who is relatively new to the field of videofluoroscopy of swallow studies (VFSS). [I]t has much to offer the team considering establishing a new VFSS service and those who consider themselves 'experts' will also find much that is instructive. It offers a comprehensive range of topics, across many clinical fields and clinical indications. The authors, many of whom are highly regarded in the world of dysphagia, are non-medical and include our radiography colleagues. The book includes many gems, not least the reminders by Huckabee, and Doeltgen, and Coyle to avoid a simple descriptive narrative of the VFSS and consider the underlying neurology and biomechanics..."Table of Contents1. Introduction 2. Biomechanical Analysis 3. The Normal Elderly Swallow 4. Stroke 5. Neurological Disorders 6. Pediatrics 7. Learning Disabilities 8. Head and Neck Cancers 9. Structural Causes of High Dysphagia 10. Reporting

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Book SynopsisThe third edition of Atlas of Laryngoscopy has been updated and improved upon to present the latest information from experts in the field. Each of the 146 chapters is made up of applicable case studies and color, high-resolution photographs. As the skill of diagnosis remains critical for residents, fellows, practitioners, and academics, the third edition adds new diagnostic information. It also includes new clinical observations. Covering everything from normal vocal fold anatomy to vocal fold cancer to rare traumatic injuries, there is no other book like this in the field. It is a must-have for residents and professors alike.Table of ContentsPreface xvii About the Editors xix Contributors xxi Acknowledgments xxv Section I: Normal Vocal Folds 1 1 Normal Anatomy of the Vocal Folds 3 Robert T. Sataloff 2 Macula Flava 5 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff Section II: Techniques in Imaging and Evaluation of the Vocal Folds 7 3 Alveolar Ridge Mucosa Protection During Suspension Laryngoscopy in the 9 Edentulous Patient Mark R. Gilbert, Sorena A. Ostlund, and Clark A. Rosen 4 Vocal Fold Atrophy and Reinke's Edema: Determining True Vocal Fold Edge 11 Eliana Verghese, Rima A. DeFatta, and Robert T. Sataloff 5 Papilloma: A Diagnostic Near Miss 13 Courtney A. Abshier, Rima A. DeFatta, Johnathan B. Sataloff, and Robert T. Sataloff 6 Overcoming the Epiglottis When Laryngeal Examination Is Critical 15 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff 7 The Value of Varying Vocal Frequency During Stroboscopy for Vocal Fold Masses 17 Debra Tereschuk and Robert T. Sataloff 8 Medial Margin Evaluation in Large, Overlapping Vocal Fold Lesions 18 Robert T. Sataloff, Mary Hawkshaw, and Karla Kelleher 9 Value of the 70 Telelaryngoscope in Microlaryngoscopy for Benign Pathology 19 Timothy D. Anderson and Robert T. Sataloff 10 Vocal Fold Polyps: Assessing the Vertical Dimension 21 Robert T. Sataloff and Mary Hawkshaw Section III: Congenital 23 11 Bifid Epiglottis 25 Stefanie K. Horne, Peter G. Michaelson, and Erik Weitzel 12 Third Branchial Anomaly: Endoscopic Management Revisited 27 Mala Tanna, Monica R. Sharma, and Bijal Patel 13 Sulcus Vocalis 29 Johnathan B. Sataloff, Rima A. DeFatta, Mary J. Hawkshaw, and Robert T. Sataloff Section IV: Idiopathic 31 14 Idiopathic Tracheal Stenosis 33 Swapna K. Chandran and Robert T. Sataloff 15 Laryngeal Melanosis 35 James R. Tate and Peter C. Belafsky 16 Saccular Cyst 36 Steven Bielamowicz and Priyanka Bhabu 17 Bilateral Saccular Cysts 37 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff 18 Bilateral Saccular Cysts 38 Anthony M. Bianchi, Farhad R. Chowdhury, and Robert T. Sataloff 19 Ventricular Cyst of the Larynx 40 Johnathan B. Sataloff, Rima A. DeFatta, Mary J. Hawkshaw, and Robert T. Sataloff Section V: Inflammatory 41 Laryngopharyngeal Reflux 20 A Case of Reflux Laryngitis Controlled with Proton-Pump Blockade Alone 43 David I. Rosenthal and Cesar Ruiz 21 Inferior Glottic Ridges That Prevent Vocal Fold Closure 44 Yolanda D. Heman-Ackah, Karla Kelleher, and Robert T. Sataloff 22 Grading Laryngopharyngeal Reflux by Erythema 47 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff Granuloma 23 Conservative Treatment of an Obstructing Vocal Fold Granuloma 49 Mark E. Boseley and Karen V. Myers 24 Recalcitrant Arytenoid Granuloma 50 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff 25 Vocal Process Granuloma 51 Robert L. Eller, Linda Marks, Mary Hawkshaw, and Robert T. Sataloff 26 Pedunculated Granuloma of the Vocal Folds 52 Robert T. Sataloff, Karen M. Lyons, and Joseph R. Spiegel 27 Multiple Recurrent Laryngeal Granuloma 53 Robert T. Sataloff, Dahlia M. Sataloff, and Mary Hawkshaw 28 Nonoperative Treatment of Laryngeal Granuloma 54 Sara C. Scheid, Timothy D. Anderson, and Robert T. Sataloff 29 Vocal Fold Granuloma: The "Ball-Valve" Phenomenon 56 Stephen Lai, Karla Kelleher, and Robert T. Sataloff 30 Granuloma of the Aryepiglottic Fold 58 Mary Hawkshaw, Robert L. Eller, and Robert T. Sataloff 31 Bilateral Granuloma and Varicosity in the Midportion of the Vocal Folds 60 Timothy Anderson, Mary Hawkshaw, and Robert T. Sataloff Systemic Disease 32 Laryngeal Amyloidosis: A Case of "Adidas-Stripes" Larynx 62 Gauthier Desuter, Marc Hamoir, Christophe Van Geem, and Donatienne Boucquey 33 Severe Chronic Laryngitis Mimicking a Granulomatous Disease 63 Mary Es Beaver, C. Richard Stasney, and Margarita Rodriguez 34 Amyloidosis of the Larynx 64 Robert T. Sataloff, Mona Abaza, Nabil A. Abaza, Amy Markiewicz, and Mary Hawkshaw 35 Laryngeal and Subglottic Amyloid 66 Mary Es Beaver, C. Richard Stasney, Jack B. Williams, and Margarita M. Rodriguez 36 Laryngeal Sarcoidosis and Candidiasis 67 Robert T. Sataloff, Joseph R. Spiegel, and Reinhardt J. Heuer 37 Vocal Fold Consequences of Scleroderma 68 Robert T. Sataloff, Joseph R. Spiegel, and Deborah C. Rosen 38 Rheumatoid Nodules and Reflux Disease 69 Mary Es Beaver, C. Richard Stasney, and Margarita Rodriguez 39 Multiple Rheumatoid Nodules of the Vocal Folds 70 Swapna Kartha, Robert L. Eller, Mary Hawkshaw, Xiaoli Chen, and Robert T. Sataloff Section VI: Infectious 73 Viral 40 Acute Laryngitis in a Professional Singer 75 Robert T. Sataloff, Allyson Shaw, and Amy Markiewicz 41 Viral Supraglottitis in an Adult 76 Ali Lotfizadeh and Dinesh K. Chhetri viii Atlas of Laryngoscopy 42 Acute Ulcerative Laryngitis 78 Mary Es Beaver, C. Richard Stasney, and Margarita Rodriguez Bacterial 43 Epiglottic Abscess 79 Andrew Gilbert and Maj. Timothy J. Downey 44 Acute Tracheitis 81 James A. Heilman, Swapna K. Chandran, and Robert T. Sataloff Fungal 45 Fungal Laryngitis 82 Swapna K. Chandran, Karen M. Lyons, Venu Divi, Matthew Geyer, and Robert T. Sataloff 46 Laryngeal Candidiasis 84 Venu Divi, Reena Gupta, Robert T. Sataloff, and Parmis Pebdani 47 Prolonged Ulcerative Laryngitis 85 Raymond C. Maguire, Robert L. Eller, and Robert T. Sataloff 48 Ulcerative Fungal Laryngitis 87 Sara C. Scheid, Timothy D. Anderson, and Robert T. Sataloff 49 Candida Epiglottitis 89 Kevin K. Mathur and Anthony J. Mortelliti 50 Laryngeal Aspergillosis 91 Carole M. Dean, Mary Hawkshaw, and Robert T. Sataloff 51 Histoplasmosis of the Larynx: A Case Report 92 Adam M. Klein, Jeffrey Spiro, and Denis Lafreniere 52 Laryngeal Thrush from Asthma Inhalers 94 Yolanda D. Heman-Ackah, Mary J. Hawkshaw, and Karen M. Lyons 53 Acute Fungal Pharyngolaryngitis 96 Andrew Malton, Rima A. DeFatta, Robert T. Sataloff Section VII: Traumatic 99 54 Dual Laryngeal Foreign Bodies 101 Omar Rahmat and Narayanan Prepageran 55 Dysphagia After Strangulation 103 Jenna Briddell, Andrew Mallon, Rima A. DeFatta, Farhad Chowdhury, and Matthew Nagorsky 56 Pediatric Foreign Body and an Unusual X-Ray Finding 105 Bart Patenaude, Steven Chase, and Marcella Bothwell 57 An Impacted Fish Bone in the Subglottis Manifesting as Protracted Stridor: 107 Photodocumentation Omar Rahmat, Wye Keat Lim, and Narayanan Prepageran 58 Vocal Fold Tear in an Operatic Tenor 109 Joel E. Portnoy and Robert T. Sataloff 59 Mucosal Tear 111 Mark A. Ginsburg, Robert L. Eller, and Robert T. Sataloff 60 The Effects of Yelling in Loud, Smoky Bars 112 Timothy D. Anderson and Robert T. Sataloff 61 Laryngeal Foreign Body in a Former Tracheotomy Patient 114 Joseph R. Spiegel, Robert T. Sataloff, and Cheryl A. Hoover 62 Airway Foreign Body 115 D. J. Verret, Robert Todd Adelson, and John McClay 63 Vocal Fold Masses Related to Inhalation of Fumes 117 Robert T. Sataloff, Mary Hawkshaw, and Joseph R. Spiegel 64 Endolaryngeal Burns From Lye Ingestion 119 Karen M. Lyons, Robert T. Sataloff, and Mary Hawkshaw 65 Vocal Fold Avulsion 121 Robert T. Sataloff, Reinhardt J. Heuer, Mary Hawkshaw, and Joseph R. Spiegel 66 Laryngeal Trauma and Laryngeal Pain 123 Robert T. Sataloff, Mary Hawkshaw, Allyson Shaw, and Karen M. Lyons Section VIII: Vascular 125 67 Vocal Fold Varicosities 127 Stephanie Austin, Venu Divi, Mary Hawkshaw, and Robert T. Sataloff 68 Pyriform Sinus Hemangioma with Calcifications 129 Mary Es Beaver, C. Richard Stasney, and Margarita Rodriguez 69 Hemorrhagic Polyp of the Vocal Fold 130 Cristina A. Jackson-Menaldi, Erica P. Knoll, Robert A. Fishman, and R. Wayne Holland 70 Acute Vocal Fold Hemorrhage 132 Libby J. Smith, Veeraphol Praneetvatakul, and Robert T. Sataloff 71 Vocal Fold Hemorrhage 134 Michael Neuenschwander and Jeannie Dollar 72 Vocal Fold Hemorrhage Observed During Laryngoscopy 136 Justin S. Golub, Edie Hapner, and Michael M. Johns III 73 Hemorrhage into a Vocal Fold Cyst 138 Farhad R. Chowdhury, Nishant Reddy, and Robert T. Sataloff 74 Silent Vocal Fold Hemorrhage 140 Thomas M. d'Arville, Rima A. DeFatta, and Robert T. Sataloff 75 Subtle Submucosal Hemorrhage Causing Dysphonia 142 Robert T. Sataloff, Reinhardt J. Heuer, and Mary Hawkshaw 76 Acute Vocal Fold Hemorrhage After Thyroplasty 143 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff 77 Right Posthemorrhagic Polyp with Vocal Fold Varices 145 Timothy D. Anderson, Mary Hawkshaw, and Robert T. Sataloff 78 Hemorrhage, Varicosity, and Cysts in a Professional Singer 147 Libby J. Smith and Robert T. Sataloff 79 Vascular Abnormalities Involving the Vibratory Margin of the Vocal Fold 148 Robert T. Sataloff and Joseph R. Spiegel 80 Singing Dysfunction Following Vocal Fold Hemorrhage: The Need for Caution 150 Robert T. Sataloff, Joseph R. Spiegel, and Reinhardt J. Heuer 81 Vocal Fold Varicosity Causing Voice Fatigue 152 Robert T. Sataloff 82 Varicosities and Vascular Masses 153 Robert T. Sataloff, J. Brian Same, and Mary Hawkshaw 83 Posthemorrhagic Polyp 154 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff 84 Posthemorrhagic Vascular Mass on the Left True Vocal Fold 155 Timothy D. Anderson, Mary Hawkshaw, and Robert T. Sataloff 85 Vocal Fold Masses and Varicosity in a Professional Singer 157 Libby J. Smith and Robert T. Sataloff 86 Hemorrhagic Polyp Following Intubation 159 Adam D. Rubin and Robert T. Sataloff 87 Acute Vocal Fold Hemorrhage During Sensory Testing 160 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff 88 Acute Mucosal Tear and Vocal Fold Hemorrhage 162 Robert T. Sataloff, Joseph R. Spiegel, and Mary Hawkshaw 89 Vocal Fold Varicosities and Pain on Phonation 163 Robert T. Sataloff, Reinhardt J. Heuer, and Mary Hawkshaw 90 Vocal Fold Cyst, Hemorrhage, and Scar in a Professional Singer 165 Robert T. Sataloff and Mary Hawkshaw 91 Hemorrhagic Polyp With a Contralateral Contact Lesion 166 Adam D. Rubin and Robert T. Sataloff Section IX: Benign Masses and Other Structural Lesions 169 92 The Power of Voice Therapy 173 Timothy Anderson and Robert T. Sataloff 93 Vocal Fold Cyst 175 Amy L. Rutt and Robert T. Sataloff 94 Bilateral Vocal Fold Polyps with Occult Sulcus Mucosal Bridge 176 Colleen N. Johnson and Robert L. Eller 95 Mucous Retention Cyst and Reflux Disease 178 Mary Es Beaver, C. Richard Stasney, and Margarita Rodriguez 96 Vocal Fold Cyst and Fibrosis 179 Venu Divi, Mary Hawkshaw, and Robert T. Sataloff 97 The Floppy Vocal Polyp 180 Omar Rahmat and Narayanan Prepageran 98 Arytenoid Cartilage Chondroma 182 Joel E. Portney, Johnathan B. Sataloff, Mary Hawkshaw, and Robert T. Sataloff 99 A Giant Vocal Fold Polyp Causing Dyspnea 183 Takeshi Kusunoki, Ryohei Fugiwara, Kiyotaka Murata, and Katsuhisa Ikeda 100 Vocal Fold Mucosal Bridge Without Sulcus Vocalis in a Smoker 185 Mauro Zernotti, Cristina Jackson-Menaldi, and Adam D. Rubin 101 Type 2 Sulcus Vocalis: Sulcus Vergeture 187 Edward J. Damrose 102 Asymmetric Reinke's Edema 188 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff 103 Dense Vocal Fold Scar 189 Adam D. Rubin, Veereaphol Praneetvatakul, and Robert T. Sataloff 104 Pediatric Vocal Fold Cysts: Acute Dysphonia 191 Adam D. Rubin, Johnathan B. Sataloff, and Robert T. Sataloff 105 Vocal Fold Nodules 192 Adam D. Rubin, Shirley Gherson, and Robert T. Sataloff 106 Bilateral Vocal Fold Masses: Cysts Versus Reactive Nodules 193 Robert T. Sataloff, Anne A. McCarter, and Mary Hawkshaw 107 Small Vocal Fold Mass Causing Dysphonia in a Professional Soprano 194 Robert T. Sataloff, Margaret M. Baroody, and Allyson Shaw 108 A Large Left Vocal Fold Mass 195 Timothy D. Anderson, Mary Hawkshaw, and Robert T. Sataloff 109 Reactive Swelling and Cyst of the Vocal Fold 197 Robert T. Sataloff and Karla Kelleher 110 "Iceberg" Cyst of the Right Vocal Fold 198 Sheila Apicella and Clark A. Rosen 111 Vocal Fold Scar/Sulcus Vocalis 200 Robert L. Eller, Yolanda D. Heman-Ackah, Mary Hawkshaw, and Robert T. Sataloff 112 Vocal Fold Polyp, Scar, and Sulcus Vocalis 202 Robert T. Sataloff, Mary Hawkshaw, and Matthew Nagorsky 113 Sessile Vocal Fold Polyp, Contralateral Reactive Vocal Fold Mass, and 204 Anterior Glottic Microweb Yolanda D. Heman-Ackah and Robert T. Sataloff 114 Vocal Fold Polyp in a Professional Singer 206 Libby J. Smith and Robert T. Sataloff 115 Large Vocal Fold Polyp 207 Venu Divi, Jackie Oxenberg, Mary Hawkshaw, and Robert T. Sataloff 116 Multiple Bilateral Vocal Fold Cysts and Recurrent Pyogenic "Granuloma" 208 Robert T. Sataloff, Mary Hawkshaw, and Amy Markiewicz 117 Bilateral Sulcus Vocalis 209 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff 118 Vocal Fold Pseudocysts 211 Kalpana De Pasquale, Robert T. Sataloff, Joseph Anticaglia, and Jeffrey Zimmerman 119 True Vocal Fold Pseudocyst 212 Mark A. Ginsburg, Robert L. Eller, and Robert T. Sataloff 120 Vocal Fold Cyst and Contralateral Occult Sulcus Mucosal Bridge 213 Vicente J. Villagomez and Clark A. Rosen 121 Occult Mucosal Bridge of the Vocal Fold 215 Robert T. Sataloff, Clark A. Rosen, and Mary Hawkshaw 122 Subglottic Edema (Pseudosulcus) 216 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff 123 Leukoplakia 218 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff 124 Leukoplakia in Laryngopharyngeal Reflux 219 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff 125 Vocal Fold Hyperkeratosis 220 Robert T. Sataloff and Mary Hawkshaw 126 Reinke's Edema: Signs, Symptoms, and Findings on Strobovideolaryngoscopy 221 Danielle Gainor, Farhad R. Chowdhury, and Robert T. Sataloff 127 Reactive Intracordal Fibrovascular Lesion 223 Matthew E. Leach, Joel H. Blumin, Chun He, and Jonathan M. Bock Section X: Impaired Vocal Fold Mobility 227 Neurologic 128 Treatment of Postradiation Laryngeal Compromise 229 Swapna K. Chandran and Robert T. Sataloff 129 The Paresis Podule 231 Stacey L. Halum and Jamie A. Koufman 130 Vocal Fold Paralysis and Bilateral Vocal Fold Hemorrhage 233 Robert T. Sataloff, Joseph R. Spiegel, and Reinhardt J. Heuer 131 Vocal Fold Atrophy After Resection of a Parapharyngeal Space Sarcoma 235 Libby J. Smith, Mary Hawkshaw, and Robert T. Sataloff 132 Gelfoam Injection as a Treatment for Temporary Vocal Fold Paralysis 236 H. Hakan Coskun and Clark A. Rosen 133 Autologous Fat Injection: The Intraoperative End Point 238 Robert T. Sataloff, Mary Hawkshaw, and Allyson Shaw 134 Reinnervation of the Paralyzed Vocal Fold 239 Edward J. Damrose and Gerald S. Berke Mechanical 135 Pediatric Anterior Arytenoid Dislocation 240 Robert T. Sataloff, Joseph R. Spiegel, Reinhardt J. Heuer, and Mary Hawkshaw 136 Posterior Arytenoid Dislocation 241 Robert T. Sataloff, Anne A. McCarter, and Mary Hawkshaw 137 Complex Posterior Arytenoid Dislocation 243 Rima A. DeFatta, Jenna Briddell, and Robert T. Sataloff 138 Complex Bilateral Arytenoid Dislocation 245 Robert T. Sataloff, Mary Hawkshaw, and Joseph R. Spiegel Section XI: Neoplastic 247 Benign 139 Laryngeal Papilloma 249 Rima A. DeFatta, Johnathan B. Sataloff, Grace E. Klaris, and Robert T. Sataloff 140 Removal of Vocal Fold Papillomata and a Laryngeal Web 251 C. Richard Stasney, Margarita Rodriguez, and Jeremy Hathway 141 Recurrent Vocal Fold Papilloma: Resection Using Cold Instruments 252 Carole Dean, Robert T. Sataloff, and Mary Hawkshaw 142 Recurrent Invasive Papilloma of the Vocal Fold 254 Robert T. Sataloff, Joseph R. Spiegel, and Mary Hawkshaw 143 "Self-Treatment" for Laryngeal Papillomatosis 256 Joseph R. Spiegel, Robert T. Sataloff, and Mary Hawkshaw 144 Endoscopic Internal Stent: A New Procedure for Laryngeal Webs in the 257 Presence of Papilloma Robert T. Sataloff and Mary Hawkshaw 145 Cidofovir and Cancer: A False Positive 259 Robert L. Eller, Mary Hawkshaw, Nikolay Popnikolov, and Robert T. Sataloff 146 Laryngeal Lipoma 261 Rima A. DeFatta, Tre Landrum, Joseph Whitten, and Robert T. Sataloff 147 Laryngeal Leiomyoma 264 Thomas Q. Gallagher and John T. Sinacori 148 Laryngeal Paraganglioma 266 Yoav Hahn, Richard Isaacs, and Peter C. Belafsky 149 Granular Cell Tumor of the Larynx 268 Robert T. Sataloff, Mary Hawkshaw, and Janette Ressue Malignant 150 Transglottic Carcinoma 270 C. Richard Stasney and Mary Es Beaver 151 Squamous Cell Carcinoma Masquerading as a Vocal Fold Papilloma 271 Jeffrey C. Liu and Lucian Sulica 152 Cricoid Chondrosarcoma Presenting as Breathy Dysphonia 272 Scott Rickert, Robert Buckmire, and Lucian Sulica 153 Laryngeal Lymphoma 274 David O. Francis and Albert L. Merati 154 Laryngeal Keratosis with Underlying Invasive Carcinoma 275 Sampan S. Bist, Saurabh Varshney, Rakesh Kumar, Sanjeev Bhagat, and Nitin Gupta 155 Laryngeal Cancer 278 Mary Hawkshaw, Robert L. Eller, and Robert T. Sataloff 156 T1 Glottic Carcinoma 280 Robert L. Eller, Mary Hawkshaw, Yolanda D. Heman-Ackah, and Robert T. Sataloff 157 Vocal Fold Cancer Presenting as Sudden Dysphonia in the Absence of 282 Risk Factors Robert T. Sataloff, Mary Hawkshaw, Anne A. McCarter, and Joseph R. Spiegel 158 Anterior Laryngeal Transglottic Carcinoma 283 Robert T. Sataloff, Joseph R. Spiegel, Mary Hawkshaw, and Deborah C. Rosen 159 Benign or Malignant? 284 Robert L. Eller, Karen M. Lyons, and Yolanda D. Heman-Ackah Section XII: Complications 285 160 A Unique Complication of Microflap Surgery of the Vocal Fold 287 Clark A. Rosen and Vicente O. Villagomez 161 Vocal Fold Plaque Following Triamcinolone Injection 289 Pedro A. Andrade Filho and Clark A. Rosen 162 Subglottic Synechia 291 Ezechiel Nehus and Michael M. Johns III 163 Views of a Type I Posterior Glottic Stenosis Before and After Lysis 293 Melinda Davis-Malesevich and Albert Merati 164 Asymptomatic Anterior Glottic Web 295 Jamie Eaglin, Farhad R. Chowdhury, and Robert T. Sataloff 165 Adult-Onset Iatrogenic Tracheomalacia 297 Christopher Y. Chang and James P. Thomas 166 Anterior and Posterior Glottic Webs 299 Jennifer M. Cannady and Lee A. Reussner 167 Glottic Web at the Striking Zone 301 Adam D. Rubin and Robert T. Sataloff 168 Bilateral Ventricular Webs 302 Stacey L. Halum and Albert L. Merati 169 Complications of Vocal Fold Varicosities and Their Treatment 304 Ron L. Moses, Mary Hawkshaw, and Robert T. Sataloff 170 Managing Glottal Incompetence Following Teflon Injection 306 Vicente J. Villagomez and Clark A. Rosen 171 Teflon Granuloma 308 James R. Tate, Peter C. Belafsky, and Kristen Vandewalker 172 Laryngeal Teflon Granuloma: Endoscopy, Laryngeal Videostroboscopy, and 310 CT Imaging Carlos M. Rivera-Serrano and Libby J. Smith 173 Interarytenoid Mucosal Bridges Complicating Endotracheal Intubation 312 John Schweinfurth 174 Postintubation Granuloma and Vocal Fold Erosion 314 Joseph R. Spiegel, Robert T. Sataloff, and Mary Hawkshaw 175 Truly False Vocal Folds: An Unusual Complication of Chemoradiation Therapy 315 Timothy D. Anderson 176 Intralaryngeal Extrusion of Thyroplasty Implant 317 Robert L. Eller, Mary Hawkshaw, and Robert T. Sataloff Index 319

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Book SynopsisPierre Paul Broca was a child prodigy. He fulfilled his promise by becoming a brilliant neurologist, surgeon, and anthropologist. Perhaps his most lasting contribution to neuroscience was his proposal that the third frontal convolution of the left cerebral hemisphere of the brain is the seat of that most human attribute, the production of articulate speech and language. This notion was advanced by detailing the autopsy findings, with quite evident and circumscribed lesions, in the brains of his two now famous cases, Leborgne (known as "Tan," for that is all he could say) and Lelong. Broca's presentations were milestones in the history of the neuroscience of language and the brain, but they were only more defined echoes of ideas that had preceded him. Undergraduate and graduate students as well as practicing professionals and clinicians in psychology, neurolinguistics, cognitive psychology, communication science and disorders, neurology, neurosurgery, neuropsychiatry, nursing and health-related professions, and philosophy of science will be interested in this book.It is different from others like it in that it presents aspects of the personal lives of these French brains who sparked the notion of a place in the brain for human language. It embraces a more empathic and humanistic approach to understanding people and their disorders as well as to what may drive the process of science and patients as "specimens."Trade ReviewDr. Silvia Martinez-Ferreiro, Aphasiology, 2013, (Apr. 2013): "In this book, Leonard L. LaPointe goes beyond the simple tribute to the career of a scientist. In a cohesive story full of unanticipated characters such as Marc Twain, Melville, Stendhal, Rodin and even Carl Sagan, the author integrates scientific findings and humanistic aspects with social and political historical facts and art. The delicate balance between pleasantness and informativeness is reached here through an unexpected, and at times almost literary, style supported by plenty of full-colour illustrations. In this book, all the ingredients (the context, the names and the dates) are present to create a very visual final product to honour the fecund life of Pierre-Paul Broca, and in doing so, also honouring the many French brains that paved the way for the development of the neurosciences." Robert Olen Butler, author of the Pulitzer Prize-winning "A Good Scent from a Strange Mountain", (2013): "Leonard L. LaPointe's wide-ranging essays have already delighted the speech-language pathology community of which he is a stellar member. But as an outsider whose life is devoted to trying to reveal the mysteries of the human condition through the creative use of language, I can tell you LaPointe is unquestionably a stellar member of my community as well. "Paul Broca and the Origins of Language in the Brain" is full of the joys of a brilliant literary style, the delights of a truly original and playful mind, and the rich revelations of insights into the human heart. This book deserves the widest possible audience." Catherine Foy, SLT, QEF Neuro Rehabilitation Services, Royal College of Speech and Language Therapists Bulletin, (July 2013): "In the 1860's, an age when the nearest the average physician came to diagnosing brian function was to 'count the bumps', Paul Broca was already publishing articles on autism, acquired brain injury, the neuro-pathological localization of speech and language, cephaolmetics, the pathology of cancer, treatment of aneurysms, infant mortality and the histology of cartilage and bone. LaPointe captures both the man and the spirit of the mid-nineteenth century Paris in his totally absorbing book. Against a backdrop of free-thinkers and impressionist painters, and not forgetting the giants of the past such as Hippocrates, Galen, Descartes and Pascal, LaPointe presents a dynamic physician, scientist and philosopher who dared champion the greatest of all human attributes, communication. His vivid, creative humourous style, replete with illustrations, makes his book on a 'must read' for the SLT and the layperson. Paul Broca is one of the few people to have an area of the brain names after him; LaPointe's book is one of the few to be endorsed by no less an author than Pulitzer Prize winner, Robert Olen Butler." Robert T. Wertz, PhD, Professor Emeritus, Vanderbilt University, ANCDS Newsletter (vol 11-1; pp. 15- 18), (Spring 2013): "...In 358 pages, LaPointe provides all things Broca: his times, his life, his contributions. Chapter 1 through 6 set the historical stage; Chapter 7-9 provide biography as Broca prepares; Chapter 10 is devoted to the landmark cases- M. LeBorgne and M. Lelong; Chapter 11 chronicles the breadth of Broca's contributions; and Chapter 12 explores Broca's legacy. Four Appendices [and a] 250 item-plus list of references completes the volume...At the end of Chapter 1, his Precis, LaPointe's invitation is, "Return with us now to the thrilling days of yesteryear." What follows is a treck through early interest in the brain and the behavioral results of its damage...LaPointe helps us grow up by weaving Paul Broca, his contributors and his times, into our professional, ancestral history. We are reminded that history did not begin with us; that there is a pre-me. Philip Roth asks, "Who will speak for elsewhere?" LaPointe does exactly that very, very well indeed." Hugh Buckingham, Communication Sciences and Disorders, Louisiana State University, Journal of the History of the Neurosciences: Basic and Clinical Perspectives (10 Feb 2014): "The book under review is the caring, wry, and bemused survey by a distinguished speech and hearing pathologist of all that concerns Pierre Paul Broca and his descriptions and theories of language and articulate speech, and particularly how these functions are localized, and therefore represented, in the human brain. Leonard L. "Chick" LaPointe has prepared a very good overview of the neuroscientific and sociopolitical settings of Broca's contributions...LaPointe aims to give his imprimatur to this story and to offer it to historians of aphasia and of neuroscience in general. ...This reviewer was delighted by the skill with which LaPointe analyzed and drew together [the] studies of Broca's brains, Broca's area, of its confines, and of its connections - There is no doubt that LaPointe has written a different kind of "Broca book" in comparison with previous volumes on the theme, and readers familiar with Schiller (1979), upon whom he draws heavily (as is appropriate), will note where the books overlap and where they do not. LaPointe is nevertheless deeply familiar with the Broca literature, the depth of which knowledge impressed this reviewer...In sum, LaPointe's book is a pleasure to read. His writing style varies from the serious to the sublime. His proclivities for parody and irony often jolt the unsuspecting reader as they encounter the literary playfulness with which, for example, he joyfully exploits details of the sleeping habits of Descartes or those concerning leeches, trepanations, guillotines, and other bizarre but human moments in the history of medicine."Table of ContentsContents Preface Acknowledgments Chapter 1. Precis Chapter 2. Early Times: Deep Sulci of History Descartes: Reason and the Scientific Method Chapter 3. Phrenology and Serendipitous Bumps Franz Joseph Gall Time Line of Phrenology Phrenology's Principles Faculties and Head Bumps Terms Used to Differentiate the Sizes of Organs According to George Combe (1853) Spurzheim's Tour Flourens Sex and Amativeness The American Tour The Combe Brothers Chapter 4. Relics of Aphasia: The Artifacts of Lost Words Liepmann and Apraxia Time for Lichtheim Strange Words Recalled in Literature Larrey: An Unlikely Aphasiologist Lordat: Alalia and Early Accounts of Aphasia Bateman, Leeches, and Other Novel Descriptions of Aphasia Chapter 5. Turmoil, Revolt, and Enlightenment: Historical Context for Advances in Brain Science A Wondrous and Dreadful Machine Dr. Guillotin: Severer of French Heads A Look of Astonishment French Turbulence: Kings and Revolutions Napoleon and the 19th Century Chapter 6. Cortical Localization of Function Jean-Baptiste Bouillaud: The Anterior Lobes Bouillaud's Alleged Folly Simon Alexandre Ernest Aubertin and the Catalytic Spatula Case Gratiolet: Adversary of Aubertin and Broca British Expansions on Cortical Localization of Function Stendhal's Shrunken Testicles and Transient Aphasia Finger and the Debates 1861: A Year Laden with Historical Episodes Prodigious Debates: The Brain and Its Doings Broca Listens Chapter 7. Broca's Nascent Years The Caves The Brocas and Huguenot Persecution Broca's Village Broca's Historians Broca's Lineage Happy Birthday to Paul Samuel-Jean Pozzi, Eulogist, Biographer, and Rake Paul Prodigy Broca Leaves Home A Carriage Ride and a Thinker Savants Move to Paris: Again, the Brain and Art Chapter 8. Medical Student and Developing Dissident On the Rues Where He Lived Carl Sagan History Clinical Education Fetid Tonsils and Insurrection Chapter 9. A Massive Thesis and Graduation Culmination of Medical Studies Finally and Efficiently, A Doctor Freethinkers Society Life in Paris Paris Makeover Wife in Paris Art, Violin, and Iodine Mme. Augustine Broca Chapter 10. Landmark Cases: M. Leborgne and M. Lelong The Legendary French Brains Leborgne Conclusions After Examining "Tan" Leborgne's Brain Lelong Pictures at an Exhibition Broca on Language, Articulated Speech, and Aphemia Precedence and the Pair a Dax Much Earlier Precedence on Hemispheric Specialization and Localization Chapter 11. Broca's Auxiliary Contributions Priority and Precedence with a Modicum of Appreciation Limbic System Cancer Broca and Handedness Anthropology The French Anthropology Society: A Venue for Pioneering Presentations and Debate School of Anthropology Cornflowers and Hybrids Genetic Interruption Anthropometry and Cephalametrics Controversy and Racism The Full Moon, Interpretation, and Refutability Neuroimaging and Broca's Thermometric Crown Trepanation and Surgery The French Senate Chapter 12. Broca's Legacy Broca's Death Eulogies and Biographies Appendix A. Green Translation of Broca's 1861 Paper on the Faculty of Articulated Language Appendix B. Broca Time Line (2012) Appendix C. Editorial - Broca's Brain: Brother, Wherefore Art Thou? Appendix D. Permission to Access the Collections of the Musee de l'Homme, Paris References Index

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